Pub Date : 2024-11-01DOI: 10.1016/j.ijme.2024.101085
Yangjie Huang , Jiali Zhang , Ying Xu , Yajing Bu
This study employs the competency theory model and utilizes Necessary Condition Analysis (NCA) and Fuzzy-set Qualitative Comparative Analysis (fsQCA) to analyze data from 71 excellent universities in mainland China, which host national-level innovation and entrepreneurship colleges and education practice bases. The research investigates how various elements combine to impact the digital innovation capabilities of college students. The study identifies three configurations that lead to high digital innovation capabilities among students and categorizes them into three modes: the capability-motivation combination mode, the internal-external linkage mode, and the capability-willingness combination mode. The findings provide valuable insights for universities in cultivating digital innovation talent.
{"title":"How can digital innovation capabilities of Chinese college students be cultivated?","authors":"Yangjie Huang , Jiali Zhang , Ying Xu , Yajing Bu","doi":"10.1016/j.ijme.2024.101085","DOIUrl":"10.1016/j.ijme.2024.101085","url":null,"abstract":"<div><div>This study employs the competency theory model and utilizes Necessary Condition Analysis (NCA) and Fuzzy-set Qualitative Comparative Analysis (fsQCA) to analyze data from 71 excellent universities in mainland China, which host national-level innovation and entrepreneurship colleges and education practice bases. The research investigates how various elements combine to impact the digital innovation capabilities of college students. The study identifies three configurations that lead to high digital innovation capabilities among students and categorizes them into three modes: the capability-motivation combination mode, the internal-external linkage mode, and the capability-willingness combination mode. The findings provide valuable insights for universities in cultivating digital innovation talent.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101085"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijme.2024.101082
Emily Maria K Jose , Akshara Prasanna , Bijay Prasad Kushwaha , Madhumita Das
Generative Artificial Intelligence (GenAI) is a disruptive technology that has started to be used among students in management education. However, the question is whether the utilisation of GenAI in educational settings stimulates students to engage in learning activities and broaden their knowledge base. Hence, this study investigates student motivation and perception of using GenAI (ChatGPT) technology in management education. A random sampling technique was employed to survey 478 students from various educational institutions in the southern region of India. The outcomes revealed that GenAI presents both prospects and hurdles in the domain of management education. The disruptive nature of this technology brings forth numerous opportunities for acquiring knowledge and augmenting one's cognitive capacity. Nonetheless, a cautious and accountable approach is imperative for the successful integration of GenAI into the of management education. Consequently, this study provides pragmatic implications for students, educators, and educational institutions. The effectiveness of GenAI in practical settings can be heightened by arranging interactive training sessions led by AI experts, devising easily accessible online educational modules, embedding AI proficiencies into educators through collaborative endeavors or specialized training programs, and establishing systematic assessment protocols to ensure continual improvement.
{"title":"Can generative AI motivate management students? The role of perceived value and information literacy","authors":"Emily Maria K Jose , Akshara Prasanna , Bijay Prasad Kushwaha , Madhumita Das","doi":"10.1016/j.ijme.2024.101082","DOIUrl":"10.1016/j.ijme.2024.101082","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) is a disruptive technology that has started to be used among students in management education. However, the question is whether the utilisation of GenAI in educational settings stimulates students to engage in learning activities and broaden their knowledge base. Hence, this study investigates student motivation and perception of using GenAI (ChatGPT) technology in management education. A random sampling technique was employed to survey 478 students from various educational institutions in the southern region of India. The outcomes revealed that GenAI presents both prospects and hurdles in the domain of management education. The disruptive nature of this technology brings forth numerous opportunities for acquiring knowledge and augmenting one's cognitive capacity. Nonetheless, a cautious and accountable approach is imperative for the successful integration of GenAI into the of management education. Consequently, this study provides pragmatic implications for students, educators, and educational institutions. The effectiveness of GenAI in practical settings can be heightened by arranging interactive training sessions led by AI experts, devising easily accessible online educational modules, embedding AI proficiencies into educators through collaborative endeavors or specialized training programs, and establishing systematic assessment protocols to ensure continual improvement.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101082"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijme.2024.101081
Isabel Fischer , Simon Sweeney , Matthew Lucas , Neha Gupta
The rapid growth of generative AI usage in higher education has left educators looking urgently for insights into student usage and guidance on good practice. This case study examines an experiential exercise involving 118 postgraduate management students at a UK business school, where students were asked to write a 500-word reflection on their use of AI for a 2500-word essay-style assessment. Using sensemaking as a theoretical lens, we compare students' claims with assessors' evaluations of students' AI usage. Our findings indicate that students predominantly use generative AI for writing, paraphrasing, and rephrasing, rather than for fostering critical thinking or engaging in the more advanced stages of sensemaking, a level achieved by only one-tenth of the cohort. The consistency between this study's findings and pre-generative AI research suggests that higher education has yet to adapt adequately in ways to integrate AI to mitigate, rather than exacerbate, current sector deficiencies. We call on university leaders to develop institutional strategies that allow for effective and responsible integration of generative AI, and on educators to develop students' critical evaluation and academic writing skills that build on generative AI's affordances, with several specific recommendations made in this article.
