International Journal of Management Education最新文献_第10页

How undergraduate students collaborate to address societal Grand Challenges: Evidence from a group assessment module on business and the Sustainable Development Goals 本科生如何合作应对社会重大挑战：来自商业和可持续发展目标小组评估模块的证据

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-20 DOI: 10.1016/j.ijme.2025.101260

David Horan , Lauren J. Lahie , Melissa J. Sayer

Societal Grand Challenges (GCs) require management educators to prepare students to address universal, interconnected, and multi-dimensional societal problems. While both business and management scholarship recognise the importance of collaboration in addressing societal GCs, little research has examined how business students collaborate when tasked with addressing GCs of this kind. Drawing on qualitative evidence from student submissions for an undergraduate group assessment module that targeted different Sustainable Development Goals (SDGs), the paper presents a theoretical framework to examine collaboration among students, when collaboration was important for the integration of transdisciplinary knowledge, holistic assessments and developing coherent business solutions. Applying content analysis and quantitative techniques, we assess students' mode of collaboration and its influence on the coherence of their proposed solutions. Our findings highlight the importance of developing students' collaborative strategies to address societal GCs in business school education, and we discuss opportunities and challenges for enhancing students' collaboration skills in undergraduate teaching, emphasising the role of group assessments in cultivating students’ collaborative strategies and collaboration competencies.

社会大挑战（GCs）要求管理教育工作者为学生解决普遍的、相互联系的和多维的社会问题做好准备。虽然商学和管理学的学术研究都认识到协作解决社会gc的重要性，但很少有研究考察商科学生在处理这类gc时是如何协作的。根据针对不同可持续发展目标（sdg）的本科生小组评估模块的学生提交的定性证据，本文提出了一个理论框架，以检查学生之间的合作，当合作对跨学科知识的整合、整体评估和制定连贯的商业解决方案很重要时。应用内容分析和定量技术，我们评估学生的合作模式及其对他们提出的解决方案的连贯性的影响。我们的研究结果强调了在商学院教育中发展学生协作策略以解决社会gc的重要性，我们讨论了在本科教学中提高学生协作技能的机遇和挑战，强调了小组评估在培养学生协作策略和协作能力方面的作用。

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引用次数: 0

Adoption of ChatGPT for students' learning effectiveness 采用ChatGPT提高学生的学习效率

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-18 DOI: 10.1016/j.ijme.2025.101255

Miraj Ahmed Bhuiyan , Muhammad Khalilur Rahman , Vincenzo Basile , Hu Ping , A.B.M. Mainul Bari

ChatGPT represents a state-of-the-art progression in artificial intelligence (AI)-enabled technology, used extensively in various sectors to make human lives easier and more convenient. It may provide additional assistance with different pedagogical methods. This research examines the effectiveness of integrating ChatGPT as an educational resource in student learning. A total of 505 responses were collected from university students located in Malaysia. The data were processed in SmartPLS 4.0 using the partial least squares with structural equation modelling technique. Findings reveal that tech competency has a positive impact on ChatGPT literacy and transparency; however, it has no significant impact on the adoption of ChatGPT. Additionally, ChatGPT's literacy and transparency have a significant impact on its adoption. Transparency acts as a mediator in the relationship between tech competency and ChatGPT adoption. On the other hand, ChatGPT literacy does not mediate the influence of tech competency on the adoption of ChatGPT. The impact of user innovativeness acts as a moderator on the influence of tech competency on ChatGPT literacy, transparency, and its adoption for learners' effectiveness. These results are informative for educational stakeholders who aim to enhance instructional design and refine the quality of learners' educational experiences by revealing the impact and prospects of ChatGPT as an educational tool. These findings enable improved decision-making and the design of more effective technology-enhanced educational interventions.

