Pub Date : 2024-12-24DOI: 10.1016/j.ijme.2024.101115
David Kongpiwatana Narong
Interest in business and management education for sustainability has steadily increased, yet no comprehensive research reviews have been conducted since the United Nations Decade of Education for Sustainable Development. This study fills that gap by analyzing 365 Scopus-indexed documents using descriptive statistics, citation analysis, co-citation analysis, thematic analysis, and science mapping. The results reveal that although there is a growing number of studies, the body of knowledge remains underexplored and concentrated in economically developed regions. The field's intellectual structure is built around three distinct schools of thought: Responsible Management Education, Holistic Management Education, and Higher Education for Sustainable Development, all of which offer diverse yet cohesive perspectives on curriculum development, research, partnerships, and a strong commitment to social responsibility and sustainability. Major topics of interest include the Sustainable Development Goals, higher education, corporate social responsibility, and principles for sustainable management education. The study emphasizes the need for research from less developed regions, increased international collaboration, and a greater focus on emerging areas, such as supply chain management, climate change, and the impacts of COVID-19, to expand the field's relevance and address pressing global sustainability challenges.
{"title":"Business and management education for sustainability: A state-of-the-art review of literature post-UN Decade of Education for Sustainable Development (2015–2023)","authors":"David Kongpiwatana Narong","doi":"10.1016/j.ijme.2024.101115","DOIUrl":"10.1016/j.ijme.2024.101115","url":null,"abstract":"<div><div>Interest in business and management education for sustainability has steadily increased, yet no comprehensive research reviews have been conducted since the United Nations Decade of Education for Sustainable Development. This study fills that gap by analyzing 365 Scopus-indexed documents using descriptive statistics, citation analysis, co-citation analysis, thematic analysis, and science mapping. The results reveal that although there is a growing number of studies, the body of knowledge remains underexplored and concentrated in economically developed regions. The field's intellectual structure is built around three distinct schools of thought: Responsible Management Education, Holistic Management Education, and Higher Education for Sustainable Development, all of which offer diverse yet cohesive perspectives on curriculum development, research, partnerships, and a strong commitment to social responsibility and sustainability. Major topics of interest include the Sustainable Development Goals, higher education, corporate social responsibility, and principles for sustainable management education. The study emphasizes the need for research from less developed regions, increased international collaboration, and a greater focus on emerging areas, such as supply chain management, climate change, and the impacts of COVID-19, to expand the field's relevance and address pressing global sustainability challenges.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101115"},"PeriodicalIF":6.0,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-23DOI: 10.1016/j.ijme.2024.101104
Maria A.M. Trindade , Gihan S. Edirisinghe , Lan Luo
This study demonstrates a successful use of Generative Artificial Intelligence (AI) in teaching mathematical material to management students. We herein introduce the EOQ World Tour game, which substantially improves understanding of inventory-related concepts and long-term knowledge retention compared with traditional methods.
Generative AI is revolutionizing management education, by offering innovative methods for teaching and learning. The integration of AI into quantitative business disciplines through novel learning mechanisms provides significant benefits, including enhanced data analysis, improved decision-making models, and sophisticated simulations for hands-on experience. This study introduces the EOQ World Tour game, specifically designed to teach the Economic Order Quantity concept in Operations Management. The game addresses challenges in integrating Generative AI into mathematics in management education by combining human oversight and instructor control through three innovative features: (1) a Generative AI-based simulation, (2) a macropowered Excel worksheet for validating the calculations of an AI chatbot, and (3) a Google Sheets dashboard for centralizing team-generated AI data for postgame analysis.
Our study included 41 students divided into experimental and control groups. Pretest results indicated no significant differences in baseline knowledge. However, the post-test results showed that the experimental group achieved a better understanding of inventory-related concepts and practical applications, along with higher engagement, excitement, confidence, and long-term knowledge retention.