{"title":"Making sense of generative AI for assessments: Contrasting student claims and assessor evaluations","authors":"Isabel Fischer , Simon Sweeney , Matthew Lucas , Neha Gupta","doi":"10.1016/j.ijme.2024.101081","DOIUrl":"10.1016/j.ijme.2024.101081","url":null,"abstract":"<div><div>The rapid growth of generative AI usage in higher education has left educators looking urgently for insights into student usage and guidance on good practice. This case study examines an experiential exercise involving 118 postgraduate management students at a UK business school, where students were asked to write a 500-word reflection on their use of AI for a 2500-word essay-style assessment. Using sensemaking as a theoretical lens, we compare students' claims with assessors' evaluations of students' AI usage. Our findings indicate that students predominantly use generative AI for writing, paraphrasing, and rephrasing, rather than for fostering critical thinking or engaging in the more advanced stages of sensemaking, a level achieved by only one-tenth of the cohort. The consistency between this study's findings and pre-generative AI research suggests that higher education has yet to adapt adequately in ways to integrate AI to mitigate, rather than exacerbate, current sector deficiencies. We call on university leaders to develop institutional strategies that allow for effective and responsible integration of generative AI, and on educators to develop students' critical evaluation and academic writing skills that build on generative AI's affordances, with several specific recommendations made in this article.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101081"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijme.2024.101080
Qiuhan Lin , Chinaza Solomon Ironsi
This study investigates the perceptions of business education instructors and their students regarding using augmented reality (AR) for teaching marketing strategies. Given the changes in education technologies in recent times, teaching strategies and approaches have changed. The study foresees that using AR, a digital resource essential for exposing students to real-life learning experiences, may improve students' learning experiences. The study employed a mixed-method research design to gather information from 112 individuals on the study's objectives. The researchers collected and evaluated data to investigate the participants' perspectives on utilizing augmented reality. The findings of this study reveal that although most studies assert that AR is effective in improving students' learning experiences, students and teachers acknowledged several drawbacks. This study indicates that if AR is used without effective teaching procedures and methodologies, it may not achieve the desired learning outcomes. Other findings were used to make conclusions on the study's objectives.