ChatGPT代表了人工智能（AI）技术的最新进展，广泛应用于各个领域，使人类的生活更轻松、更方便。它可以通过不同的教学方法提供额外的帮助。本研究考察了将ChatGPT作为一种教育资源整合到学生学习中的有效性。调查共收集了505份来自马来西亚大学生的回复。数据在SmartPLS 4.0中使用偏最小二乘法和结构方程建模技术进行处理。研究结果显示，技术能力对ChatGPT素养和透明度有正向影响；但是，它对ChatGPT的采用没有显著的影响。此外，ChatGPT的读写能力和透明度对其采用有重大影响。透明度在技术能力和ChatGPT采用之间的关系中起着中介作用。另一方面，ChatGPT素养并没有中介技术能力对ChatGPT采用的影响。用户创新性的影响在技术能力对ChatGPT素养、透明度及其对学习者有效性的影响中起调节作用。这些结果为教育利益相关者提供了信息，他们旨在通过揭示ChatGPT作为一种教育工具的影响和前景，来提高教学设计和改善学习者教育体验的质量。这些发现有助于改进决策和设计更有效的技术增强教育干预措施。

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引用次数: 0

How self - Efficacy and entrepreneurial spirit mediate the relationship between diverse cyber entrepreneurship courses and college students’ entrepreneurial intentions under TPB model 在TPB模型下，自我效能感和创业精神如何中介不同网络创业课程与大学生创业意向之间的关系

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-15 DOI: 10.1016/j.ijme.2025.101257

Yue Li

Cyber entrepreneurship transcends traditional limitations of time and space, fostering numerous business opportunities at minimal costs, thereby driving economic development and innovation. This study introduced entrepreneurship spirit and self-efficacy based on Theory of Planned Behavior (TPB), and constructed parallel and serial multiple mediation models to explore the impact of different cyber entrepreneurship courses on entrepreneurial intention. The research adopted empirical testing, drawing a sample of 351 senior students from public universities in Suzhou, and utilized SPSS 26 and SmartPLS 4.0 for data analysis. The main findings indicate that self - efficacy and entrepreneurial spirit exert multiple (both parallel and serial) mediating effects on the relationship between cyber entrepreneurship courses and entrepreneurial intention. This discovery significantly enhances the explanatory power of the TPB model regarding entrepreneurial intention, offering a more comprehensive understanding of the factors influencing students’ decisions to engage in cyber entrepreneurship. It helps to further optimize the content and methods of cyber entrepreneurship courses, expand the scope of the theory of planned behavior applications, which has reference value in both theory and practice perspective.

网络创业超越了传统的时间和空间限制，以最低的成本培育了大量的商业机会，从而推动了经济发展和创新。本研究基于计划行为理论（TPB）引入创业精神与自我效能感，构建平行和串联多重中介模型，探讨不同网络创业课程对创业意向的影响。本研究采用实证检验的方法，抽取苏州市公立高校351名高年级学生作为样本，使用SPSS 26和SmartPLS 4.0进行数据分析。研究发现，自我效能感和创业精神在网络创业课程与创业意向的关系中发挥多重（平行或串行）中介作用。这一发现显著增强了TPB模型对创业意向的解释力，为更全面地理解影响学生网络创业决策的因素提供了依据。有助于进一步优化网络创业课程的内容和方法，拓展计划行为理论的应用范围，具有理论和实践的参考价值。

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引用次数: 0

Implementing visual metaphor-supported instructional design in management education: An example of learning a business model canvas 在管理教育中实施视觉隐喻支持的教学设计：一个学习商业模型画布的例子

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-11 DOI: 10.1016/j.ijme.2025.101256

Ying-Lien Lin, Wei-Tsong Wang, I-Ting Lee

This study investigates the impact of the use of visual metaphor–supported (VM-supported) instructional design in management education by examining the interaction of graphics- and text-based instructional processes for teaching the business model canvas (BMC) framework. Evaluating the effectiveness of VM-supported instructional design to facilitate BMC learning is an important but underaddressed issue in the literature. Therefore, this study aims to assess the effectiveness of VM quality in facilitating BMC learning. By adopting dual coding and cognitive load theories, this study investigates how VM-supported instructional design can influence students’ various cognitive loads as well as perceived and actual learning performance. By comprehending the interplay between graphics- and text-based instructional processes for teaching BMC knowledge, educators can better align their instructional designs with learners' cognitive needs. This study used a quasiexperimental design to acquire a sample with 168 valid responses. Partial least squares structural equation modeling (PLS–SEM) was employed to validate the research hypotheses. The findings suggest that the quality of visual metaphors significantly enhances both learners perceived and actual learning performance. These findings can serve as valuable references for instructors to evaluate visual metaphor quality and contribute to theoretical and pedagogical developments in management education.