{"title":"Teaching mathematical concepts in management with generative artificial intelligence: The power of human oversight in AI-driven learning","authors":"Maria A.M. Trindade , Gihan S. Edirisinghe , Lan Luo","doi":"10.1016/j.ijme.2024.101104","DOIUrl":"10.1016/j.ijme.2024.101104","url":null,"abstract":"<div><div>This study demonstrates a successful use of Generative Artificial Intelligence (AI) in teaching mathematical material to management students. We herein introduce the <em>EOQ World Tour</em> game, which substantially improves understanding of inventory-related concepts and long-term knowledge retention compared with traditional methods.</div><div>Generative AI is revolutionizing management education, by offering innovative methods for teaching and learning. The integration of AI into quantitative business disciplines through novel learning mechanisms provides significant benefits, including enhanced data analysis, improved decision-making models, and sophisticated simulations for hands-on experience. This study introduces the <em>EOQ World Tour</em> game, specifically designed to teach the Economic Order Quantity concept in Operations Management. The game addresses challenges in integrating Generative AI into mathematics in management education by combining human oversight and instructor control through three innovative features: (1) a Generative AI-based simulation, (2) a macropowered Excel worksheet for validating the calculations of an AI chatbot, and (3) a Google Sheets dashboard for centralizing team-generated AI data for postgame analysis.</div><div>Our study included 41 students divided into experimental and control groups. Pretest results indicated no significant differences in baseline knowledge. However, the post-test results showed that the experimental group achieved a better understanding of inventory-related concepts and practical applications, along with higher engagement, excitement, confidence, and long-term knowledge retention.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101104"},"PeriodicalIF":6.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-23DOI: 10.1016/j.ijme.2024.101121
Ágnes Halász , Zsófia Kenesei
The COVID-19 pandemic reshaped the educational landscape and brought online learning into the mainstream. As management education adapts to this new reality, understanding how the experience of online learning influences students is vital—especially when comparing students exposed to online university education during the pandemic with those who went to university afterward. This study examines how the personal characteristics of business students, particularly self-management and the need for interaction, shape their perceptions of online learning. By surveying two cohorts—students from the height of the pandemic in 2020 and a post-pandemic cohort in 2022—we uncover how these characteristics shape the adoption of online learning. Our findings reveal that the need for interaction remains a priority for students, unaffected by the novelty of online education. Meanwhile, the influence of self-management has weakened, suggesting it is a skill that can—and should—be cultivated in online courses. In addition, students increasingly value the enjoyment of online learning (hedonic motivation) over its perceived effectiveness (performance expectancy), emphasizing the need for engaging, well-designed course experiences. This cross-cohort analysis highlights critical shifts in how students engage with online learning, offering valuable insights for the future of management education in a post-pandemic world.
{"title":"Cross-cohort analysis of how COVID has changed the online learning experience of business students","authors":"Ágnes Halász , Zsófia Kenesei","doi":"10.1016/j.ijme.2024.101121","DOIUrl":"10.1016/j.ijme.2024.101121","url":null,"abstract":"<div><div>The COVID-19 pandemic reshaped the educational landscape and brought online learning into the mainstream. As management education adapts to this new reality, understanding how the experience of online learning influences students is vital—especially when comparing students exposed to online university education during the pandemic with those who went to university afterward. This study examines how the personal characteristics of business students, particularly self-management and the need for interaction, shape their perceptions of online learning. By surveying two cohorts—students from the height of the pandemic in 2020 and a post-pandemic cohort in 2022—we uncover how these characteristics shape the adoption of online learning. Our findings reveal that the need for interaction remains a priority for students, unaffected by the novelty of online education. Meanwhile, the influence of self-management has weakened, suggesting it is a skill that can—and should—be cultivated in online courses. In addition, students increasingly value the enjoyment of online learning (hedonic motivation) over its perceived effectiveness (performance expectancy), emphasizing the need for engaging, well-designed course experiences. This cross-cohort analysis highlights critical shifts in how students engage with online learning, offering valuable insights for the future of management education in a post-pandemic world.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101121"},"PeriodicalIF":6.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-22DOI: 10.1016/j.ijme.2024.101069
Mohammad Namazi , Zohreh Raiessi
