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

Reconceptualizing of GenAI adoption in higher education: A task-based perspective 高等教育中基因人工智能应用的重新定义：基于任务的视角

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2026-01-17 DOI: 10.1016/j.ijme.2026.101365

Marwa Chaieb , Roberta Cuel , Rym Bouzaabia

The quick incorporation of generative AI (GenAI) in academia triggers essential discussions regarding its role in educational methodologies. Despite extensive research on student acceptance via models like Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT), the educator's viewpoint is insufficiently examined, despite its significance in pedagogical development. This qualitative study aims to address this gap by examining GenAI adoption in relation to task characteristics, pedagogical identity, institutional support, and ethical concerns. By conducting semi-structured interviews with 20 educators from Europe and North Africa, the research leverages a conceptual framework integrating with the Job Characteristics Model (JCM), Task–Technology Fit (TTF), and Institutional Theory to comprehend the multifaceted nature of adoption. The data reveal that GenAI is mainly leveraged for standard tasks, but experiences challenges in critical or identity-associated functions. The research presents the notion of pedagogical role integrity and reconceptualizes TTF as a context-dependent process influenced by both values and functionality. These insights hold practical relevance for higher education institutions seeking to develop responsible AI policies, create supportive training initiatives, and AI literacy modules for future managers, thereby aligning management education with the requirements of the changing workforce.

生成式人工智能（GenAI）在学术界的迅速结合引发了关于其在教育方法中的作用的基本讨论。尽管通过技术接受模型（TAM）和技术接受与使用统一理论（UTAUT）等模型对学生接受度进行了广泛的研究，但尽管教育者的观点在教学发展中具有重要意义，但其研究却不够充分。本定性研究旨在通过检查与任务特征、教学身份、机构支持和伦理问题相关的GenAI采用来解决这一差距。通过对来自欧洲和北非的20名教育工作者进行半结构化访谈，本研究利用了一个概念框架，将工作特征模型（JCM）、任务-技术契合度（TTF）和制度理论相结合，以理解采用的多面性。数据显示，GenAI主要用于标准任务，但在关键或身份相关功能方面遇到了挑战。该研究提出了教学角色完整性的概念，并将教学角色完整性重新定义为受价值和功能影响的情境依赖过程。这些见解对于寻求制定负责任的人工智能政策、创建支持性培训计划和为未来管理者提供人工智能素养模块的高等教育机构具有实际意义，从而使管理教育与不断变化的劳动力需求保持一致。

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引用次数: 0

An empirical study of service-learning outcomes in business education through humanistic perspectives 人本主义视角下商科教育服务学习成果的实证研究

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2026-01-13 DOI: 10.1016/j.ijme.2026.101363

Adrian A. Mabalay , Karol Jim Luis N. Castillo

This empirical study examines how service-learning develops humanistic management competencies among undergraduate business students. Using thematic analysis of 575 student reflections and articles from a business course in the Philippines, we identify interconnected pathways between service-learning applications and humanistic outcomes. Analysis highlights six key applications: experiential learning, community partnerships, capacity building, civic engagement, and reflective practice, that lead to six outcomes: personal empowerment, ethical leadership, social impact, professional competencies, economic sustainability, and collaborative relationships. The strongest connections were found between experiential learning and personal empowerment, as well as between community partnerships and ethical leadership. However, reflective practice displayed unexpectedly weak connections to outcomes, which challenges existing theoretical beliefs. Limitations include the lack of community partner perspectives, a cross-sectional design that prevents long-term evaluation, and the specific institutional context that may limit generalization. Despite these limitations, the findings suggest that service-learning can reorient business education from a profit-driven to a human-centered approach when applied with genuine reciprocity and critical frameworks. Future research should focus on community voices and long-term impact assessment.