本研究调查了商业教育教师及其学生对使用增强现实技术（AR）教授营销策略的看法。鉴于近代教育技术的变化，教学策略和方法也发生了改变。本研究预见到，使用 AR 这一让学生接触真实学习体验的重要数字资源，可能会改善学生的学习体验。本研究采用了混合方法研究设计，就研究目标向 112 名个人收集信息。研究人员收集并评估了数据，以调查参与者对使用增强现实技术的看法。研究结果表明，虽然大多数研究都断言增强现实技术能有效改善学生的学习体验，但学生和教师也承认它存在一些缺点。本研究表明，如果在没有有效教学程序和方法的情况下使用增强现实技术，可能无法达到预期的学习效果。其他研究结果用于对研究目标做出结论。
{"title":"Incorporating augmented reality into teaching marketing strategies: Perspectives from business education teachers and students","authors":"Qiuhan Lin , Chinaza Solomon Ironsi","doi":"10.1016/j.ijme.2024.101080","DOIUrl":"10.1016/j.ijme.2024.101080","url":null,"abstract":"<div><div>This study investigates the perceptions of business education instructors and their students regarding using augmented reality (AR) for teaching marketing strategies. Given the changes in education technologies in recent times, teaching strategies and approaches have changed. The study foresees that using AR, a digital resource essential for exposing students to real-life learning experiences, may improve students' learning experiences. The study employed a mixed-method research design to gather information from 112 individuals on the study's objectives. The researchers collected and evaluated data to investigate the participants' perspectives on utilizing augmented reality. The findings of this study reveal that although most studies assert that AR is effective in improving students' learning experiences, students and teachers acknowledged several drawbacks. This study indicates that if AR is used without effective teaching procedures and methodologies, it may not achieve the desired learning outcomes. Other findings were used to make conclusions on the study's objectives.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101080"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijme.2024.101077
Asal Aghaz , Soroush Dehghan Salmasi
In the post-COVID-19 era, online learning has become an integral part of higher education institutions (HEIs). However, limited evidence suggests that communication apprehension (CA) is a core issue in the lack of engagement in online classrooms. This study seeks to investigate how students’ CA dimensions (i.e., communication participation avoidance and low level of communication confidence) can be predicted by their cultural values using horizontal and vertical individualism/collectivism (HVIC) classification. Moreover, this study examines gender differences as a moderator in the relationship between CA and cultural values. This quantitative survey used an online questionnaire for data collection. A total of 498 samples of data were collected From MBA students studying at the seven most prestigious Iranian business schools. The results of data analysis using SmartPLS4 indicated that the CA levels of MBA students are affected by their cultural values in the HVIC classification (excluding vertical collectivism). Additionally, this study revealed that gender plays a moderating role in the relationships between cultural values and CA dimensions. In general, the results indicated that HEIs should foster a culture that supports individualistic values—such as privacy, independency, self-fulfillment, and individual decision-making—in order to lower CA levels among MBA students.
在后 COVID-19 时代，在线学习已成为高等教育机构（HEIs）不可或缺的一部分。然而，有限的证据表明，交流忧虑（CA）是在线课堂缺乏参与性的核心问题。本研究试图通过横向和纵向的个人主义/集体主义（HVIC）分类，探讨学生的交流恐惧维度（即避免参与交流和交流信心不足）如何通过他们的文化价值观来预测。此外，本研究还探讨了性别差异作为 CA 与文化价值观之间关系的调节因素。这项定量调查使用在线问卷收集数据。共收集了 498 份样本数据，这些数据来自伊朗七所最负盛名的商学院的 MBA 学生。使用 SmartPLS4 进行的数据分析结果表明，MBA 学生的 CA 水平受到 HVIC 分类（不包括垂直集体主义）中文化价值观的影响。此外，本研究还发现，性别在文化价值观与 CA 维度之间的关系中起着调节作用。总体而言，研究结果表明，高等院校应培养一种支持个人主义价值观（如隐私、独立、自我实现和个人决策）的文化，以降低 MBA 学生的 CA 水平。
{"title":"The impact of cultural values on students’ communication apprehension in online classrooms: The moderating role of gender","authors":"Asal Aghaz , Soroush Dehghan Salmasi","doi":"10.1016/j.ijme.2024.101077","DOIUrl":"10.1016/j.ijme.2024.101077","url":null,"abstract":"<div><div>In the post-COVID-19 era, online learning has become an integral part of higher education institutions (HEIs). However, limited evidence suggests that communication apprehension (CA) is a core issue in the lack of engagement in online classrooms. This study seeks to investigate how students’ CA dimensions (i.e., communication participation avoidance and low level of communication confidence) can be predicted by their cultural values using horizontal and vertical individualism/collectivism (HVIC) classification. Moreover, this study examines gender differences as a moderator in the relationship between CA and cultural values. This quantitative survey used an online questionnaire for data collection. A total of 498 samples of data were collected From MBA students studying at the seven most prestigious Iranian business schools. The results of data analysis using SmartPLS4 indicated that the CA levels of MBA students are affected by their cultural values in the HVIC classification (excluding vertical collectivism). Additionally, this study revealed that gender plays a moderating role in the relationships between cultural values and CA dimensions. In general, the results indicated that HEIs should foster a culture that supports individualistic values—such as privacy, independency, self-fulfillment, and individual decision-making—in order to lower CA levels among MBA students.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101077"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142578538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijme.2024.101079