STEM accounting has emerged as a significant accounting profession's evolution. Big data, as a part of pivotal technology part of STEM, has become ubiquitous and can revolutionize traditional accounting education. This study, in alliance with the STEM paradigms, aims to empirically compare the effect of “traditional accounting education” and “Big Data-based accounting education” on accounting students' achievement (ASA) in various accounting courses, when students' “learning” and “intelligence”, as mediating and moderating variables, are incorporated in this relation. By developing an accounting education's moderated - mediation model, adopting the pretest-posttest design and utilizing the experimental approach, we formed two experimental groups with traditional and Big Data-based methods participating in various accounting courses. For each course, one group was also considered as a “control” group. The study population encompasses all accounting students studying at the undergraduate level of a big university in Iran. The study sample includes 330 students. Applying structural equation modeling, our findings indicate that both Big Data-based and traditional education methods maintain a significant positive effect on ASA; but, the Big Data-base's effect is greater. However, when “learning” is used as the mediating variable, the Big Data's effect is not significant for any of the courses, and there is a very minor mediation; while the traditional method's effect is significant and leads to a medium mediation. Emotional intelligence, as a moderating variable, has no significant effect on the relationship between traditional and Big Data-based methods and the ASA. However, cognitive intelligence has an effect on some accounting courses. When intelligence and teaching methods' interaction is examined, the situation does not change and the emotional intelligence's variable is still unaffected. Although Big Data is useful for STEM accounting education, it is not always statistically significant and preferred in the education's process and its significance is contingent on the type of accounting courses and student's cognitive characteristics (such as learning). The findings' implications for educators and the future of accounting education are to synthesize Big Data and other contemporary IT information techniques in accounting courses and teaching. The role of the student's cognitive intelligence is also potent in this context. This study not only contributes to the extant research on Big Data accounting education but also sheds light on the STEM's accounting literature.
{"title":"Stem accounting: Effects of traditional and big data education, learning and intelligence on the accounting student's achievement","authors":"Mohammad Namazi , Zohreh Raiessi","doi":"10.1016/j.ijme.2024.101069","DOIUrl":"10.1016/j.ijme.2024.101069","url":null,"abstract":"<div><div>STEM accounting has emerged as a significant accounting profession's evolution. Big data, as a part of pivotal technology part of STEM, has become ubiquitous and can revolutionize traditional accounting education. This study, in alliance with the STEM paradigms, aims to empirically compare the effect of “traditional accounting education” and “Big Data-based accounting education” on accounting students' achievement (ASA) in various accounting courses, when students' “learning” and “intelligence”, as mediating and moderating variables, are incorporated in this relation. By developing an accounting education's moderated - mediation model, adopting the pretest-posttest design and utilizing the experimental approach, we formed two experimental groups with traditional and Big Data-based methods participating in various accounting courses. For each course, one group was also considered as a “control” group. The study population encompasses all accounting students studying at the undergraduate level of a big university in Iran. The study sample includes 330 students. Applying structural equation modeling, our findings indicate that both Big Data-based and traditional education methods maintain a significant positive effect on ASA; but, the Big Data-base's effect is greater. However, when “learning” is used as the mediating variable, the Big Data's effect is not significant for any of the courses, and there is a very minor mediation; while the traditional method's effect is significant and leads to a medium mediation. Emotional intelligence, as a moderating variable, has no significant effect on the relationship between traditional and Big Data-based methods and the ASA. However, cognitive intelligence has an effect on some accounting courses. When intelligence and teaching methods' interaction is examined, the situation does not change and the emotional intelligence's variable is still unaffected. Although Big Data is useful for STEM accounting education, it is not always statistically significant and preferred in the education's process and its significance is contingent on the type of accounting courses and student's cognitive characteristics (such as learning). The findings' implications for educators and the future of accounting education are to synthesize Big Data and other contemporary IT information techniques in accounting courses and teaching. The role of the student's cognitive intelligence is also potent in this context. This study not only contributes to the extant research on Big Data accounting education but also sheds light on the STEM's accounting literature.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101069"},"PeriodicalIF":6.