本研究通过考察基于图形和文本的教学过程在商业模型画布（BMC）框架教学中的交互作用，调查了在管理教育中使用视觉隐喻支持（vm支持）教学设计的影响。评估虚拟机支持的教学设计促进BMC学习的有效性是文献中一个重要但未被重视的问题。因此，本研究旨在评估虚拟机质量在促进BMC学习方面的有效性。本研究采用双编码理论和认知负荷理论，探讨虚拟现实支持的教学设计如何影响学生的各种认知负荷以及感知和实际学习绩效。通过理解基于图形和基于文本的BMC知识教学过程之间的相互作用，教育者可以更好地将他们的教学设计与学习者的认知需求结合起来。本研究采用准实验设计，获得168份有效问卷。采用偏最小二乘结构方程模型（PLS-SEM）对研究假设进行验证。研究结果表明，视觉隐喻的质量显著提高了学习者的感知和实际学习成绩。这些发现可为教师评价视觉隐喻的质量提供有价值的参考，并有助于管理教育理论和教学的发展。

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引用次数: 0

Dropout rates in undergraduate accounting degree programmes at a UK university: A 10-year longitudinal study 英国一所大学本科会计学位课程的辍学率：一项为期10年的纵向研究

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-06 DOI: 10.1016/j.ijme.2025.101253

Martin Roberts , Neeta Shah , Dafydd Mali , Jinning Hong

This study provides an analysis of 10 years’ worth of dropout data from two undergraduate accounting programmes - Accounting & Finance and Forensic Accounting - at a UK university. The study explores whether dropout rates are consistent for different demographic groups. Data was collected from a population of 6948 students over a period of 10 years, from 2011 to 2021. The results of this empirical analysis show a consistent pattern as to when and why the students drop out. First, the reason identified for a student dropping out of an accounting degree is mainly due to academic failure. Second, the results show that students usually drop out either early or in the final stages of each academic year, across each level of the degree programmes. Third, the study also identifies significantly higher dropout rates among specific demographic groups, based on gender and ethnicity. Fourth, the results show that there is a difference in dropout rates between the two accounting programmes. This study will help to inform and enable the development of appropriate initiatives to prevent students from dropping out of accounting degree programmes.

本研究分析了两个本科会计专业（会计学和会计学）10年来的辍学数据。金融和法务会计-英国一所大学。该研究探讨了不同人口群体的辍学率是否一致。数据是从2011年到2021年的10年间从6948名学生中收集的。这一实证分析的结果显示了一个一致的模式，何时和为什么学生辍学。首先，学生放弃会计学位的原因主要是由于学业失败。其次，结果显示，学生通常在每个学年的早期或最后阶段辍学，在学位课程的每个级别。第三，该研究还发现，基于性别和种族的特定人口群体的辍学率明显更高。第四，结果表明，两种会计方案之间的辍学率存在差异。这项研究将有助于告知并使适当举措的发展，以防止学生退出会计学位课程。

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引用次数: 0

Integrating AI chatbots for enhancing academic support in business education: A SEM-Based study toward sustainable learning 整合人工智能聊天机器人以加强商业教育的学术支持：基于sem的可持续学习研究

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-05 DOI: 10.1016/j.ijme.2025.101252