Muhammad Odeh, Peerasit Patanakul
This study examines the use of three different methods in teaching project management: lectures, short case study assignments, and a semester-long stepwise project modelled on a real-life project. The results provide a better understanding of how teaching methods contribute to learning outcomes, measured by students' comprehension and knowledge gained. In Fall 2021 and Spring 2022, 110 and 84 questionnaires were distributed to students in project management courses, with 46 and 34 completed responses, respectively. The overall results indicate that the stepwise project contributes to the outcome of learning more than class lectures, however, no significant difference was found when comparing it with short case study assignments. The results indicate that the stepwise project contributes more to outcomes than other methods when implemented a second time. Overall, the stepwise project appears to be a promising method for further developed teaching plans and classroom policies. Limitations of this study include small sample size, social distancing, and the interdependent effects of teaching methods, which future studies should address. Future research could also explore the impact of teaching methods on leadership, collaboration, and communication skills. The impact of the instructor's experiences and familiarity with teaching methods could also be further explored.
{"title":"An effective method in project management education: A stepwise project modelled on a real-life project","authors":"Muhammad Odeh, Peerasit Patanakul","doi":"10.1016/j.ijme.2024.101079","DOIUrl":"10.1016/j.ijme.2024.101079","url":null,"abstract":"<div><div>This study examines the use of three different methods in teaching project management: lectures, short case study assignments, and a semester-long stepwise project modelled on a real-life project. The results provide a better understanding of how teaching methods contribute to learning outcomes, measured by students' comprehension and knowledge gained. In Fall 2021 and Spring 2022, 110 and 84 questionnaires were distributed to students in project management courses, with 46 and 34 completed responses, respectively. The overall results indicate that the stepwise project contributes to the outcome of learning more than class lectures, however, no significant difference was found when comparing it with short case study assignments. The results indicate that the stepwise project contributes more to outcomes than other methods when implemented a second time. Overall, the stepwise project appears to be a promising method for further developed teaching plans and classroom policies. Limitations of this study include small sample size, social distancing, and the interdependent effects of teaching methods, which future studies should address. Future research could also explore the impact of teaching methods on leadership, collaboration, and communication skills. The impact of the instructor's experiences and familiarity with teaching methods could also be further explored.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101079"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijme.2024.101074
Guan-Yu Lin , Yu-Min Wang , Yi-Shun Wang
The increasing use of business simulation systems in university classrooms has significantly impacted student learning in entrepreneurship and management. However, the issue of model-reality fit within business simulation-based learning has been largely overlooked in the literature. To address this gap, a reliable and accurate scale for assessing model-reality fit is essential for further research. This study developed and validated a multidimensional instrument based on task-technology fit theory and the Business Model Canvas, using a sample of 133 Taiwanese undergraduate and graduate students. Through established scale-development procedures, a 13-item scale was created, reflecting three key factors: "partnership and distribution management," "financial management and cost control," and "customer relationship management." The scale demonstrated satisfactory internal consistency, as well as convergent, discriminant, criterion-related, and nomological validity. This newly developed multidimensional scale offers a valuable tool for evaluating model-reality fit and advancing future research and theory development in the context of business simulation-based learning.
