Pub Date : 2024-11-30DOI: 10.1016/j.ijme.2024.101105
Mostafa Al-Emran , Noor Al-Qaysi , Mohammed A. Al-Sharafi , Mana Khoshkam , Behzad Foroughi , Morteza Ghobakhloo
Despite the rapid advancement and integration of Generative AI in various sectors, understanding its role in promoting social sustainability, particularly within the educational domain, remains unexplored. This research is propelled by the urgent need to explore this underexamined area, especially given the critical importance of social sustainability in ensuring equitable and inclusive educational outcomes. To address this gap, this study develops an integrated model that combines the insights of the Technology Threat Avoidance Theory (TTAT), the Technology-Environmental, Economic, and Social Sustainability Theory (T-EESST), and key knowledge management (KM) factors (knowledge acquisition and knowledge application). Using PLS-SEM, the proposed model was evaluated based on data collected through an online survey from 378 university students. The results showed that while perceived threats have a significant negative impact on Generative AI use, knowledge acquisition and knowledge application emerge as critical drivers for its effective use. Interestingly, using Generative AI was found to promote social sustainability significantly and positively. In addition to its theoretical contributions, this study underscores the need for a nuanced understanding of the barriers and enablers of Generative AI adoption, offering valuable insights for various stakeholders aiming to leverage AI tools for sustainable educational outcomes.
{"title":"Role of perceived threats and knowledge management in shaping generative AI use in education and its impact on social sustainability","authors":"Mostafa Al-Emran , Noor Al-Qaysi , Mohammed A. Al-Sharafi , Mana Khoshkam , Behzad Foroughi , Morteza Ghobakhloo","doi":"10.1016/j.ijme.2024.101105","DOIUrl":"10.1016/j.ijme.2024.101105","url":null,"abstract":"<div><div>Despite the rapid advancement and integration of Generative AI in various sectors, understanding its role in promoting social sustainability, particularly within the educational domain, remains unexplored. This research is propelled by the urgent need to explore this underexamined area, especially given the critical importance of social sustainability in ensuring equitable and inclusive educational outcomes. To address this gap, this study develops an integrated model that combines the insights of the Technology Threat Avoidance Theory (TTAT), the Technology-Environmental, Economic, and Social Sustainability Theory (T-EESST), and key knowledge management (KM) factors (knowledge acquisition and knowledge application). Using PLS-SEM, the proposed model was evaluated based on data collected through an online survey from 378 university students. The results showed that while perceived threats have a significant negative impact on Generative AI use, knowledge acquisition and knowledge application emerge as critical drivers for its effective use. Interestingly, using Generative AI was found to promote social sustainability significantly and positively. In addition to its theoretical contributions, this study underscores the need for a nuanced understanding of the barriers and enablers of Generative AI adoption, offering valuable insights for various stakeholders aiming to leverage AI tools for sustainable educational outcomes.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101105"},"PeriodicalIF":6.0,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142756933","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 : 2024-11-30DOI: 10.1016/j.ijme.2024.101091
Pushpa Negi , Anand Jaiswal , Navita Nathani
This study explores the relationship between green practices, environmental consciousness, and perceived financial well-being among management students, focusing on pursuing postgraduate students from the Delhi region in India. Twenty-five semi-structured interviews were conducted between January 2024 to March 2024 and the data were coded and analyzed using NVivo 14 to identify key themes and sentiments. Aligned with the Theory of Planned Behavior, Social Identity Theory, and PERMA theory, the study presents a novel framework for understanding green practices, environmental consciousness, and financial well-being to integrate with management education. The study identified 17 themes indicating that green practices contribute to raising environmental consciousness among students, thereby shaping their perceived financial well-being. The study highlights the importance of integrating sustainability education into the management education curriculum to prepare future business leaders for sustainable practices. The findings of the study offer insights for educators, academicians, businesses, policymakers, and researchers aiming to align strategies with management student preferences, promoting sustainable business practices and leadership.
