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

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

Financial education and responsible consumption in undergraduate management students 管理专业本科生的金融教育与负责任消费

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-21 DOI: 10.1016/j.ijme.2024.101071

Dolores Gallardo-Vázquez, José Luis Miralles-Quirós, María Mar Miralles-Quirós

In recent years, many countries have implemented policies to promote Financial Education (FE) among citizens as a mechanism for boosting economic development and social prosperity. Since 2008, Spain has had a national FE strategy that primarily promotes basic FE among students in compulsory education. This study analyzes first-year university students’ perception of the FE acquired in earlier educational stages and its practical application in their personal lives through the acquisition of responsible consumption habits. A survey is carried out in which students are asked how certain basic financial attributes (savings, investment, budgeting, expenses, income and quality of life), translate into everyday life, and their relationship is analyzed with their perception of the importance of FE, and certain values such as honesty, responsibility and solidarity, by applying a PLS-SEM methodology. The results allow us to extract proposals for improving public policies on FE in university studies and in earlier stages.

近年来，许多国家都实施了在公民中推广金融教育（FE）的政策，以此作为促进经济发展和社会繁荣的机制。自 2008 年起，西班牙开始实施国家金融教育战略，主要在义务教育阶段的学生中推广基础金融教育。本研究分析了大学一年级学生对在早期教育阶段获得的金融教育的看法，以及通过培养负责任的消费习惯在个人生活中的实际应用。在调查中，我们询问了学生如何将某些基本的财务属性（储蓄、投资、预算、支出、收入和生活质量）融入日常生活，并采用 PLS-SEM 方法分析了这些属性与他们对财务教育重要性的认识以及某些价值观（如诚实、责任和团结）之间的关系。根据研究结果，我们可以提出一些建议，以改进大学学习和早期阶段的家庭教育公共政策。

引用次数: 0

How can we improve AI competencies for tomorrow's leaders: Insights from multi-stakeholders’ interaction 如何提高未来领导者的人工智能能力？多方利益相关者互动的启示

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-15 DOI: 10.1016/j.ijme.2024.101070

Shashank Gupta , Rachana Jaiswal

This study investigates factors influencing artificial intelligence (AI) competencies in higher education for sustainable development using learning theories. Utilizing a mixed-method approach, it analyzes responses from 525 students and interviews with 35 faculty members from five Indian universities. The study employs confirmatory factor analysis (CFA) and structural equation modeling (CB-SEM) to explore relationships between various learning approaches and AI competencies. Findings indicate that collaborative learning, problem-solving, and cognitive competence significantly contribute to AI proficiency. Human-tool collaboration and self-learning also enhance students' understanding of AI concepts, fostering strategic decision-making in business contexts. Additionally, thematic analysis from qualitative interviews identifies critical themes for developing an AI curriculum framework, including curriculum design, pedagogical strategies, ethical considerations, and global perspectives. The research provides an integrated theoretical model and offers practical recommendations for enhancing AI education, emphasizing the importance of interdisciplinary collaboration and ethical AI usage in management education.

本研究利用学习理论调查了影响高等教育中人工智能（AI）能力的因素，以促进可持续发展。研究采用混合方法，分析了来自印度五所大学的 525 名学生的回答和对 35 名教师的访谈。研究采用了确证因子分析（CFA）和结构方程模型（CB-SEM）来探讨各种学习方法与人工智能能力之间的关系。研究结果表明，协作学习、问题解决和认知能力对人工智能能力有显著的促进作用。人机协作和自学也增强了学生对人工智能概念的理解，促进了商业背景下的战略决策。此外，通过对定性访谈进行主题分析，确定了开发人工智能课程框架的关键主题，包括课程设计、教学策略、伦理考虑和全球视角。研究为加强人工智能教育提供了一个综合理论模型，并提出了切实可行的建议，强调了管理教育中跨学科合作和合乎道德地使用人工智能的重要性。

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引用次数: 0

Teaching with business cases in higher education: Expectations and practical implementation by lecturers of management 高等教育中的商业案例教学：管理学讲师的期望和具体实施

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-14 DOI: 10.1016/j.ijme.2024.101068

Matthias Pilz , Janine Tögel , Sascha Albers , Steven van den Oord , Tobias Cramer , Klára Vítečková

Although business cases are frequently used in management education, we have limited empirical evidence on why lecturers use them and how they develop or select them for classroom use. This article addressed this desideratum by surveying 214 lecturers to answer our three research questions: (1) How and why do lecturers use case studies in management teaching? (2) What competencies do lecturers believe they need to develop case studies themselves or to select external ones? and (3) What university pedagogical support and resources do lecturers need when using case studies? Findings: First, case studies are widely used, second, lecturers need less time to prepare and use case studies than the literature suggests and third, while the literature reports that lecturers use case studies to develop students’ social skills, we found that they generally use them to impart content knowledge. Our respondents generally feel that they possessed the necessary competencies to use case studies. Finally, few respondents feel they need pedagogical support for case-study teaching. Our findings provide quantitative evidence showing that the literature on case-study use contrasts with how lecturers actually use case studies, and they have significant implications for case study writers and lecturers who teach using case studies.