Wafa Naif Alwakid , Nisar Ahmed Dahri , Mamoona Humayun , Ghadah Naif Alwakid

Artificial Intelligence (AI) chatbots are transforming academic support in higher education by delivering personalized, real-time assistance to students. In business education, where students often face difficulties accessing timely academic and administrative support, AI chatbots present innovative, scalable, and equitable solutions that promote more inclusive and sustainable learning environments. This study investigates factors influencing business students' intentions to adopt AI chatbots as virtual academic assistants, which integrates both academic and administrative functionalities, using the Stimulus–Organism–Response (SOR) framework. It examines the interaction among Perceived Ease of Use (PEOU), Perceived Usefulness (PEU), Personal Innovativeness (PIN), Anthropomorphism (ANM), Perceived Information Quality (PIQ), Trust (TRUT), Satisfaction (SAT), and Intention to Use (INT). Data from 290 business management students were analyzed using Structural Equation Modeling (SEM). Results reveal that PEOU, PEU, ANM, and PIQ positively influence SAT and TRUT, which in turn significantly predict students’ behavioral intentions to adopt AI chatbots. These findings indicate the importance of usability, humanlike features, and high-quality information in fostering trust and satisfaction. The study contributes to the literature on sustainable education innovation and offers practical implications for business educators aiming to integrate AI-driven solutions into academic support services, thus promoting more effective, accessible, and student-centered learning environments.

人工智能（AI）聊天机器人通过向学生提供个性化的实时帮助，正在改变高等教育的学术支持。在商科教育中，学生经常难以获得及时的学术和行政支持，人工智能聊天机器人提供了创新、可扩展和公平的解决方案，促进了更具包容性和可持续性的学习环境。本研究使用刺激-机体-反应（SOR）框架，调查了影响商科学生采用人工智能聊天机器人作为虚拟学术助理的因素，该虚拟学术助理集成了学术和行政功能。它考察了感知易用性（PEOU）、感知有用性（PEU）、个人创新性（PIN）、拟人化（ANM）、感知信息质量（PIQ）、信任（TRUT）、满意度（SAT）和使用意图（INT）之间的相互作用。利用结构方程模型（SEM）对290名工商管理专业学生的数据进行了分析。结果显示，PEOU、PEU、ANM和PIQ正向影响SAT和TRUT，而SAT和TRUT反过来又显著预测学生使用AI聊天机器人的行为意向。这些发现表明可用性、人性化特征和高质量信息在培养信任和满意度方面的重要性。该研究为可持续教育创新的文献做出了贡献，并为旨在将人工智能驱动的解决方案整合到学术支持服务中的商业教育工作者提供了实际意义，从而促进更有效、更容易获取和以学生为中心的学习环境。

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引用次数: 0

Social entrepreneurship education for university students: The experience of ENACTUS Italy 大学生社会创业教育：意大利ENACTUS的经验

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-05 DOI: 10.1016/j.ijme.2025.101239

Mariacarmela Passarelli , Giuseppe Bongiorno , Nicolaj Corrado

This paper explores how to prepare a new generation of social entrepreneurs, particularly university students, through social entrepreneurship education programmes. Drawing on Paul Ricoeur's ethical framework, the study focuses on a social entrepreneurship education program carried out by ENACTUS in Italy. The qualitative results obtained with the Gioia methodology show that the ENACTUS programme brings ethics to three dimensions that emerge from the lens of Ricoeur's thought: individual, team, and ecosystem. At the individual level, the program emphasises a sense of humanity and encourages participants to pursue ethical goals based on “self-respect” and “self-esteem.” At the team level, it highlights the importance of “respect for others” and “solicitude”, fostering mutual support and recognising the intrinsic worth of every individual. At the ecosystem level, it promotes entrepreneurship within “just institutions”, ensuring that individuals and teams have the freedom to pursue ethical objectives in a supportive environment. These three dimensions demonstrate that the ENACTUS programme cultivates socially aware future entrepreneurs who contribute to ethical development.

