International Journal of Management Education最新文献_第2页

The impact of cultural values on students’ communication apprehension in online classrooms: The moderating role of gender 文化价值观对网络课堂中学生交流恐惧的影响：性别的调节作用

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-11-01 DOI: 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。

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引用次数: 0

An effective method in project management education: A stepwise project modelled on a real-life project 项目管理教育的有效方法：以真实项目为模型的分步项目

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-11-01 DOI: 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.

本研究探讨了在项目管理教学中使用三种不同方法的情况：授课、短期案例研究作业和以真实项目为模型的为期一学期的分步项目。研究结果有助于更好地了解教学方法如何促进学习成果（以学生的理解能力和获得的知识为衡量标准）。2021 年秋季和 2022 年春季，分别向项目管理课程的学生发放了 110 份和 84 份调查问卷，完成答卷的学生分别为 46 人和 34 人。总体结果表明，逐步式项目比课堂讲授更有助于提高学习效果，但与短期案例研究作业相比，没有发现显著差异。结果表明，在第二次实施时，逐步式项目比其他方法更有助于提高学习效果。总之，分步式项目似乎是一种很有前途的方法，可以进一步制定教学计划和课堂政策。本研究的局限性包括样本量小、社会距离和教学方法的相互依存效应，这些都是未来研究应该解决的问题。未来的研究还可以探讨教学方法对领导力、协作和沟通技能的影响。还可以进一步探讨教师的经验和对教学方法的熟悉程度的影响。

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引用次数: 0

Corrigendum to “Learning approach and learning effect of undergraduates in blended learning of business courses: Evidence from China” [Int. J. Manage. Educ. 22(3) (November 2024) 101042] 商科课程混合式学习中本科生的学习方法和学习效果：来自中国的证据》[Int. J. Manage Educational 22(3) (November 2024 101042)]更正来自中国的证据" [Int. J. Manage.

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-11-01 DOI: 10.1016/j.ijme.2024.101065

Liangliang Xu

引用次数: 0

Developing and validating an instrument to measure model-reality fit in business simulation-based learning contexts 开发并验证一种工具，用于测量基于商业模拟的学习环境中模型与现实的契合度

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-11-01 DOI: 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.

大学课堂越来越多地使用商业模拟系统，这对学生的创业和管理学习产生了重大影响。然而，在基于商业模拟的学习中，模型与现实的契合度问题在很大程度上被文献所忽视。为了弥补这一不足，进一步的研究必须要有一个可靠而准确的量表来评估模型与现实的契合度。本研究基于任务-技术契合理论和 "商业模式画布"，以 133 名台湾本科生和研究生为样本，开发并验证了一个多维度工具。通过既定的量表开发程序，创建了一个 13 个项目的量表，反映了三个关键因素："合作与分销管理"、"财务管理与成本控制 "和 "客户关系管理"。该量表具有令人满意的内部一致性、收敛性、判别性、标准相关性和名义效度。这个新开发的多维量表为评估模型与现实的契合度以及推进基于商业模拟的学习的未来研究和理论发展提供了有价值的工具。

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引用次数: 0

The impact of university entrepreneurship support on college students' entrepreneurial intention: A cognitive-affective perspective 大学创业支持对大学生创业意向的影响：认知-情感视角

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-11-01 DOI: 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。

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引用次数: 0

AI applications in business: Trends and insights using bibliometric analysis 人工智能在商业中的应用：使用文献计量分析的趋势和见解

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-29 DOI: 10.1016/j.ijme.2024.101075

Hiranya Dissanayake , Otilia Manta , Anuradha Iddagoda , Maria Palazzo

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.

人工智能在当今世界的商业领域发挥着关键作用。为了跟踪研究成果，我们对 1977 年至 2023 年人工智能（AI）在商业中的应用进行了文献计量分析。本研究的主要目的是采用严谨的统计方法，研究发表趋势、有影响力的作者、有影响力的来源、全球贡献以及流行的关键词和主题。在 SCOPUS 数据库中搜索了起始期的人工智能和商业术语，并使用 biblioshiny 和 Vos Viewer 软件进行分析。主要研究结果显示，人工智能在商业出版物中的应用呈上升趋势。主要期刊崭露头角，美国、英国和中国在全球投稿量中遥遥领先。常用关键词包括伦理、机器学习和大数据。主题图谱对主题进行了分类，揭示了发动机主题、利基主题、新兴主题和基本主题。这项分析为研究人员、政策制定者、管理教育工作者和行业从业者提供了一个全面的概览，揭示了人工智能的动态景观及其与商业的交集。

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引用次数: 0

Academic performance in the wake of COVID-19: A comparative study of first-year college business students COVID-19 之后的学习成绩：大学商科一年级学生的比较研究

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-28 DOI: 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.