本实证研究探讨服务学习如何培养商科学生的人本管理能力。通过对菲律宾一门商业课程中575名学生的反思和文章的专题分析，我们确定了服务学习应用与人文成果之间的相互联系的途径。分析强调了六项关键应用：体验式学习、社区伙伴关系、能力建设、公民参与和反思实践，从而产生六项成果：个人赋权、道德领导、社会影响、专业能力、经济可持续性和合作关系。研究发现，体验式学习和个人赋权之间，以及社区伙伴关系和道德领导力之间的联系最为紧密。然而，反思性实践显示出出乎意料的与结果的弱联系，这挑战了现有的理论信念。局限性包括缺乏社区合作伙伴的观点，阻碍长期评估的横断面设计，以及可能限制推广的特定制度背景。尽管存在这些限制，研究结果表明，服务学习可以将商业教育从利润驱动转向以人为中心的方法，如果应用真正的互惠和关键框架。未来的研究应侧重于社区声音和长期影响评估。

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引用次数: 0

Seeing the spark or the storm? Exploring how AI usage shapes undergraduates’ entrepreneurial intention 看到火花还是风暴？探索人工智能的使用如何影响大学生的创业意愿

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2026-01-12 DOI: 10.1016/j.ijme.2026.101361

Yanan Zou, Yuli Guo

Drawing on the theory of planned behavior, this study examines how undergraduates' AI usage influences their entrepreneurial intention, exploring both positive and negative pathways. Using data collected from 774 Chinese undergraduates, the study employs ordinary least squares regression and Monte Carlo simulation to test a dual-pathway mediation model, in which opportunity recognition and risk perception mediate the relationship between AI usage and entrepreneurial intention. Additionally, the moderating effects of AI learning and entrepreneurial learning are analyzed within these pathways. The results reveal that AI usage significantly affects entrepreneurial intention indirectly through opportunity recognition and risk perception. Moreover, AI learning strengthens the indirect effect of AI usage via opportunity recognition, while entrepreneurial learning weakens this indirect effect through both opportunity recognition and risk perception. These findings contribute to a more comprehensive understanding of AI usage's influence on entrepreneurial intention and suggest that universities should strategically integrate AI learning with entrepreneurship education to reduce cognitive bias and enhance undergraduates' ability to identify, assess, and validate entrepreneurial opportunities and risks. This study also introduces AI learning and entrepreneurial learning as key boundary conditions, emphasizing the role of educational resources in shaping the dual effects of AI usage on entrepreneurial cognition, and extends the applicability of the theory of planned behavior to the context of emerging technologies, particularly artificial intelligence.

基于计划行为理论，本研究考察了大学生使用人工智能对其创业意向的影响，探索了积极和消极的影响途径。本研究利用774名中国大学生的数据，采用普通最小二乘回归和蒙特卡洛模拟，检验了机会认知和风险感知在人工智能使用与创业意愿之间的中介关系中的双路径模型。此外，在这些途径中分析了人工智能学习和创业学习的调节作用。结果表明，人工智能的使用通过机会识别和风险感知间接影响创业意向。此外，人工智能学习通过机会识别强化了人工智能使用的间接效应，而创业学习通过机会识别和风险感知弱化了这种间接效应。这些发现有助于更全面地了解人工智能使用对创业意愿的影响，并建议大学应将人工智能学习与创业教育战略性地结合起来，以减少认知偏见，提高大学生识别、评估和验证创业机会和风险的能力。本研究还引入了人工智能学习和创业学习作为关键边界条件，强调了教育资源在塑造人工智能使用对创业认知的双重影响中的作用，并将计划行为理论的适用性扩展到新兴技术，特别是人工智能的背景下。

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引用次数: 0

From classroom to venture: How entrepreneurial programs, engagement, and extracurricular activities drive entrepreneurial intention 从课堂到创业：创业项目、参与和课外活动如何推动创业意图

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2026-01-07 DOI: 10.1016/j.ijme.2025.101350