本文探讨了如何通过社会创业教育项目培养新一代的社会企业家，特别是大学生。借鉴Paul Ricoeur的伦理框架，本研究聚焦于意大利ENACTUS开展的社会企业家教育项目。用焦亚方法获得的定性结果表明，ENACTUS项目将伦理带入了利科尔思想视角下的三个维度：个人、团队和生态系统。在个人层面，该项目强调人性，鼓励参与者追求基于“自尊”和“自尊”的道德目标。在团队层面，它强调“尊重他人”和“关怀他人”的重要性，促进相互支持，并认识到每个人的内在价值。在生态系统层面，它促进了“公正机构”内的创业精神，确保个人和团队在一个支持性的环境中有追求道德目标的自由。这三个方面表明，ENACTUS计划培养具有社会意识的未来企业家，为道德发展做出贡献。

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引用次数: 0

Model for fostering competencies for sustainable development in HEI: Human resources as drivers of the process 培养高等教育可持续发展能力的模式：人力资源作为这一进程的驱动力

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-05 DOI: 10.1016/j.ijme.2025.101238

Caroline Krüger , Adriana Fiorani Pennabel , Marcelo Silveira Borges de Oliveira , Fábio Henrique Correa Bogado Guimarães , Adriana Cristina Ferreira Caldana

Higher Education Institutions (HEIs) play a pivotal role in fostering competencies for sustainable development (CSD). However, a significant gap remains in the literature regarding how to embed CSD institution-wide, particularly in activating human resources (HR) as key drivers of this transformation. The present study addresses this gap by proposing a pedagogical and strategic innovation: the model for Fostering Competencies for Sustainable Development in Higher Education Institutions (FCSD-HEI). It is grounded in a systematic literature review of 271 articles, validated by 46 experts, and positions HR management and development as fundamental mechanisms for advancing sustainability across all levels of HEIs. The FCSD-HEI model integrates critical competencies organized into five aggregated dimensions: Management, Engagement, Intrapersonal, Interpersonal, and Analytical. Additionally, as a practical contribution, the study offers a framework structured with eight Methodologies for Sustainable Development in across five implementation stages to help institutions foster CSD: Understanding and Governance, Diagnosis, Design, Implementation, and Follow-up and Improvement. By aligning competency-based HR practices with sustainability objectives, the model offers practical guidance for developing critical competencies that facilitate institutional change. Thus, the FCSD-HEI advances responsible management and sustainable development by establishing HR as a central pillar for embedding CSD throughout the entire HEI ecosystem.

高等教育机构（HEIs）在培养可持续发展能力方面发挥着关键作用。然而，关于如何在整个机构范围内嵌入CSD，特别是在激活人力资源（HR）作为这一转变的关键驱动因素方面，文献中仍然存在重大差距。本研究通过提出一种教学和战略创新来解决这一差距：高等教育机构可持续发展能力培养模式（FCSD-HEI）。它基于对271篇文章的系统文献综述，由46位专家验证，并将人力资源管理和发展定位为促进各级高等学校可持续发展的基本机制。FCSD-HEI模型将关键能力整合到五个维度：管理、参与、人际关系、人际关系和分析。此外，作为一项实际贡献，该研究提供了一个框架，包括五个实施阶段的八种可持续发展方法，以帮助机构促进可持续发展：理解和治理、诊断、设计、实施、跟进和改进。通过将基于能力的人力资源实践与可持续发展目标相结合，该模型为开发促进制度变革的关键能力提供了实用指导。因此，本署推动负责任的管理和可持续发展，将人力资源作为贯穿整个高等教育生态系统的核心支柱。

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引用次数: 0

Why do hospitality interns demonstrate service-oriented behavior? The influences of proactive personality, exploitative leadership, and meaning of work 为什么酒店业实习生表现出服务导向的行为？主动性人格、剥削性领导、工作意义的影响

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-08-04 DOI: 10.1016/j.ijme.2025.101250

Wen-Long Zhuang , Chi-Wei Liu , Peter Jih-Hsin Sher , Shu-Ling Hsu , Tzung-Cheng Huan

This study explored how having a proactive personality influences service-oriented behavior among hospitality interns. The study examined the moderating roles of exploitative leadership and the meaning of work in this relationship. The research focused on interns from five-star hotels and chain restaurants in Taiwan. Respondents were recruited using purposive sampling. Out of 900 distributed questionnaires, 542 were successfully completed and deemed valid. The findings from the analyzed questionnaires indicate that having a proactive personality enhances service-oriented behavior. Additionally, exploitative leadership strengthens this relationship, and meaning of work weakens it. These insights contribute to the understanding of how personality traits and workplace factors shape intern behavior in the hospitality industry. On the basis of the results, this study provides managerial implications and practical recommendations to help organizations foster a supportive environment for interns, with balancing of leadership styles and work meaning to optimize service performance.