COVID-19 大流行严重扰乱了教育，由于人员短缺、缺勤、心理健康问题以及向在线学习的快速过渡，正常的教学秩序受到了挑战。这些干扰导致学生各学科的准备程度下降，尽管有些学生有效地适应了新的学习环境。因此，本研究评估了影响大流行后环境中商科一年级学生成绩的学术因素。利用美国一所院校的数据，我们对来自不同年级的288名商科一年级学生在三个时期的表现进行了评估：大流行前（2018 年秋季/2019 年春季，n = 141）、大流行后初期影响（2021 年秋季/2022 年春季，n = 70）和大流行后持续适应（2022 年秋季/2023 年春季，n = 77）。通过使用推理统计对这些不同的组群进行比较，我们研究了学生的学业特征在大流行挑战中是如何演变的。研究结果表明，高中平均学分绩点（GPA）与所有时期的学业成功率始终相关。然而，在大流行病持续适应期间，之前的大学成绩和课程参与度指标（如注册学时和已评分学时）的影响变得更加明显。这一变化表明，学业准备和积极参与课程学习变得更加重要。研究强调了适应性教育策略的必要性，重点是加强辅导、灵活的课程负担选择以及扩大心理健康和学术支持，以有效满足不同学生的需求。

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引用次数: 0

A new approach to business ethics education: Virtual reality-based flipped learning 商业道德教育的新方法：基于虚拟现实的翻转学习

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-26 DOI: 10.1016/j.ijme.2024.101076

Mohammad Hossein Ronaghi

Paying attention to business ethics and educating ethical leaders and employees can impact organizational performance. Effective professional ethics education and learning can prevent administrative corruption, embezzlement and fraud in organizations. On the other hand, the development of digital technologies has created transformations in educational processes and methods. Evaluating the effectiveness of innovative teaching methods will greatly help the learning process of individuals and educational planning of business schools. Flipped learning is an educational approach in which students learn about course content before class. Accordingly, the aim of this research is to evaluate the impact of virtual reality (VR)-based flipped learning compared to the traditional method of teaching business ethics. This study was applied and quasi-experimental. Among business students of Shiraz University, 135 people were randomly divided into three groups. The first experimental group underwent training with the flipped learning method based on VR and the second experimental group underwent training with the traditional method and the third group was the control group. The control group didn't receive training and was selected only for the purpose of comparison with experimental groups. Pretest and posttest designs were used and the results of the three groups were compared using the Tukey test. The results showed that the two groups that received business ethics education had a significant difference compared to the control group. An important finding of this study revealed that among the two teaching methods, VR-based flipped learning had a greater impact on students' business ethics compared to the traditional teacher-centered approach. Accordingly, university managers and business ethics course instructors can facilitate the learning process using VR-based flipped learning. Designing simulation software for ethical scenarios is also a suitable solution for teaching business ethics.

关注商业道德，对领导者和员工进行道德教育，可以影响组织绩效。有效的职业道德教育和学习可以预防组织中的行政腐败、贪污和欺诈行为。另一方面，数字技术的发展带来了教育过程和方法的变革。对创新教学方法的有效性进行评估，将大大有助于个人的学习过程和商学院的教育规划。翻转学习是一种让学生在课前学习课程内容的教育方法。因此，本研究旨在评估基于虚拟现实（VR）的翻转学习与传统的商业伦理教学方法相比所产生的影响。本研究为应用性准实验研究。在设拉子大学的商科学生中，135 人被随机分为三组。第一实验组接受基于 VR 的翻转学习法培训，第二实验组接受传统方法培训，第三组为对照组。对照组没有接受培训，只是为了与实验组进行比较。采用了前测和后测设计，并使用 Tukey 检验比较了三组的结果。结果显示，接受商业道德教育的两组与对照组相比有显著差异。本研究的一个重要发现是，在两种教学方法中，与传统的以教师为中心的教学方法相比，基于 VR 的翻转学习对学生商业伦理的影响更大。因此，大学管理者和商业伦理课程教师可以利用基于 VR 的翻转学习促进学习过程。设计道德情景模拟软件也是商业伦理教学的一种合适的解决方案。

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引用次数: 0

How the “West as method” fails: A study of entrepreneurship education from the perspective of China 西方作为方法 "是如何失败的？中国视角下的创业教育研究

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-23 DOI: 10.1016/j.ijme.2024.101073

