International Journal of Management Education最新文献

There is to date little research on the pedagogy of entrepreneurship and innovation aligned with sustainability. This study makes a case for, and empirically investigates, the value of a pedagogical approach to sustainable entrepreneurship and innovation that is intended to be transformative of participants. Following Sipos et al. (2008), we propose that such an approach should address all three pedagogical dimensions of abstract knowledge (head), practical competences (hands), and motivation (affect or heart). We take as an empirical probe the training offered by the European Institute of Innovation & Technology (EIT) Climate-KIC graduate education programme, a European Commission-funded initiative to develop sustainability-oriented technology entrepreneurs and innovators. Repertory grid-based interviews are undertaken with two cohorts of students, investigating the proposition that transformative, multidimensional approaches are appropriate for sustainable entrepreneurship education. We are presenting here an insider view of an EIT learning journey, a ‘lived experience’ view of how addressing all three pedagogical dimensions - Head, Hands and Heart – support transformative education in a sustainable entrepreneurship context. We argue that EIT training does offer all three educational elements and that these are viewed as valuable and transformative and that the affective dimension of learning had a strong impact on the participants. We observe that the concept of sustainable entrepreneurship seems to raise more cognitive and normative tensions than the concept of sustainable innovation, perhaps through the association of entrepreneurship with the profit motive.

Universities are often criticised for perpetuating gender inequalities in the preparation of students for the workforce. Employing a mixed methods approach, we explore whether perceived obstacles to academic and professional success are gender-based. We analyse responses from generation Z management students (n = 405) using attribution theory. We find that students predominantly perceive ‘effort’ as an enabler to their future success with gender disparities emerging when examining the multifaceted obstacles to their future success. Out of all demographic characteristics analysed, gender, and particularly a perceived lack of confidence by female students, is the most predominant and statistically significant factor. Through in-depth qualitative research we develop our understanding of these gendered student attributions, highlighting their potential impact on long-term professional success and their contribution to future earning inequalities. We examine the implications of our findings for educators and propose proactive strategies to tackle gendered disparities in the student experience.

Scholars and policymakers are increasingly interested in the influence of Entrepreneurship Education on entrepreneurial attitudes, as well as in the human capital developed from entrepreneurship programs. Thus, to further clarify the effectiveness of entrepreneurship education as a catalyst for entrepreneurial activity, this study investigates the intervening role of psychological capital in the link between entrepreneurship education and entrepreneurial behavior. To interrogate this premise, a sample of 262 UK students is examined by a structural equation model. The proposed model draws on an integrated social cognitive career theory with a PsyCap lens. The results indicate that although psychological capital partially mediates the influence of entrepreneurship education on Entrepreneurial Intention, this outcome is mainly driven by the effects of hope and self-efficacy, with hope bearing a stronger influence. Surprisingly, the anticipated impact of optimism and resilience did not materialize. These findings pose important implications for theory and practice by offering a more holistic framework underlying the EE-EI nexus.

Entrepreneurship education (EE) is widely acknowledged as a proactive approach to fostering self-employment opportunities among young individuals. This study investigates the role of green entrepreneurial self-efficacy (GESE) and environmental awareness (ENVA) on the influence of EE on green entrepreneurial intentions (GEI) among both business and science students. We used a PLS-SEM to analyze data obtained from 412 Tanzanian students who completed a structured questionnaire. The findings indicate that EE has a positive and significant direct and indirect effect on GEI through GESE. Additionally, both GESE and ENVA exhibit positive and significant effects on GEI. Moreover, the study highlights that ENVA strengthens the effect of GESE on GEI. The results from a multigroup analysis uncovered significant differences in some hypothesized relationships between business and science students, with science students demonstrating stronger effects compared to business students. Our findings carry implications both practitioners and academics. Firstly, this study contributes to overarching development goals concerning education and environmentally friendly practices. Secondly, it furnishes empirical insights explaining the role of EE in nurturing environmentally conscious entrepreneurship. Lastly, our research serves as a catalyst for managers and policymakers to enhance entrepreneurial programs by integrating green entrepreneurship initiatives.