{"title":"Influence of green practices on environmental consciousness of management students for perceived financial well-being","authors":"Pushpa Negi , Anand Jaiswal , Navita Nathani","doi":"10.1016/j.ijme.2024.101091","DOIUrl":"10.1016/j.ijme.2024.101091","url":null,"abstract":"<div><div>This study explores the relationship between green practices, environmental consciousness, and perceived financial well-being among management students, focusing on pursuing postgraduate students from the Delhi region in India. Twenty-five semi-structured interviews were conducted between January 2024 to March 2024 and the data were coded and analyzed using NVivo 14 to identify key themes and sentiments. Aligned with the Theory of Planned Behavior, Social Identity Theory, and PERMA theory, the study presents a novel framework for understanding green practices, environmental consciousness, and financial well-being to integrate with management education. The study identified 17 themes indicating that green practices contribute to raising environmental consciousness among students, thereby shaping their perceived financial well-being. The study highlights the importance of integrating sustainability education into the management education curriculum to prepare future business leaders for sustainable practices. The findings of the study offer insights for educators, academicians, businesses, policymakers, and researchers aiming to align strategies with management student preferences, promoting sustainable business practices and leadership.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101091"},"PeriodicalIF":6.0,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142745213","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 : 2024-11-27DOI: 10.1016/j.ijme.2024.101083
Stephen Thomas Homer , Weng Marc Lim , Wai Chuen Poon
Responsible management education is often viewed from an educator's rather than a student's perspective, as well as from a Global North rather than a Global South viewpoint. Addressing these gaps, this study aims to explore responsible management education through student perspectives from a Southeast Asian country. Utilizing online platforms and university channels, we recruited 542 students, with 492 valid responses analyzed. Analyzing the students' responses using keyword co-occurrence mapping, we identified a set of thematic clusters that reflect key aspects of responsible management: society, environment, company, business and responsibility, business decision, thing, and goal. These clusters were thematically grouped into a modified triple bottom line for responsible management, comprising organizational (which includes economic and ethical considerations), social, and environmental components. This grouping underscores the importance of economic considerations, ethical decision-making, environmental stewardship, and societal wellbeing in management practice. Building on these findings, we incorporate management—the final component emerging from the clusters—to propose a novel model that merges the triple bottom line with locus of control, forming concentric circles that offer a more robust lens for managerial decision-making. This model highlights the varying levels of control and influence managers have over organizational, social, and environmental aspects, providing a new approach for integrating responsible management into organizational leadership taught through responsible management education. Our study thus makes a significant contribution to advancing responsible management education theory and practice by incorporating student perspectives from the Global South and introducing an innovative model—the concentric locus of control and triple bottom line model—that can be used in responsible management education to shape the managerial outlook of future business leaders.
{"title":"A concentric locus of control and triple bottom line model for responsible management: Theory development inspired by students from the Global South","authors":"Stephen Thomas Homer , Weng Marc Lim , Wai Chuen Poon","doi":"10.1016/j.ijme.2024.101083","DOIUrl":"10.1016/j.ijme.2024.101083","url":null,"abstract":"<div><div>Responsible management education is often viewed from an educator's rather than a student's perspective, as well as from a Global North rather than a Global South viewpoint. Addressing these gaps, this study aims to explore responsible management education through student perspectives from a Southeast Asian country. Utilizing online platforms and university channels, we recruited 542 students, with 492 valid responses analyzed. Analyzing the students' responses using keyword co-occurrence mapping, we identified a set of thematic clusters that reflect key aspects of responsible management: <em>society</em>, <em>environment</em>, <em>company</em>, <em>business and responsibility</em>, <em>business decision</em>, <em>thing</em>, and <em>goal</em>. These clusters were thematically grouped into a modified triple bottom line for responsible management, comprising <em>organizational</em> (which includes economic and ethical considerations), <em>social</em>, and <em>environmental</em> components. This grouping underscores the importance of economic considerations, ethical decision-making, environmental stewardship, and societal wellbeing in management practice. Building on these findings, we incorporate <em>management</em>—the final component emerging from the clusters—to propose a novel model that merges the triple bottom line with locus of control, forming concentric circles that offer a more robust lens for managerial decision-making. This model highlights the varying levels of control and influence managers have over organizational, social, and environmental aspects, providing a new approach for integrating responsible management into organizational leadership taught through responsible management education. Our study thus makes a significant contribution to advancing responsible management education theory and practice by incorporating student perspectives from the Global South and introducing an innovative model—the <em>concentric locus of control and triple bottom line model</em>—that can be used in responsible management education to shape the managerial outlook of future business leaders.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101083"},"PeriodicalIF":6.0,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722267","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 : 2024-11-26DOI: 10.1016/j.ijme.2024.101092
Richard J. Arend, Ali Fehmi Unal, Richard Bilodeau
Does entrepreneurship education matter? We answer this overarching question based on a recent empirical study of how such training impacts personal, firm-level, and societal outcomes over a wide range of organizations where it has been applied. The analysis provides a better understanding of the current contrast between entrepreneurial education's significant positive micro-level effects and its lack of significant effects at the macro-level (e.g., in national start-up rates). We base the results on a survey of students who graduated from formal entrepreneurship programs in the last decade; we ask them about their education, their individual entrepreneurial performance at whatever organizations they then contributed to, that organization's performance, and several other outcomes of interest to society (e.g., innovations). We find not only the usual contrast in micro- and macro-level effects, but also new results in between – i.e., at the organizational level where it appears educational benefits begin to dissipate. We then use these results to not only generate a set of relevant possible explanations, including a novel narrative for that current contrast based on a solid analogy, but also to propose several new recommendations to improve the outcomes studied.