{"title":"Developing and validating an instrument to measure model-reality fit in business simulation-based learning contexts","authors":"Guan-Yu Lin , Yu-Min Wang , Yi-Shun Wang","doi":"10.1016/j.ijme.2024.101074","DOIUrl":"10.1016/j.ijme.2024.101074","url":null,"abstract":"<div><div>The increasing use of business simulation systems in university classrooms has significantly impacted student learning in entrepreneurship and management. However, the issue of model-reality fit within business simulation-based learning has been largely overlooked in the literature. To address this gap, a reliable and accurate scale for assessing model-reality fit is essential for further research. This study developed and validated a multidimensional instrument based on task-technology fit theory and the Business Model Canvas, using a sample of 133 Taiwanese undergraduate and graduate students. Through established scale-development procedures, a 13-item scale was created, reflecting three key factors: \"partnership and distribution management,\" \"financial management and cost control,\" and \"customer relationship management.\" The scale demonstrated satisfactory internal consistency, as well as convergent, discriminant, criterion-related, and nomological validity. This newly developed multidimensional scale offers a valuable tool for evaluating model-reality fit and advancing future research and theory development in the context of business simulation-based learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101074"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-01DOI: 10.1016/j.ijme.2024.101087
Yaping Song , Genshu Lu
This study constructs a cognitive-affective analysis framework, takes 5468 college graduates in Shaanxi Province, China, as samples, and utilizes two partial least squares structural equation models (PLS-SEM) to systematically examine the impact of university entrepreneurship support (UES) and its sub-dimensions on college students' entrepreneurial intention (EI). The findings show that in the overall PLS-SEM model, UES significantly affects students' EI. Likewise, UES affects the fear of entrepreneurial failure (FEF), entrepreneurial attitude (EA), and entrepreneurial self-efficacy (ESE), which in turn determines EI. Meanwhile, the mediating roles of FEF, EA, and ESE in the relationships of UES and EI are validated. Furthermore, Findings point out that in the sub-dimension PLS-SEM model, some dimensions of UES have significant direct effects on FEF, EA, ESE, and EI, while others have no significant influences. More importantly, we reveal that FEF, EA, and ESE do not mediate the relationship between all of UES's dimensions and EI. The results also illustrate that FEF and ESE significantly impact EA. These findings enrich entrepreneurship research and offer practical implications for university administrators to improve UES and EI.
本研究构建了认知-情感分析框架，以陕西省 5468 名高校毕业生为样本，利用两个偏最小二乘结构方程模型（PLS-SEM），系统考察了大学生创业支持（UES）及其子维度对大学生创业意向（EI）的影响。研究结果表明，在整个 PLS-SEM 模型中，UES 显著影响大学生的创业意向。同样，UES 会影响创业失败恐惧（FEF）、创业态度（EA）和创业自我效能感（ESE），进而决定 EI。同时，FEF、EA 和 ESE 在 UES 和 EI 关系中的中介作用也得到了验证。此外，研究结果还指出，在子维度 PLS-SEM 模型中，UES 的某些维度对 FEF、EA、ESE 和 EI 有显著的直接影响，而其他维度则没有显著影响。更重要的是，我们发现 FEF、EA 和 ESE 并不能调节 UES 所有维度与 EI 之间的关系。研究结果还表明，FEF 和 ESE 对 EA 有重大影响。这些发现丰富了创业研究，并为大学管理者改善 UES 和 EI 提供了实际意义。
{"title":"The impact of university entrepreneurship support on college students' entrepreneurial intention: A cognitive-affective perspective","authors":"Yaping Song , Genshu Lu","doi":"10.1016/j.ijme.2024.101087","DOIUrl":"10.1016/j.ijme.2024.101087","url":null,"abstract":"<div><div>This study constructs a cognitive-affective analysis framework, takes 5468 college graduates in Shaanxi Province, China, as samples, and utilizes two partial least squares structural equation models (PLS-SEM) to systematically examine the impact of university entrepreneurship support (UES) and its sub-dimensions on college students' entrepreneurial intention (EI). The findings show that in the overall PLS-SEM model, UES significantly affects students' EI. Likewise, UES affects the fear of entrepreneurial failure (FEF), entrepreneurial attitude (EA), and entrepreneurial self-efficacy (ESE), which in turn determines EI. Meanwhile, the mediating roles of FEF, EA, and ESE in the relationships of UES and EI are validated. Furthermore, Findings point out that in the sub-dimension PLS-SEM model, some dimensions of UES have significant direct effects on FEF, EA, ESE, and EI, while others have no significant influences. More importantly, we reveal that FEF, EA, and ESE do not mediate the relationship between all of UES's dimensions and EI. The results also illustrate that FEF and ESE significantly impact EA. These findings enrich entrepreneurship research and offer practical implications for university administrators to improve UES and EI.