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aimed to assess the influence of incorporating Sustainable Development Goals (SDGs) into Management Education, specifically via an SDG Project, on the sustainability before and after their participation in the SDG project, and Behaviors (KAB) of undergraduate management students. The research utilized a quasi-experimental pre-test/post-test approach, employing the Self-Reported Sustainable Behavior Scale (SRSB) to assess cognitive, emotional, and conative dimensions of sustainability-related behavior. Data were gathered from 283 students across five semesters at an International Business School in the United States. The findings indicated improvements in KAB across the dimensions of the triple bottom line: social, economic, and environmental. The Principles for Responsible Management Education (PRME) and the SDG Project significantly influenced these shifts in KAB, emphasizing ethical decision-making and responsible management practices. The results establish a correlation between the SDG initiative and the self-reported sustainable behavior (SRSB) of the sample, demonstrating that the effort effectively influenced students' comprehension, beliefs, and actions about sustainability. This research underscores the effectiveness of incorporating SDGs into management education, thereby enriching the literature on Sustainability in Management Education (SiME). It featured the capacity of business schools to cultivate future leaders dedicated to sustainable practices via curriculum innovations such as the SDG Project. The study emphasizes the importance of incorporating SiME inside higher education institutions and among educators to promote sustainable development and deliver high-quality education, hence fostering a sustainability mindset among future decision-makers. The evaluation gauges students' views on sustainability and their self-reported involvement in sustainable practices, providing valuable insights into current instructional methodologies.
{"title":"Integrating sustainable development goals in management education: Impact on student knowledge, attitudes, and behaviors","authors":"A.B.A. Avelar , S.F. Mitchell , L.V. Sandes-Guimarães","doi":"10.1016/j.ijme.2024.101116","DOIUrl":"10.1016/j.ijme.2024.101116","url":null,"abstract":"<div><div>This study aimed to assess the influence of incorporating Sustainable Development Goals (SDGs) into Management Education, specifically via an SDG Project, on the sustainability before and after their participation in the SDG project, and Behaviors (KAB) of undergraduate management students. The research utilized a quasi-experimental pre-test/post-test approach, employing the Self-Reported Sustainable Behavior Scale (SRSB) to assess cognitive, emotional, and conative dimensions of sustainability-related behavior. Data were gathered from 283 students across five semesters at an International Business School in the United States. The findings indicated improvements in KAB across the dimensions of the triple bottom line: social, economic, and environmental. The Principles for Responsible Management Education (PRME) and the SDG Project significantly influenced these shifts in KAB, emphasizing ethical decision-making and responsible management practices. The results establish a correlation between the SDG initiative and the self-reported sustainable behavior (SRSB) of the sample, demonstrating that the effort effectively influenced students' comprehension, beliefs, and actions about sustainability. This research underscores the effectiveness of incorporating SDGs into management education, thereby enriching the literature on Sustainability in Management Education (SiME). It featured the capacity of business schools to cultivate future leaders dedicated to sustainable practices via curriculum innovations such as the SDG Project. The study emphasizes the importance of incorporating SiME inside higher education institutions and among educators to promote sustainable development and deliver high-quality education, hence fostering a sustainability mindset among future decision-makers. The evaluation gauges students' views on sustainability and their self-reported involvement in sustainable practices, providing valuable insights into current instructional methodologies.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101116"},"PeriodicalIF":6.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-18DOI: 10.1016/j.ijme.2024.101120
Maike Liu , Xiayu Tong , Leilei Zhao , Wenjun Cai
Building on the study demands-resources model, this study investigates the relationships between study resources and demands, student well-being and their perceived employability. A total of 518 students completed a questionnaire at the beginning, middle, and end of an entrepreneurship course. Structural equation modelling revealed that study resources, such as teacher-student and student-student relationships, positively related to study engagement. In contrast, study demands, including role conflict and emotional demands, positively related to emotional exhaustion. In turn, study engagement positively related to students’ perceived employability over time, whereas the impact of emotional exhaustion on perceived employability was not significant. Additionally, we proposed the moderation effect of study resources on the relationship between study demands and emotional exhaustion. Contrary to expectations, the results showed that teacher-student relationships strengthened the effect of role conflict on emotional exhaustion. This study contributes to the literature by providing empirical insights into the relationships between study resources and demands, student well-being, and employability development. The findings also have practical implications for improving teaching pedagogies of entrepreneurship courses.