{"title":"Addressing the paradox in entrepreneurial education's impacts","authors":"Richard J. Arend, Ali Fehmi Unal, Richard Bilodeau","doi":"10.1016/j.ijme.2024.101092","DOIUrl":"10.1016/j.ijme.2024.101092","url":null,"abstract":"<div><div><em>Does entrepreneurship education matter?</em> We answer this overarching question based on a recent empirical study of how such training impacts personal, firm-level, and societal outcomes over a wide range of organizations where it has been applied. The analysis provides a better understanding of the current contrast between entrepreneurial education's significant positive micro-level effects and its lack of significant effects at the macro-level (e.g., in national start-up rates). We base the results on a survey of students who graduated from formal entrepreneurship programs in the last decade; we ask them about their education, their individual entrepreneurial performance at whatever organizations they then contributed to, that organization's performance, and several other outcomes of interest to society (e.g., innovations). We find not only the usual contrast in micro- and macro-level effects, but also new results in between – i.e., at the organizational level where it appears educational benefits begin to dissipate. We then use these results to not only generate a set of relevant possible explanations, including a novel narrative for that current contrast based on a solid analogy, but also to propose several new recommendations to improve the outcomes studied.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101092"},"PeriodicalIF":6.0,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142722266","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 : 2024-11-22DOI: 10.1016/j.ijme.2024.101086
Mareli Rossouw, Gretha Steenkamp
Business graduates need advanced critical thinking abilities. Critical thinking is best taught as part of the core technical business curriculum and preferably early in the academic programme. Using action research, the researchers designed and tested the effectiveness of an intervention which sought to develop first-year accounting students' critical thinking abilities as part of their core curriculum. The intervention included explicit teaching on critical thinking in accounting and various active learning exercises (both in the classroom and after class), using a flipped classroom approach, simulations, reflection, real-life or practical examples and student feedback. All 459 registered students were exposed to the critical thinking intervention, and evidence of enhanced student engagement was noted. The effectiveness of the intervention was tested using a one-group pre-test-post-test pre-experimental design, using an accounting-related custom-designed critical thinking measurement tool. A total of 95 pre-test and 72 post-test student responses were statistically analysed (voluntary participation in the study reduced the number of participants below the 459 registered students). Participants' critical thinking scores showed a significant increase (p < 0.01) after the critical thinking intervention, indicating that the intervention was effective and that it is possible to develop first-year students’ critical thinking skills by engaging them in specialised active learning exercises. The unique value of our findings lie in detailing the intervention (which other business educators could employ when including similar interventions in their core modules), developing and piloting the accounting-related critical thinking measurement tool and using the tool (and other methods) to show that the intervention was effective.