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101087"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artificial intelligence in the business plays key role in the current world. To track the research output, we conducted bibliometric analysis on the Artificial Intelligence (AI) applications in business from 1977 to 2023. The main objective of this study is to examine publication trends, influential authors, impactful sources, global contributions, and prevalent keywords, themes employing rigorous statistical methodologies. SCOPUS database was searched with AI and Business term from the starting period and biblioshiny and Vos Viewer software used for the analysis. Key findings reveal a rising trend in AI applications in business publications. Leading journals emerge, and the USA, United Kingdom, and China lead in global contributions. Frequently used keywords encompass ethics, machine learning, and big data. Thematic mapping categorizes themes, unveiling motor, niche, emerging, and basic themes. This analysis provides a comprehensive overview for researchers, policymakers, management educators and industry practitioners, shedding light on the dynamic landscape of AI and its intersection with business.
{"title":"AI applications in business: Trends and insights using bibliometric analysis","authors":"Hiranya Dissanayake , Otilia Manta , Anuradha Iddagoda , Maria Palazzo","doi":"10.1016/j.ijme.2024.101075","DOIUrl":"10.1016/j.ijme.2024.101075","url":null,"abstract":"<div><div>Artificial intelligence in the business plays key role in the current world. To track the research output, we conducted bibliometric analysis on the Artificial Intelligence (AI) applications in business from 1977 to 2023. The main objective of this study is to examine publication trends, influential authors, impactful sources, global contributions, and prevalent keywords, themes employing rigorous statistical methodologies. SCOPUS database was searched with AI and Business term from the starting period and biblioshiny and Vos Viewer software used for the analysis. Key findings reveal a rising trend in AI applications in business publications. Leading journals emerge, and the USA, United Kingdom, and China lead in global contributions. Frequently used keywords encompass ethics, machine learning, and big data. Thematic mapping categorizes themes, unveiling motor, niche, emerging, and basic themes. This analysis provides a comprehensive overview for researchers, policymakers, management educators and industry practitioners, shedding light on the dynamic landscape of AI and its intersection with business.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101075"},"PeriodicalIF":6.0,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142539995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-28DOI: 10.1016/j.ijme.2024.101078
Milton Soto-Ferrari, Ashley Layman, Joyce A. Young
The COVID-19 pandemic profoundly disrupted education, challenging academic normalcy due to staff shortages, absenteeism, mental health issues, and a rapid transition to online learning. These disruptions led to declines in student readiness across subjects, although some adapted effectively to new learning environments. Therefore, this study evaluates the academic factors influencing first-year business students' performance in post-pandemic settings. Using data from a U.S. institution, we assess metrics of 288 first-year business students from different cohorts across three periods: Pre-Pandemic (Fall 2018/Spring 2019, n = 141), Initial Post-Pandemic Impact (Fall 2021/Spring 2022, n = 70), and Continued Pandemic Adaptation (Fall 2022/Spring 2023, n = 77). By comparing these distinct cohorts using inferential statistics, we examine how students' academic characteristics evolved amidst pandemic challenges. The findings showcase that high school GPA consistently correlates with academic success across all periods. However, during the Continued Pandemic Adaptation timeframe, the influence of prior college performance and course engagement metrics, such as enrolled and graded hours, became more pronounced. This shift denotes the increased importance of academic preparedness and active participation in coursework. The research emphasizes the need for adaptive educational strategies, focusing on enhanced advising, flexible course load options, and expanded mental health and academic support to meet diverse student needs effectively.
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