Tahar Lazhar Ayed , Mahmoud Ibrahim Fallatah , Saad Alhoqail

Entrepreneurship plays a vital role in driving economic growth in emerging economies. Fostering an entrepreneurial mindset through effective educational programs is crucial. This study investigates the influence of Entrepreneurship Curricular Programs (CuP) on Entrepreneurial Intentions (EntInt) among university students in Saudi Arabia. Drawing on the Theory of Planned Behavior, the Entrepreneurial Event Model, and Human Capital Theory, the study examines the moderating roles of class engagement (ClaE) and extracurricular activities (ExCA) in this relationship. Data were collected from 438 students using a survey instrument. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the data. The results indicate that CuP significantly positively impacts EntInt. Moreover, ClaE was found to significantly moderate the relationship between CuP and EntInt, while the moderating effect of ExCA was not statistically significant. These findings emphasized on the importance of fostering a supportive and engaging learning environment within CuP to enhance student EntInt. Future research should explore more the generalizability of these findings in diverse cultural and educational contexts.

创业精神是推动新兴经济体经济增长的重要力量。通过有效的教育项目培养企业家的心态是至关重要的。本研究探讨创业课程计划（CuP）对沙乌地阿拉伯大学生创业意向（EntInt）的影响。利用计划行为理论、创业事件模型和人力资本理论，本研究考察了课堂参与（ClaE）和课外活动（ExCA）在这种关系中的调节作用。使用调查工具收集了438名学生的数据。采用偏最小二乘结构方程模型（PLS-SEM）对数据进行分析。结果表明，CuP对EntInt有显著的正向影响。此外，ClaE发现显著调节CuP和EntInt的关系，而ExCA的调节作用无统计学意义。这些研究结果强调了在CuP内培养一个支持性和参与性的学习环境对提高学生智力的重要性。未来的研究应该更多地探索这些发现在不同文化和教育背景下的普遍性。

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引用次数: 0

Interdisciplinarity and sustainable development in management education: A bibliometric mapping study 管理教育的跨学科与可持续发展：文献计量测绘研究

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2026-01-07 DOI: 10.1016/j.ijme.2026.101359

Luciana Cezarino , Flavio Martins , Lara Liboni , Trevor Hunter , André C.S. Batalhão , Marco Antonio Catussi Paschoalotto

This study examines the convergence between interdisciplinarity and Education for Sustainable Development (ESD) within management education through a bibliometric mapping review. By analysing 2000 highly cited papers on interdisciplinarity (2011–2023) and 1844 papers on ESD (2015–2023) retrieved from Scopus, the research employs VOSviewer keyword co-occurrence analysis to identify thematic clusters and conceptual intersections. The method enables the detection of intellectual structures and research gaps where interdisciplinary approaches and sustainability education remain weakly connected. Four clusters emerged for each domain, revealing that management education occupies a peripheral but strategic position between sustainability, education, and organisational studies. By cross-referencing these clusters with the Sustainable Development Goals (SDGs), the study develops a framework that links interdisciplinarity to SDG-oriented curriculum design and pedagogical strategies. Based on this mapping, twelve research questions are proposed to guide future integration of SDG principles into management education. The study contributes by clarifying how interdisciplinarity can operationalize sustainability goals within business schools, offering both empirical evidence and practical guidance for curriculum developers and educators seeking to embed the SDGs in management programmes.

本研究通过文献计量图分析，探讨了管理教育中跨学科与可持续发展教育（ESD）之间的趋同。本研究通过对Scopus检索的2000篇高被引跨学科论文（2011-2023）和1844篇ESD论文（2015-2023）进行分析，采用VOSviewer关键词共现分析法识别主题性聚类和概念交叉点。这种方法能够发现跨学科方法和可持续发展教育仍然薄弱联系的知识结构和研究差距。每个领域都出现了四个集群，这表明管理教育在可持续性、教育和组织研究之间占据着外围但具有战略意义的地位。通过交叉参考这些集群与可持续发展目标（sdg），该研究开发了一个框架，将跨学科与可持续发展目标导向的课程设计和教学策略联系起来。基于这一映射，提出了12个研究问题，以指导未来将可持续发展目标原则融入管理教育。该研究阐明了跨学科如何在商学院内实现可持续发展目标，为寻求将可持续发展目标纳入管理课程的课程开发人员和教育工作者提供了经验证据和实践指导。