{"title":"More resources or less demands? A three-wave longitudinal study on student well-being and perceived employability in entrepreneurship courses","authors":"Maike Liu , Xiayu Tong , Leilei Zhao , Wenjun Cai","doi":"10.1016/j.ijme.2024.101120","DOIUrl":"10.1016/j.ijme.2024.101120","url":null,"abstract":"<div><div>Building on the study demands-resources model, this study investigates the relationships between study resources and demands, student well-being and their perceived employability. A total of 518 students completed a questionnaire at the beginning, middle, and end of an entrepreneurship course. Structural equation modelling revealed that study resources, such as teacher-student and student-student relationships, positively related to study engagement. In contrast, study demands, including role conflict and emotional demands, positively related to emotional exhaustion. In turn, study engagement positively related to students’ perceived employability over time, whereas the impact of emotional exhaustion on perceived employability was not significant. Additionally, we proposed the moderation effect of study resources on the relationship between study demands and emotional exhaustion. Contrary to expectations, the results showed that teacher-student relationships strengthened the effect of role conflict on emotional exhaustion. This study contributes to the literature by providing empirical insights into the relationships between study resources and demands, student well-being, and employability development. The findings also have practical implications for improving teaching pedagogies of entrepreneurship courses.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101120"},"PeriodicalIF":6.0,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-11DOI: 10.1016/j.ijme.2024.101108
Denise M. Cumberland , Brian Holahan , Gary D. Jones
The franchise business model is a well-established form of enterprise in the U.S., crosses numerous sectors, and is expanding rapidly in developing countries. The economic impact franchises have on the economy provides an opportunity for Higher Education Institutions (HEIs) to help cultivate franchising as a viable business model or career pathway. Some HEIs are beginning to show interest in franchising as an entrepreneurial endeavor worthy of standalone courses. This study examined whether standalone courses on franchising, taught at a Midwestern University in the U.S., would increase students' knowledge regarding the franchise business model, improve students’ attitudes towards franchising, improve entrepreneurial self-efficacy, and increase intention/desire to work in a franchise. T-test results from pre-post surveys show that knowledge about the franchise business model, entrepreneurial self-efficacy, and desirability for a career in franchising all increased among undergraduate and MBA students enrolled in the franchising courses. Additionally, when these variables were examined for underrepresented minorities and women, groups historically marginalized in the entrepreneurship domain, results were significant.