{"title":"Developing the critical thinking skills of first year accounting students with an active learning intervention","authors":"Mareli Rossouw, Gretha Steenkamp","doi":"10.1016/j.ijme.2024.101086","DOIUrl":"10.1016/j.ijme.2024.101086","url":null,"abstract":"<div><div>Business graduates need advanced critical thinking abilities. Critical thinking is best taught as part of the core technical business curriculum and preferably early in the academic programme. Using action research, the researchers designed and tested the effectiveness of an intervention which sought to develop first-year accounting students' critical thinking abilities as part of their core curriculum. The intervention included explicit teaching on critical thinking in accounting and various active learning exercises (both in the classroom and after class), using a flipped classroom approach, simulations, reflection, real-life or practical examples and student feedback. All 459 registered students were exposed to the critical thinking intervention, and evidence of enhanced student engagement was noted. The effectiveness of the intervention was tested using a one-group pre-test-post-test pre-experimental design, using an accounting-related custom-designed critical thinking measurement tool. A total of 95 pre-test and 72 post-test student responses were statistically analysed (voluntary participation in the study reduced the number of participants below the 459 registered students). Participants' critical thinking scores showed a significant increase (<em>p</em> < 0.01) after the critical thinking intervention, indicating that the intervention was effective and that it is possible to develop first-year students’ critical thinking skills by engaging them in specialised active learning exercises. The unique value of our findings lie in detailing the intervention (which other business educators could employ when including similar interventions in their core modules), developing and piloting the accounting-related critical thinking measurement tool and using the tool (and other methods) to show that the intervention was effective.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 1","pages":"Article 101086"},"PeriodicalIF":6.0,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705261","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.2024.101085
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.2024.101088
Hoai Thi Mai Bui , Tung Bui , Binh Thai Pham
Amidst the pressing global challenges of environmental degradation and social inequality, the role of Higher Education Institutions (HEIs) in achieving the United Nations’ Sustainable Development Goals (SDGs) has become increasingly pivotal. This study examines the pedagogical strategies and engagement of Vietnamese HEIs with sustainability initiatives, focusing on how these institutions integrate sustainability into business and management education. Given that only nine out of 237 institutions in Vietnam have been recognized for significant contributions to sustainable development as of 2023, this inquiry is both timely and critical. The paper employs thematic analysis of qualitative interviews to identify four major themes: motivations for sustainable development, cultural factors and leadership vision, policy inconsistency, and internal communication. This study fills a notable gap in the existing literature by exploring both external determinants like policy frameworks and institutional capacities, as well as underexplored internal factors such as organizational culture, stakeholder awareness, and internal communication within the context of business education. The findings have significant implications for enhancing the role of HEIs in promoting sustainability through innovative teaching practices, effective policy implementation, and strategic leadership. The paper concludes by offering targeted recommendations for educators, policymakers, and administrators to bolster the integration of SDGs in Vietnamese HEIs, thereby contributing to global sustainability efforts.
{"title":"The role of higher education in achieving sustainable development goals: An evaluation of motivation and capacity of Vietnamese institutions","authors":"Hoai Thi Mai Bui , Tung Bui , Binh Thai Pham","doi":"10.1016/j.ijme.2024.101088","DOIUrl":"10.1016/j.ijme.2024.101088","url":null,"abstract":"<div><div>Amidst the pressing global challenges of environmental degradation and social inequality, the role of Higher Education Institutions (HEIs) in achieving the United Nations’ Sustainable Development Goals (SDGs) has become increasingly pivotal. This study examines the pedagogical strategies and engagement of Vietnamese HEIs with sustainability initiatives, focusing on how these institutions integrate sustainability into business and management education. Given that only nine out of 237 institutions in Vietnam have been recognized for significant contributions to sustainable development as of 2023, this inquiry is both timely and critical. The paper employs thematic analysis of qualitative interviews to identify four major themes: motivations for sustainable development, cultural factors and leadership vision, policy inconsistency, and internal communication. This study fills a notable gap in the existing literature by exploring both external determinants like policy frameworks and institutional capacities, as well as underexplored internal factors such as organizational culture, stakeholder awareness, and internal communication within the context of business education. The findings have significant implications for enhancing the role of HEIs in promoting sustainability through innovative teaching practices, effective policy implementation, and strategic leadership. The paper concludes by offering targeted recommendations for educators, policymakers, and administrators to bolster the integration of SDGs in Vietnamese HEIs, thereby contributing to global sustainability efforts.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"22 3","pages":"Article 101088"},"PeriodicalIF":6.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704272","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.2024.101081
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}
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