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引用次数: 0

Generative artificial intelligence in venture creation learning: A new pedagogy of partnership 风险创造学习中的生成式人工智能：一种新的伙伴关系教学法

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2026-01-06 DOI: 10.1016/j.ijme.2025.101355

Maria Ripollés, Andreu Blesa

This study investigates the impact of generative artificial intelligence (GenAI) on entrepreneurial learning within structured university venture creation programmes. Employing the prospecting and establishing nexus framework, and drawing on the stimulus-organism-response model and construal level theory, the research analyses how GenAI affects students’ psychological distance from entrepreneurship and their learning approaches. Using a mixed-methods design that combines pre- and post-intervention surveys with qualitative data from learning diaries and open responses, the study examines 33 undergraduate students from two venture creation programmes.

The findings indicate that the deliberate and well-structured integration of GenAI substantially reduces students’ psychological distance from entrepreneurship, making entrepreneurial tasks seem more immediate, relevant, and achievable. GenAI serves as both a cognitive scaffold and a task-focused support tool, encouraging deep and strategic learning orientations, and it dynamically adapts to the changing needs of learners throughout their entrepreneurial journey. The positive effect on psychological distance is particularly notable among students who adopt deep and strategic learning dispositions. Nonetheless, students also expressed concerns regarding the reliability, transparency, dependence, and ethical issues associated with GenAI. The study concludes that, embedded within a robust pedagogy, GenAI can transform venture creation programmes, fostering both entrepreneurial mindsets and critical digital literacy.

本研究探讨了生成式人工智能（GenAI）对结构化大学创业项目中创业学习的影响。运用寻找和建立联系框架，借鉴刺激-有机体-反应模型和解释水平理论，分析了GenAI对大学生创业心理距离和学习方式的影响。该研究采用混合方法设计，将干预前和干预后调查与来自学习日记和公开回应的定性数据结合起来，对来自两个创业项目的33名本科生进行了调查。研究结果表明，有意且结构良好的GenAI整合大大减少了学生与创业的心理距离，使创业任务看起来更加直接、相关和可实现。GenAI既是一个认知支架，也是一个以任务为中心的支持工具，鼓励深入和战略性的学习方向，并在学习者的创业过程中动态适应学习者不断变化的需求。对心理距离的积极影响在采用深度策略学习倾向的学生中尤为显著。尽管如此，学生们也表达了对GenAI的可靠性、透明度、依赖性和伦理问题的担忧。该研究得出的结论是，在强有力的教学法中，GenAI可以改变创业项目，培养创业心态和关键的数字素养。

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引用次数: 0

The role of educational institutions in sustainable entrepreneurial intentions: What are the key themes and future research agenda? 教育机构在可持续创业意向中的作用：关键主题和未来研究议程是什么？

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2026-01-03 DOI: 10.1016/j.ijme.2025.101351

Thi Minh Ngoc Luu, Truong Thi Hue

Sustainable entrepreneurship has gained increasing attention in both research and practice, with education recognized as a key driver of sustainable entrepreneurial intention (SEI). However, it appears that no systematic review has yet provided a comprehensive understanding of how educational institutions contribute to this emerging field. This study systematically reviews literature on the role of education in fostering SEI. It adopts a unique dual approach that combines bibliometric and qualitative content analyses of Scopus-indexed publications (2012–May 3, 2025) following PRISMA guidelines. The findings reveal the field's growth trajectory, major contributors, influential works, and intellectual structure. Three thematic clusters emerge, illustrating mechanisms through which education promotes SEI. Most studies adopt quantitative designs and the Theory of Planned Behavior, while qualitative, longitudinal, and experimental research remains limited. Two major antecedent clusters, competence development and institutional support, explain how education shapes SEI. This review offers what may be the first holistic synthesis of educational roles in SEI, advancing theoretical and methodological perspectives and broadening understanding of how education-driven mechanisms may underpin the formation of sustainable entrepreneurial intention.