尽管商业案例经常被用于管理教育中，但关于讲师为何使用这些案例以及他们如何开发或选择这些案例用于课堂教学的实证证据却很有限。本文通过对 214 名讲师进行调查，回答了我们的三个研究问题：(1) 讲师如何以及为何在管理教学中使用案例研究？(2) 讲师们认为自己开发案例研究或选择外部案例研究需要哪些能力？ (3) 讲师们在使用案例研究时需要哪些大学教学支持和资源？研究结果：首先，案例研究得到了广泛应用；其次，讲师准备和使用案例研究所需的时间比文献建议的要少；第三，虽然文献报告称讲师使用案例研究来培养学生的社交能力，但我们发现他们通常使用案例研究来传授内容知识。我们的受访者普遍认为，他们具备使用案例研究的必要能力。最后，很少有受访者认为他们在案例教学方面需要教学支持。我们的研究结果提供了定量证据，表明有关案例研究使用的文献与讲师实际使用案例研究的情况形成了鲜明对比，对案例研究作者和使用案例研究进行教学的讲师具有重要意义。

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引用次数: 0

Navigating the new normal: Exploring the evolution of entrepreneurship education in the aftermath of COVID-19 驾驭新常态：探索 COVID-19 后创业教育的演变

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-14 DOI: 10.1016/j.ijme.2024.101067

Anja Elisabeth Knaut, Hannah Thaler, Thomas Maran, Sascha Kraus, Alessandro Narduzzo

The COVID-19 pandemic has significantly impacted business schools worldwide, prompting the urgent adoption of innovative teaching methods and digital transformation. This study employs an exploratory case study approach, conducting 18 semi-structured interviews to examine the benefits and risks associated with novel teaching modalities in entrepreneurship education. Specifically, the research highlights the effects of COVID-19 on students' social dynamics, their learning experiences and engagement, as well as the digital transformation of teaching within entrepreneurship education. The findings reveal substantial changes in various components of entrepreneurship education during the pandemic, including the emergence of new teaching forms and modalities. Drawing from these insights, the study provides valuable recommendations for future developments in entrepreneurship education. It emphasises the importance of adopting a balanced approach to teaching that leverages the advantages of face-to-face instruction while harnessing digitalisation and innovative teaching methods. By embracing successful elements of digital transformation in entrepreneurship education, higher education institutions can enhance the resilience and adaptability of their entrepreneurship programmes, equipping students for the entrepreneurial journey ahead. This longitudinal study highlights the evolving nature of entrepreneurship education in response to unprecedented challenges.

COVID-19 大流行对全球商学院产生了重大影响，促使商学院急需采用创新教学方法和进行数字化转型。本研究采用探索性案例研究方法，进行了 18 次半结构式访谈，以探讨创业教育中新型教学模式的益处和风险。具体而言，研究强调了 COVID-19 对学生社会动态、学习体验和参与度的影响，以及创业教育中教学的数字化转型。研究结果表明，大流行病期间创业教育的各个组成部分都发生了巨大变化，包括出现了新的教学形式和模式。根据这些见解，研究为创业教育的未来发展提供了宝贵建议。研究强调，必须采取一种平衡的教学方法，在利用数字化和创新教学方法的同时，充分利用面对面教学的优势。通过在创业教育中采用数字化转型的成功要素，高等教育机构可以增强其创业课程的弹性和适应性，为学生未来的创业之旅做好准备。这项纵向研究强调了创业教育在应对前所未有的挑战时不断演变的性质。

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引用次数: 0

Ethical empowerment: Examining the impact of business education in Indian universities through the lens of international standards and CIPP model 道德赋权：从国际标准和 CIPP 模式的角度审视印度大学商业教育的影响

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-07 DOI: 10.1016/j.ijme.2024.101066

Shakeb Akhtar, Donkor Nawaah, Syed Hasan Jafar

This study assessed the effectiveness of Indian postgraduate business education in addressing ethical challenges, integrating International Education Standards (IES) and the Context, Input, Process, and Product (CIPP) model. Using a positivist approach, a cross-sectional survey was conducted, focusing on 233 postgraduate business students through various sampling methods. Data analysis employed descriptive (frequency, percentage, mean, and standard deviation) and inferential (multiple linear regression) statistics. Findings revealed a significant 75% alignment with IES 4 in surveyed universities' business programs. Participative teaching methods were found to be used often in ethics instruction, particularly in accounting courses. Students perceived the program as highly effective in meeting ethical requirements, influenced by age, religiosity, and to a lesser extent, gender. Future research should explore components affecting ethical preparedness, considering content, teaching methods, case studies, long-term impacts, and cultural variations. The study, which was constrained by self-reported data and student perspectives, highlights the need for diverse viewpoints and methods in future cross-cultural research.