特许经营模式在美国是一种成熟的企业形式，横跨众多行业，并在发展中国家迅速扩展。特许经营对经济的影响为高等教育机构（HEIs）提供了一个机会，将特许经营作为一种可行的商业模式或职业途径加以培育。一些高等院校开始对特许经营表现出兴趣，将其视为一种值得开设独立课程的创业努力。本研究考察了美国中西部一所大学开设的特许经营独立课程是否会增加学生对特许经营商业模式的了解、改善学生对特许经营的态度、提高创业自我效能感，以及增加在特许经营企业工作的意向/愿望。前后调查的 T 检验结果表明，参加特许经营课程的本科生和 MBA 学生对特许经营商业模式的了解、创业自我效能感和从事特许经营职业的愿望都有所提高。此外，当针对在创业领域历来被边缘化的少数族裔和女性群体对这些变量进行研究时，结果非常显著。
{"title":"Empowering future entrepreneurs: The impact of franchise courses on undergraduate and MBA students","authors":"Denise M. Cumberland , Brian Holahan , Gary D. Jones","doi":"10.1016/j.ijme.2024.101108","DOIUrl":"10.1016/j.ijme.2024.101108","url":null,"abstract":"<div><div>The franchise business model is a well-established form of enterprise in the U.S., crosses numerous sectors, and is expanding rapidly in developing countries. The economic impact franchises have on the economy provides an opportunity for Higher Education Institutions (HEIs) to help cultivate franchising as a viable business model or career pathway. Some HEIs are beginning to show interest in franchising as an entrepreneurial endeavor worthy of standalone courses. This study examined whether standalone courses on franchising, taught at a Midwestern University in the U.S., would increase students' knowledge regarding the franchise business model, improve students’ attitudes towards franchising, improve entrepreneurial self-efficacy, and increase intention/desire to work in a franchise. T-test results from pre-post surveys show that knowledge about the franchise business model, entrepreneurial self-efficacy, and desirability for a career in franchising all increased among undergraduate and MBA students enrolled in the franchising courses. Additionally, when these variables were examined for underrepresented minorities and women, groups historically marginalized in the entrepreneurship domain, results were significant.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101108"},"PeriodicalIF":6.0,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-10DOI: 10.1016/j.ijme.2024.101090
Noor ul Amin , Ataullah Kiani , Nisar Ahmad , Qingxiong Weng
While prior research has suggested links between role models and individuals' entrepreneurial career intentions (ECIs), there is a scarcity of empirical research on the impact of entrepreneurial role models (ERMs) (i.e., positive vs negative) on employees' ECIs in small and medium-sized enterprises (SMEs). To address this gap, our study draws on social learning theory (SLT) and conducts two experimental studies to examine the impact of role models in the workplace. We collected data from 216 students in Eastern China to analyse the effects of positive role models, and 198 for negative role models. Our findings demonstrate that successful role models have a significant impact on employees' ECIs. Additionally, the fear of failure (FOF) plays a substantial role in diminishing employees' ECIs. We also find that negative role models significantly impact employees' ECIs and should not be ignored while considering the importance of attaining an entrepreneurial career. Our study contributes to the literature by shedding light on the importance of ERMs in shaping employees' ECIs and highlights the role of fear of failure in this process. Finally, the study offers implications for both theory and practice.
{"title":"Motivation by role models: Do they inspire or discourage us? Investigating the link between role models and entrepreneurial career intentions","authors":"Noor ul Amin , Ataullah Kiani , Nisar Ahmad , Qingxiong Weng","doi":"10.1016/j.ijme.2024.101090","DOIUrl":"10.1016/j.ijme.2024.101090","url":null,"abstract":"<div><div>While prior research has suggested links between role models and individuals' entrepreneurial career intentions (ECIs), there is a scarcity of empirical research on the impact of entrepreneurial role models (ERMs) (i.e., positive vs negative) on employees' ECIs in small and medium-sized enterprises (SMEs). To address this gap, our study draws on social learning theory (SLT) and conducts two experimental studies to examine the impact of role models in the workplace. We collected data from 216 students in Eastern China to analyse the effects of positive role models, and 198 for negative role models. Our findings demonstrate that successful role models have a significant impact on employees' ECIs. Additionally, the fear of failure (FOF) plays a substantial role in diminishing employees' ECIs. We also find that negative role models significantly impact employees' ECIs and should not be ignored while considering the importance of attaining an entrepreneurial career. Our study contributes to the literature by shedding light on the importance of ERMs in shaping employees' ECIs and highlights the role of fear of failure in this process. Finally, the study offers implications for both theory and practice.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101090"},"PeriodicalIF":6.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-05DOI: 10.1016/j.ijme.2024.101103
Famei Shen , Jie Li , Linyu Li , Xie He , Haorui Li , Shuai Yang
Since entrepreneurship serves as an important catalyst for national economic development, there has been a growing number of entrepreneurship courses, as well as innovation and entrepreneurship competitions, available in universities. In accordance with imprinting theory and social cognitive theory, this research investigates whether students with high engagement in entrepreneurship competitions (EECs) have greater entrepreneurial intention (EI). We conducted a questionnaire survey and obtained 229 valid responses from a professional data collection platform to test our hypotheses through Hayes' PROCESS macro. The findings show that students' EECs are positively correlated with their EI and that this relationship is mediated by their entrepreneurial self-efficacy (ESE). Furthermore, students’ entrepreneurial orientation (EO) moderates the mediating effect of EECs on their EI via ESE. We discuss the theoretical and practical implications in line with our findings and provide some directions for future research.