The development of startup activity among students is often considered a key ingredient to increasing entrepreneurship levels and reducing unemployment rates among youth. This study examines the role of personal characteristics and university infrastructure components in the context of nascent entrepreneurship in an emerging market setting. Drawing on the self-efficacy perspective, we theorize the effect of students' individual entrepreneurial orientation on the scope of their startup activity. Based on the university embeddedness theory, we further explore whether the university entrepreneurial environment and entrepreneurial program learning moderate this relationship. Our sample was drawn from the 2021 GUESSS project, which includes 1521 students from 21 universities in Russia. Data were analyzed using hierarchical multiple regression models with the help of Stata MP software. We found that individual entrepreneurial orientation increases the scope of students' startup activities, and the university entrepreneurial environment that is evaluated above the median score strengthens this relationship, while the entrepreneurial program learning has no effect. Our research seeks to draw researchers' and practitioners' attention to the need of both exploring the nuances of students’ personal traits that influence their involvement in startup activities and building an effective university entrepreneurial ecosystem to stimulate entrepreneurial endeavors among youth.

Purpose

The specific objective of the research is to analyze the impact of academic level, year of study, age group and gender on cognitive learning, socio-emotional learning, behavioural learning and overall sustainability learning.

Methodology

A sample of 389 management students were considered for the current study. The study incorporates multiple regression technique using SPSS software and structure equation modeling employing AMOS 26 software. For analyzing reliability Cronbach's alpha is used and further the construct validity is established via confirmatory factor analysis and for assessing discriminant validity Heterotrait-Monotrait ratio of correlations (HTMT) is employed.

Findings

The overall sustainability learning which has been calculated from the cognitive, socio-emotional and behavioural learning scores is found to be positively impacted by the demographic variables age group and is negatively impacted by the academic level.

Practical implications

This study suggests that the educational programmes or initiatives must be specifically designed to induce sustainability learning based on gender and age-groups. Industry specific sustainability initiatives can be included in the curricula of professional educational programmes.

Originality/value

There is a dearth of studies in measuring the impact of age group, gender, level and year of study on attainment of sustainability learning objectives in terms of cognitive, socio-emotional, and behavioural learning on professional education students especially in India.

The importance of pedagogical innovations in management education for improved learning outcomes has been emphasized by scholars. However, the literature on these innovations has not been systematically synthesized. In this article, we use the 6w framework to provide a review of pedagogy innovations for learning in management education for the 21st century. We orchestrate the prior studies, argue for theoretically informed approaches to evaluate the various dimensions, present the gaps, and provide new measures that would guide advancement and research in this niche area. An integrated pedagogy innovation model framework is proposed from the evaluation of studies that could be used as a baseline for future research. We utilize the theory, context, characteristics, and methodology (TCCM) framework to expand on the research gaps to propose ideas for future research.

In today's economies, companies are seen as key drivers of regional development. However, due to the high number of business failures, it is not sufficient to merely encourage new ventures. Instead, it is essential to understand the factors contributing to business success. This study aims to explore the factors that influence entrepreneurs' actions leading to company success. The sample for this study consisted of 9703 students who currently own businesses in European and Latin American countries. The data for this study was analysed using a Structural Equation Model (SEM). Our research proposes a model of successful business behaviour. It shows that the founder's intentions to achieve success and the surrounding conditions significantly impact actions leading to company success. The model also identifies factors affecting entrepreneurs' intentions to succeed, including motivation expectancy, work effort expectancy and social influence. Additionally, we examine how gender, region, and sustainability moderate business behaviour. We extend the application of the UTAUT model from information technology users to the field of entrepreneurship. This expansion allows us to test the model's relevance in contexts where intention plays a crucial role, but successful implementation is even more critical.

This paper highlights the importance of higher education teachers’ professional identity in the field of management, especially when faced with crisis events or disruptive technology. By employing the Bridges transition framework, we comprehended the profound transformation brought about by the pandemic and suggested proactive measures to effectively address future obstacles that significantly affect teaching methods. Based on a PLS-SEM analysis performed to examine the outcomes of an online survey (N = 145), our study provides insights into the connections between changes in the teachers' identity, digital mastery, successful role transition, and the teacher-student relationship. Our results show that the loss of teaching identity has a direct negative impact on the digital mastery, the success of the transition of the teaching role, and the student-teacher relationship as well. We suggest that a transition process is successful if it is well-managed and supported during its psychological phases, places significant emphasis on the phenomenon of loss of identity and provides guidance towards defining the new identity.