本研究结合国际教育标准（IES）和情境、输入、过程和产品（CIPP）模型，评估了印度商学研究生教育在应对伦理挑战方面的有效性。研究采用实证主义方法，通过各种抽样方法对 233 名商学研究生进行了横截面调查。数据分析采用了描述性统计（频率、百分比、平均值和标准差）和推断性统计（多元线性回归）。调查结果显示，受调查大学的商学课程中有 75% 与国际教育标准分类 4 高度一致。参与式教学法被广泛应用于道德教学，尤其是会计课程。学生认为该课程在满足道德要求方面非常有效，但受年龄、宗教信仰和性别的影响较小。未来的研究应探讨影响道德准备的因素，考虑教学内容、教学方法、案例研究、长期影响和文化差异。本研究受自我报告数据和学生观点的限制，强调了在未来跨文化研究中采用不同观点和方法的必要性。

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引用次数: 0

Hybrid vs. in-person learning: The displacement of boundaries in customized executive programs 混合式学习与面对面学习：定制化高管课程中的边界转换

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-10-04 DOI: 10.1016/j.ijme.2024.101064

Roy Campos Retana

Business schools tailor Customized Executive Programs (CEPs) to address the specific needs of organizations. This paper illustrates how expanding knowledge boundaries during CEP delivery enhances a participant's learning. Through multiple case studies, we address the question of how trading zone boundaries are displaced during the delivery of CEPs. We compared five in-person and five hybrid CEPs from across Latin America and Europe, comprising different industries, to answer this inquiry. The data was analyzed using qualitative-mixed methods techniques. Our findings reveal that, paradoxically, when tension arises within CEP's delivery trading zone, interactive experiences, diverse cultures, and physical proximity improve adult learning. Our research contributes to the field of executive education by expanding theory and highlighting three in-person behaviors that virtual environments alone cannot replicate: engaging in a cognitive-affective dialectic for enriched learning, knowledge boundary displacement through interpersonal dynamics, and integration of cross-cultural diversity.

商学院量身定制高管定制课程（CEP），以满足组织的特定需求。本文阐述了在 CEP 课程实施过程中如何扩展知识边界，从而提高学员的学习效果。通过多个案例研究，我们探讨了在提供 CEP 课程的过程中，交易区域的边界是如何发生变化的。为了回答这个问题，我们比较了拉丁美洲和欧洲不同行业的五个面对面 CEP 和五个混合 CEP。我们采用定性-混合方法对数据进行了分析。我们的研究结果表明，矛盾的是，当 CEP 的交付交易区内出现紧张局势时，互动体验、多元文化和实际距离会改善成人学习。我们的研究拓展了理论，并强调了仅靠虚拟环境无法复制的三种亲身行为，从而为高管教育领域做出了贡献：参与认知-情感辩证法以丰富学习、通过人际动态实现知识边界转移以及融合跨文化多样性。

引用次数: 0

The impact of mentorship on internship satisfaction among hospitality interns: The moderating role of thriving at work 指导对酒店业实习生实习满意度的影响：工作欣欣向荣的调节作用

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2024-09-30 DOI: 10.1016/j.ijme.2024.101061

Chi-Wei Liu , Wen-Long Zhuang , Aliana Man Wai Leong , Shao-Chuan Wu , Tzung-Cheng Huan

This study explores the effects of vertical mentoring and horizontal mentoring on internship satisfaction among hospitality interns. Additionally, this study investigates whether thriving at work moderates the relationship between mentoring function and internship satisfaction. In this study, 900 questionnaires, comprising parts one and two, were distributed to interns at five-star hotels and chain restaurants in Taiwan with a two-week interval. Part one includes the dependent variable (e.g., mentoring function) and moderating variable (e.g., thriving at work), while part two includes the independent variable (e.g., internship satisfaction). Ultimately, 489 valid questionnaires were returned. The analysis results were as follows: (1) both vertical mentoring and horizontal mentoring had a significantly positive effect on internship satisfaction; (2) learning trait moderated the relationship between mentoring function and internship satisfaction; and (3) vitality trait moderated the relationship between mentoring function and internship satisfaction. Management implications and research recommendations are also provided in this paper.

本研究探讨了纵向指导和横向指导对酒店业实习生实习满意度的影响。此外，本研究还探讨了工作欣欣向荣是否会调节指导功能与实习满意度之间的关系。本研究向台湾五星级酒店和连锁餐厅的实习生发放了 900 份问卷，包括第一部分和第二部分，每两周发放一次。第一部分包括因变量（如指导功能）和调节变量（如工作欣欣向荣），第二部分包括自变量（如实习满意度）。最终，共收回 489 份有效问卷。分析结果如下(1）纵向指导和横向指导对实习满意度都有显著的正向影响；（2）学习特质调节了指导功能与实习满意度之间的关系；（3）活力特质调节了指导功能与实习满意度之间的关系。本文还提供了管理启示和研究建议。

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引用次数: 0