可持续创业在研究和实践中都得到了越来越多的关注，教育被认为是可持续创业意愿（SEI）的关键驱动因素。然而，似乎还没有系统的评论提供了一个全面的了解教育机构如何对这一新兴领域做出贡献。本研究系统地回顾了有关教育在培养SEI中的作用的文献。它采用了一种独特的双重方法，结合了文献计量学和定性内容分析的scopus索引的出版物（2012年5月3日，2025年）遵循PRISMA指南。这些发现揭示了该领域的发展轨迹、主要贡献者、有影响力的作品和知识结构。出现了三个主题集群，说明了教育促进SEI的机制。大多数研究采用定量设计和计划行为理论，而定性、纵向和实验研究仍然有限。两个主要的前因集群，能力发展和制度支持，解释了教育如何塑造SEI。这篇综述提供了可能是第一个对SEI中教育角色的全面综合，推进了理论和方法视角，拓宽了对教育驱动机制如何支撑可持续创业意愿形成的理解。

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引用次数: 0

Boundary conditions for the flipped classroom: Evidence from statistical programming 翻转课堂的边界条件：来自统计程序的证据

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2026-01-01 DOI: 10.1016/j.ijme.2025.101356

Fan Liu, Tony So, Syed Kanwar Abbas

We propose a novel explanation that accounts for a variety of findings reported in the flipped classroom literature. The flipped classroom reverses the sequence of learning where students first independently learn out-of-class, then subsequent class time can better develop higher-order learning objectives in Bloom's Taxonomy. However this assumes students have remembered and understood content during pre-class study. We investigate this boundary condition in a statistical programming course, which is difficult to learn due to its abstract nature, and hence more sensitive to teaching quality. Using a pre-post-test design, we compare learning gains from the flipped classroom compared to alternative teaching methods: traditional and experiential classes. We find that students in the flipped classroom have smaller learning gains compared to students in the other treatments, and this is because learning gains decrease as flipped students do extra self-study: a finding not found in other treatments. These findings are consistent with our account: students pick up misunderstandings along the way which becomes more entrenched with self-study, and is more difficult for the teacher to rectify in subsequent class. This paper highlights the need – whatever the teaching method – to develop students' understanding and to correct misunderstandings before it is too late.

我们提出了一种新的解释，该解释解释了翻转课堂文献中报道的各种发现。翻转课堂颠倒了学习顺序，学生首先在课外独立学习，然后在随后的课堂时间可以更好地发展布鲁姆分类法中的高阶学习目标。然而，这假设学生在课前学习中已经记住并理解了内容。我们在统计规划课程中研究这个边界条件，由于它的抽象性质，很难学习，因此对教学质量更敏感。采用前-后测试设计，我们比较了翻转课堂与其他教学方法（传统和体验式课堂）的学习收益。我们发现，与其他治疗方法相比，翻转课堂的学生获得的学习收益较小，这是因为翻转课堂的学生进行额外的自学后，学习收益会减少：这一发现在其他治疗方法中没有发现。这些发现与我们的解释是一致的：学生在自学过程中会产生误解，这种误解在自学过程中变得更加根深蒂固，老师在随后的课堂上更难纠正。本文强调，无论采用何种教学方法，都需要培养学生的理解能力，并在为时已晚之前纠正误解。

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引用次数: 0

Assessing students’ readiness for startups from higher education: Scale development and validation 评估学生对高等教育创业的准备：规模发展和验证

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-31 DOI: 10.1016/j.ijme.2025.101354

Niyaz Panakaje , Babitha Shali Lasrado , S.M. Riha Parvin , Prateeksha Maurya , Niha Sheikh , Shakira Irfana , K. Madhura , U.M. Bazigha

Despite being critical, the understanding of students' readiness for startups in higher education is limited. This research focuses on developing and validating a comprehensive, multidimensional scale to measure Students' Readiness for Startups (SRS). The study involved an extensive review of the literature, consultations with industry professionals, and subject matter experts, and a panel discussion to refine the scale. A pre-survey was conducted, followed by exploratory and confirmatory factor analyses to ensure the model's validity. The finalized 73-item SRS scale demonstrates strong internal consistency, construct validity, and content validity. Key dimensions include awareness, entrepreneurial ability, motivation, opportunity recognition, resource accessibility, business acumen, institutional support, personality traits, and socio-cultural factors. The findings offer actionable insights for educational institutions to design targeted skill development programs addressing gaps in problem-solving, financial literacy, and technical expertise while enriching the limited repertoire of entrepreneurship-related scales that intend to foster job creators rather than job seekers.

