International Journal of Management Education最新文献_第3页

Exploration of green entrepreneurial intention among university students: Integrated model perspective of a theory of planned behaviour and social cognitive theory 大学生绿色创业意愿研究：计划行为理论与社会认知理论的整合模型视角

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-24 DOI: 10.1016/j.ijme.2025.101353

J.P. Senthil Kumar , H. Gangadhara , J. Usha Rani , T. Kusuma , A. Ravi

Purpose

The present research study aims to investigate the link between the core constructs of the theory of planned behaviour (TPB) and social cognitive theory that frames university students’ green entrepreneurial intention towards embarking on green sustainable business.

Design/methodology/approach

By applying the quantitative and convenience sampling research method, this study obtained 443 survey samples from university students in the Bengaluru Rural district through online distributed questionnaires. Partial least squares–structural equation modelling was employed for the reliability and validity of constructs and structural hypothesis path testing.

Findings

This present research study found that green entrepreneurial education, green motivation, green mindfulness, and green entrepreneurial alertness substantially impact green entrepreneurial self-efficacy; hence, green entrepreneurial self-identity, social network support, and institutional support have an insignificant impact on green entrepreneurial self-efficacy. Furthermore, green entrepreneurial self-efficacy substantially impacts green entrepreneurial intention and attitudes towards green entrepreneurship. Age and gender control variables are insignificant in predicting the green entrepreneurial intention.

Originality/value

This was the first to investigate the Indian developing country university students' green entrepreneurial intention towards embarking on a green entrepreneurial venture by employing the integrated model perspective of TPB and social cognitive theory with control variables and proposed green environmental awareness construct. This research study's findings contribute towards universities, social communities, governments, environmental protection bodies, and higher education boards' making environmental policies to promote a green environment and produce green products and services in the Indian green market.

目的本研究旨在探讨计划行为理论（TPB）的核心构式与社会认知理论之间的联系，以构建大学生的绿色创业意向，以开展绿色可持续商业。本研究采用定量和便利抽样研究方法，通过在线分发问卷的方式，在班加罗尔农村地区的大学生中获得了443份调查样本。采用偏最小二乘-结构方程模型对结构的信度、效度和结构假设路径进行检验。研究发现：绿色创业教育、绿色动机、绿色正念和绿色创业警觉性对绿色创业自我效能感有显著影响；因此，绿色创业自我认同、社会网络支持和制度支持对绿色创业自我效能感的影响不显著。此外，绿色创业自我效能显著影响绿色创业意愿和绿色创业态度。年龄和性别控制变量对绿色创业意向的预测不显著。独创性/价值本文首次采用TPB整合模型视角和社会认知理论结合控制变量，对印度发展中国家大学生绿色创业意愿进行了研究，提出了绿色环境意识构建。本研究的结果有助于大学、社会团体、政府、环境保护机构和高等教育委员会制定环境政策，以促进绿色环境，并在印度绿色市场上提供绿色产品和服务。

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引用次数: 0

Work is not enough! - Addressing mid-career professionals' needs for leadership development 工作是不够的！-满足职业中期专业人士对领导力发展的需求

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-18 DOI: 10.1016/j.ijme.2025.101349

Anna Karin Olsson , Kristina Areskoug Josefsson

Business schools face growing pressure to develop socially responsible and effective leaders, particularly among mid-career professionals. This study explores a reversed work-integrated learning (WIL) model, with a starting point in participants’ real-world leadership practices, integrating theory and continuous structured reflection. This contrasts with traditional WIL models that start with academic theory and rely on formal partnerships between academia and industry for work placements.

Drawing on five years of qualitative data from 99 participants in a master's level leadership program, the study explores how this contract-free, practice-first approach supports leadership development by leveraging participants' ongoing professional experience. The pedagogical design emphasizes contextualized, lifelong learning through continuous individual and peer reflection.

Reflexive thematic analysis reveals that the reversed WIL model effectively addresses leadership development gaps, enhances workplace impact, and offers a strong return on investment for individual participants and organizations. The study contributes a novel framework for leadership development education tailored to experienced professionals based on five key design principles: learner adaptation, contextualization, self-efficacy building, flexible structure, and peer-based learning.