由于创业是国家经济发展的重要催化剂，大学中的创业课程以及创新创业竞赛越来越多。根据印记理论和社会认知理论，本研究探讨了参与创业竞赛（EECs）程度高的学生是否具有更强的创业意向（EI）。我们通过专业数据收集平台进行了问卷调查，获得了 229 份有效答卷，并通过 Hayes 的 PROCESS 宏检验了我们的假设。研究结果表明，学生的 EECs 与他们的 EI 呈正相关，而这种关系是由他们的创业自我效能感（ESE）中介的。此外，学生的创业取向（EO）通过 ESE 调节了 EECs 对 EI 的中介效应。我们根据研究结果讨论了理论和实践意义，并为今后的研究提供了一些方向。
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Pub Date : 2024-12-05DOI: 10.1016/j.ijme.2024.101089
Chirag Dagar , Aditya Agrawal , Ashish Pandey
While collaborative functioning can yield rich dividends, aimless conflicts are detrimental to organizations. Herein, management education would be instrumental in imparting ways to effectively manage interpersonal conflicts (IPC) among management students, the future business leaders. The spiritual discipline of yoga offers a promising line of inquiry. We propose that yoga-based practice (YBP) can curtail IPC by enhancing pro-social behaviors (PSB) and positive emotions (PE) and reducing wandering mind (WM). To test the hypotheses, two studies were conducted. In Study 1 (n = 113), a survey design, we performed confirmatory factor analysis that supported the measurement model. Study 2 employed a randomized controlled experimental design to investigate the impact of YBP and mediation process. The results from analysis of variance (ANOVA) demonstrated that, compared to the control group (n = 56), YBP reduced IPC and WM while enhancing PE and PSB in the experiment group (n = 57). Path analysis indicated that only WM mediated the impact of YBP on PSB and the impact of YBP on IPC was mediated by PSB. This research expands the literature on conflict management and contemplative practices in management education, noting yoga's practical value in developing conflict management skills and positive social behaviors.
{"title":"Going beyond ‘I’ vs ‘you’- effectiveness and mechanism of yoga based practices in management education to mitigate interpersonal conflict","authors":"Chirag Dagar , Aditya Agrawal , Ashish Pandey","doi":"10.1016/j.ijme.2024.101089","DOIUrl":"10.1016/j.ijme.2024.101089","url":null,"abstract":"<div><div>While collaborative functioning can yield rich dividends, aimless conflicts are detrimental to organizations. Herein, management education would be instrumental in imparting ways to effectively manage interpersonal conflicts (IPC) among management students, the future business leaders. The spiritual discipline of yoga offers a promising line of inquiry. We propose that yoga-based practice (YBP) can curtail IPC by enhancing pro-social behaviors (PSB) and positive emotions (PE) and reducing wandering mind (WM). To test the hypotheses, two studies were conducted. In Study 1 (<em>n</em> = 113), a survey design, we performed confirmatory factor analysis that supported the measurement model. Study 2 employed a randomized controlled experimental design to investigate the impact of YBP and mediation process. The results from analysis of variance (ANOVA) demonstrated that, compared to the control group (<em>n</em> = 56), YBP reduced IPC and WM while enhancing PE and PSB in the experiment group (<em>n</em> = 57). Path analysis indicated that only WM mediated the impact of YBP on PSB and the impact of YBP on IPC was mediated by PSB. This research expands the literature on conflict management and contemplative practices in management education, noting yoga's practical value in developing conflict management skills and positive social behaviors.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 2","pages":"Article 101089"},"PeriodicalIF":6.0,"publicationDate":"2024-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143179517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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