本研究探讨积极主动人格对酒店实习生服务行为的影响。本研究考察了剥削性领导和工作意义在这种关系中的调节作用。这项研究主要针对来自台湾五星级酒店和连锁餐厅的实习生。受访者采用有目的的抽样方式进行招募。在发放的900份问卷中，542份成功完成并被认为有效。分析问卷的结果表明，拥有积极主动的个性可以增强服务导向的行为。此外，剥削性领导加强了这种关系，而工作的意义削弱了这种关系。这些见解有助于理解性格特征和工作场所因素如何影响酒店行业实习生的行为。在此基础上，本研究提供了管理启示和实用建议，以帮助组织营造一个支持实习生的环境，平衡领导风格和工作意义，以优化服务绩效。

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引用次数: 0

An emotional intelligence workshop to support sustainability skills development in accounting students 支持会计学生可持续发展技能的情商工作坊

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-07-31 DOI: 10.1016/j.ijme.2025.101241

Gretha Steenkamp, Riana Goosen

The effective inclusion of sustainability matters in the accounting curriculum necessitates novel pedagogies. Prior research has identified emotional intelligence enhancement as a possible enabler for developing students' sustainability skills, and that reflective self-assessment workshops on decision-making and relational acumen could enhance students' emotional intelligence and graduate attributes. This qualitative paper explored the value of such a workshop in an undergraduate sustainability module by collecting student perceptions on its perceived emotional intelligence enhancement and development of sustainability skills. The findings show that students perceived the workshop specifically to increase their self and social awareness, helping them identify their strengths and developmental areas relating to decision-making and relational acumen – which provides evidence of enhanced emotional intelligence resulting from the workshop. Additionally, student reflections showed how the emotional intelligence pedagogy supported sustainability skills development in the rest of the module. Students specifically emphasised enhanced social awareness (awareness of other people's behavioural styles), which resulted in increased interpersonal skills, as evidenced in their group work in the module. Overall, students perceived the workshop as a novel pedagogy which would support the development of sustainability skills and could be employed by other management educators. The paper contributes to responsible management and sustainability education by proposing a specific pedagogical innovation (namely, reflective self-assessment workshops on decision-making and relational acumen) to develop critical skills in accounting students, specifically emotional intelligence and sustainability skills.

在会计课程中有效地纳入可持续性问题需要新颖的教学方法。先前的研究已经确定情绪智力的提高是培养学生可持续发展技能的可能因素，并且关于决策和关系敏锐度的反思性自我评估研讨会可以提高学生的情绪智力和毕业生属性。本文通过收集学生对可持续发展技能的认知，探讨了这种研讨会在大学生可持续发展模块中的价值。研究结果表明，学生们认为研讨会是为了提高他们的自我意识和社会意识，帮助他们确定自己的优势和与决策和关系敏锐相关的发展领域——这为研讨会提高情商提供了证据。此外，学生们的反思显示了情商教学法如何支持模块其余部分的可持续发展技能发展。学生们特别强调了增强的社会意识（对他人行为风格的意识），这导致了人际交往能力的提高，这在他们在模块中的小组工作中得到了证明。总的来说，学生们认为讲习班是一种新的教学法，将支持可持续发展技能的发展，并可为其他管理教育工作者所采用。本文通过提出具体的教学创新（即关于决策和关系敏锐度的反思性自我评估研讨会）来培养会计学生的关键技能，特别是情商和可持续发展技能，从而为负责任的管理和可持续发展教育做出了贡献。

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引用次数: 0