商学院面临着越来越大的压力，需要培养对社会负责、高效的领导者，尤其是在职业生涯中期的专业人士中。本研究以参与者的实际领导实践为出发点，将理论与持续的结构化反思相结合，探索反向工作整合学习（WIL）模型。这与传统的工学结合模式形成鲜明对比，传统的工学结合模式从学术理论开始，依靠学术界和工业界之间的正式合作伙伴关系进行工作实习。该研究利用了99名硕士级领导力项目参与者5年的定性数据，探讨了这种无合同、实践优先的方法如何通过利用参与者持续的专业经验来支持领导力发展。教学设计强调情境化，通过持续的个人和同伴反思终身学习。反身性专题分析表明，反向的WIL模型有效地解决了领导力发展差距，增强了工作场所影响，并为个人参与者和组织提供了强大的投资回报。本研究基于学习者适应、情境化、自我效能建立、灵活结构和同侪学习五个关键设计原则，为有经验的专业人士量身打造了一个全新的领导力发展教育框架。

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引用次数: 0

Responsible management education: Retrospective insights and reflective takeaways 负责任的管理教育：回顾性的见解和反思性的收获

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-18 DOI: 10.1016/j.ijme.2025.101348

Weng Marc Lim , Stephen Thomas Homer , Wai Chuen Poon , Kit Yeng Sin

The limited integration of sustainability principles into business education has hindered the capacity of business schools to fully realize their role in promoting societal impact. Existing reviews, while providing valuable insights, often focus broadly on concepts like social responsibility or narrowly on frameworks like the UN Principles of Responsible Management Education (PRME), leaving gaps in understanding the role of responsible management education (RME). This systematic literature review (SLR) addresses these gaps by examining the diverse approaches within RME to provide a holistic understanding of how RME can better equip future business leaders to address sustainability challenges. Utilizing the PRISMA protocol, 138 articles were retrieved and reviewed. Findings revealed that RME implementation in the classroom is centered around curriculum integration, case studies, experiential learning, guest speakers, and research projects. RME's contribution to addressing the UN Sustainable Development Goals (SDGs) is observed through curriculum alignment, strategic partnerships, research and innovation, and student engagement. Future directions for RME include enhancing continuous learning and adaptation, fostering ethical leadership, expanding experiential learning, promoting global collaboration and perspectives, increasing the emphasis on sustainability, adopting interdisciplinary approaches, integrating technology, and measuring impact. The implications of these findings for the future of RME are discussed, providing a roadmap for advancing RME in business schools and management education globally.

可持续性原则在商业教育中的有限整合，阻碍了商学院充分发挥其在促进社会影响方面的作用。现有的评论虽然提供了有价值的见解，但往往广泛地关注社会责任等概念，或狭隘地关注联合国负责任管理教育原则（PRME）等框架，从而在理解负责任管理教育（RME）的作用方面留下了空白。本系统文献综述（SLR）通过研究RME内部的各种方法来解决这些差距，从而全面了解RME如何更好地装备未来的商业领袖来应对可持续性挑战。利用PRISMA协议，检索和审查了138篇文章。研究结果显示，RME在课堂上的实施主要围绕课程整合、案例研究、体验式学习、嘉宾演讲和研究项目展开。RME通过课程调整、战略合作伙伴关系、研究和创新以及学生参与，为实现联合国可持续发展目标（sdg）做出了贡献。RME的未来方向包括加强持续学习和适应，培养道德领导，扩大体验式学习，促进全球合作和观点，增加对可持续性的重视，采用跨学科方法，整合技术，以及衡量影响。本文讨论了这些发现对RME未来的影响，为在全球商学院和管理教育中推进RME提供了路线图。

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引用次数: 0

Crafting individual entrepreneurial orientation through education and institutions: Evidence from efficiency and innovation-driven economies 通过教育和制度塑造个人创业导向：来自效率和创新驱动型经济的证据

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-16 DOI: 10.1016/j.ijme.2025.101328

Juan P. Perez , Izaias Martins , Sebastian Aparicio , Tatiana Lopez , David Urbano