Xuyan Wang , Shuhua Liu , Lingli Zhang

China's entrepreneurship education has developed a unique model that positions entrepreneurship education as a critical means of talent cultivation, resulting in the “learning through competition” model. Entrepreneurship education in China, imported primarily from the United States, exhibits significant differences. Existing research has highlighted these disparities; however, there is a notable lack of in-depth, detailed descriptions and comprehensive analyses of their underlying causes. Employing qualitative research methods, this study examines how these differences are shaped from a Chinese perspective. It reveals how Chinese higher education perpetuates an Americentric canon within the social sciences, but fails to implement “the West as method” in entrepreneurship education. However, while China has adopted the external aspects of American entrepreneurship education—such as curricula, competitions, and mentorship—the internal logic of the Chinese system differs significantly, resulting in two distinct educational landscapes. Key factor contributing to the China-US differences include market maturity, deficiencies in Chinese comparative education, China's principles of equality rooted in its socialist ideology, the politicized nature of its education system, and a pervasive hustle culture. These elements have shaped China's entrepreneurship education goals, teacher cohorts, landscape and business plan competitions in ways that are distinct from those in the United States. By adopting an ‘Eastern as method’ perspective, this research enriches the discourse on entrepreneurship education and encourages deeper reflection on current practices.

中国的创业教育形成了独特的模式，将创业教育定位为人才培养的重要手段，形成了 "在竞争中学习 "的模式。中国的创业教育主要从美国引进，表现出显著的差异。现有研究已经强调了这些差异，但明显缺乏对其深层原因的深入、详细描述和全面分析。本研究采用定性研究方法，从中国人的视角探讨了这些差异是如何形成的。研究揭示了中国高等教育如何在社会科学领域延续美国中心论，却未能在创业教育中贯彻 "以西方为方法"。然而，虽然中国采用了美国创业教育的外在形式，如课程、竞赛和导师制，但中国体系的内在逻辑却大相径庭，从而形成了两种截然不同的教育景观。造成中美差异的关键因素包括市场成熟度、中国比较教育的缺陷、中国植根于社会主义意识形态的平等原则、教育体系的政治化性质以及无处不在的喧嚣文化。这些因素决定了中国的创业教育目标、教师队伍、景观和商业计划竞赛与美国不同。通过采用 "东方即方法 "的视角，本研究丰富了有关创业教育的论述，并鼓励对当前实践进行更深入的反思。

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引用次数: 0

A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection 持续评估的新方法：从紧张的分数总和转向通过自我反思进行有意义的学习

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-21 DOI: 10.1016/j.ijme.2024.101072

Yeray Rodríguez Rincón , Ana Munárriz , Alberto Magreñán Ruiz

This paper proposes a new approach of continuous assessment of a formative nature, aimed at achieving meaningful learning with lower stress levels. This approach minimizes the punitive nature of traditional summative continuous assessment and replaces typical graded activities with self-reflecting ones. To conduct the formative evaluation, a teaching model has been developed to guide the choice of feedback and feed-forward strategies to be implemented by the instructors, depending on the students’ levels of competence and confidence. To validate the effectiveness of this approach, a quasi-experimental design was employed, with the new continuous assessment method in the experimental group and the summative continuous assessment method in the control group. The experiment was conducted in a Mathematics course with undergraduate Economics and Business students. Data were collected through test scores and a perception questionnaire. The results indicate that the new evaluation method promotes meaningful learning and yields better academic results compared to the traditional continuous evaluation. Students expressed high satisfaction with the new approach, noting that it allows them to understand their formative status and address deficiencies before undertaking evaluable activities. They also believe this strategy helps reduce the stress associated with the summative evaluation itself.

本文提出了一种新的形成性持续评估方法，旨在以较低的压力实现有意义的学习。这种方法最大限度地减少了传统终结性持续评估的惩罚性质，并以自我反思活动取代了典型的评分活动。为了进行形成性评价，我们开发了一个教学模式，指导教师根据学生的能力和信心水平选择反馈和前馈策略。为了验证这种方法的有效性，我们采用了准实验设计，实验组采用新的连续性评价方法，对照组采用终结性连续性评价方法。实验在经济学和商学本科生的数学课程中进行。通过考试成绩和认知问卷收集数据。结果表明，与传统的连续评价相比，新的评价方法促进了有意义的学习，并取得了更好的学习成绩。学生对新方法的满意度很高，认为它能让他们了解自己的成长状况，并在开展可评价活动之前解决不足之处。他们还认为，这种策略有助于减轻与终结性评价本身相关的压力。

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引用次数: 0