尽管这很重要，但对学生在高等教育中创业的准备程度的了解是有限的。本研究的重点是开发和验证一个全面的、多维的量表来衡量学生创业准备（SRS）。这项研究包括广泛的文献回顾，咨询行业专业人士和主题专家，并进行小组讨论以完善量表。先进行预调查，然后进行探索性和验证性因素分析，以确保模型的有效性。最终编制的73项SRS量表具有较强的内部一致性、结构效度和内容效度。关键维度包括意识、创业能力、动机、机会识别、资源可及性、商业敏锐度、制度支持、人格特质和社会文化因素。研究结果为教育机构设计有针对性的技能发展项目提供了可行的见解，以解决解决问题、金融知识和技术专长方面的差距，同时丰富与创业相关的有限量表，旨在培养就业创造者而不是求职者。

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引用次数: 0

Perception of the University's entrepreneurial climate in Morocco: A longitudinal analysis of university- and individual-related factors 对摩洛哥大学创业环境的看法：对大学和个人相关因素的纵向分析

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-26 DOI: 10.1016/j.ijme.2025.101352

José María Biedma-Ferrer, Miguel Ángel Montañés-Del Río, Carmen Virues, Jose Manuel Sanchez

The University Entrepreneurial Climate (UEC) is a crucial determinant of students' entrepreneurial spirit yet remains underexplored. This study investigates how university-microsystem factors (entrepreneurial university reputation, entrepreneurship training programmes, and educational degree level) and individual characteristics (entrepreneurial family background, previous entrepreneurial experience, gender, age, and marital status) influence students' UEC perceptions. Using non-parametric analysis on data from Moroccan students surveyed in two distinct waves (n = 1984 in 2016; n = 1254 in 2021), we analyse the evolution of these perceptions. Our findings reveal that entrepreneurial university reputation and entrepreneurship training programmes significantly influenced UEC, with their effect becoming more pronounced in 2021. Similarly, master's studies and entrepreneurial family background were found to be significant predictors of UEC perception, but only in the 2021 sample. Notably, female students reported a higher UEC perception than their male counterparts in 2021. Likewise, the youngest students were the most sensitive to perceiving UEC in 2021. Conversely, prior entrepreneurial experience and marital status did not show a significant influence in either period. Our findings have academic and practical implications, highlighting the importance of university leaders cultivating an UEC through understanding the drivers behind such perceptions. The scarcity of literature in this area highlights several promising avenues for future investigation.

大学创业氛围（UEC）是学生创业精神的关键决定因素，但仍未得到充分的探索。本研究探讨了大学微系统因素（创业型大学声誉、创业培训项目和教育学位水平）和个人特征（创业家庭背景、以前的创业经历、性别、年龄和婚姻状况）如何影响学生的创业意识。通过对两波摩洛哥学生调查数据的非参数分析（2016年n = 1984； 2021年n = 1254），我们分析了这些观念的演变。我们的研究结果表明，创业型大学的声誉和创业培训项目显著影响了UEC，其影响在2021年将变得更加明显。同样，硕士学位和创业家庭背景被发现是UEC感知的重要预测因素，但仅在2021年的样本中。值得注意的是，在2021年，女生对UEC的认知高于男生。同样，在2021年，最年轻的学生对感知UEC最敏感。相反，之前的创业经历和婚姻状况在两个时期都没有显示出显著的影响。我们的研究结果具有学术和实践意义，强调了大学领导者通过理解这些观念背后的驱动因素来培养UEC的重要性。这一领域文献的匮乏突出了未来研究的几个有希望的途径。

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引用次数: 0