Why do some individuals translate entrepreneurship education into entrepreneurial outcomes, while others do not, especially across different stages of economic development? This study examines how perceptions of learning from entrepreneurship education (EE) influence individual entrepreneurial orientation (Ind.EO) and how this relationship is shaped by support from reference groups and legal institutional quality in efficiency- and innovation-driven economies. To achieve this, we conduct a quantile regression analysis on a sample of 27,503 nascent entrepreneurs sourced from the Global University Entrepreneurship Spirit Student's Survey (GUESSS) project in 2020–21. Our results reveal that, in efficiency-driven economies, the positive effect of perceived learning from EE on Ind.EO is amplified in environments with less support from reference groups and weaker legal institutional quality, especially for entrepreneurs exhibiting lower levels of Ind.EO. Conversely, in innovation-driven economies, the influence of EE is triggered by stronger support from reference groups and higher legal institutional quality for nascent entrepreneurs with medium to high Ind.EO. These findings provide universities and policymakers with evidence-based insights for designing differentiated entrepreneurship programs and policies that align with their specific economic and institutional contexts to effectively foster entrepreneurial orientation of their nascent entrepreneurs.

为什么有些人将创业教育转化为创业成果，而另一些人却没有，尤其是在经济发展的不同阶段？本研究考察了从创业教育（EE）中学习的观念如何影响个人创业取向（Ind.EO），以及在效率和创新驱动的经济体中，参考群体的支持和法律制度质量如何塑造了这种关系。为了实现这一目标，我们对来自2020-21年全球大学创业精神学生调查（guess）项目的27,503名新生企业家样本进行了分位数回归分析。我们的研究结果表明，在效率驱动型经济体中，在参考群体支持较少、法律制度质量较弱的环境中，感知到的情感学习对创业绩效的积极影响被放大，尤其是对于表现出较低创业绩效水平的企业家。相反，在创新驱动型经济体中，对于具有中高创新能力的新兴企业家，参考群体的支持更强，法律制度质量更高，从而触发了创新能力的影响。这些发现为大学和政策制定者提供了基于证据的见解，以设计符合其特定经济和制度背景的差异化创业计划和政策，从而有效地培养新生企业家的创业取向。

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引用次数: 0

The potential of bioinspired approaches as a lens for teaching responsible management in Brazilian business schools 生物启发方法作为巴西商学院负责任管理教学视角的潜力

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-15 DOI: 10.1016/j.ijme.2025.101346

Simone Guimarães Cornelsen , Fernanda Cassab Carreira

Business schools play a critical role in developing future leaders capable of addressing climate change and other complex global issues. Yet, management education continues to be dominated by weak sustainability paradigms rooted in conventional, anthropocentric business models. This study explores the potential of bioinspired approaches as a lens for teaching responsible management aligned with strong sustainability paradigm. Based on an exploratory qualitative study, Brazilian specialists and participants engaged in bioinspired practices such as biomimetics, biomimicry, biothinking and bioleadership were interviewed to understand such potentiality. Findings indicate that bioinspired approaches foster key leadership competencies, such as systemic thinking, empathy, and adaptability, while promoting deep personal transformation and alignment with regenerative values. Despite the current absence of such content in MBA curricula, especially in Brazil, this study identifies barriers and enablers for integrating bioinspired approaches into business education. The paper's innovation is primarily thematic, applying and reinterpreting a well-established concept from other fields into the domain of management education, aiming to develop leadership aligned with strong sustainability — rarely explored in this context. By highlighting opportunities to reimagine pedagogy, curriculum, and leadership development through a biocentric lens, this research contributes to global discussions on responsible management education and offers insights with international applicability.

商学院在培养有能力应对气候变化和其他复杂全球问题的未来领导者方面发挥着关键作用。然而，管理教育仍然被植根于传统的、以人类为中心的商业模式的弱可持续性范式所主导。本研究探讨了生物启发方法的潜力，作为与强可持续性范式相一致的负责任管理教学的一个镜头。在一项探索性定性研究的基础上，我们采访了从事仿生学、仿生学、生物思维和生物领导力等生物启发实践的巴西专家和参与者，以了解这种潜力。研究结果表明，生物激励方法培养了关键的领导能力，如系统思考、同理心和适应能力，同时促进了个人的深度转型，并与再生价值观保持一致。尽管目前MBA课程中缺乏此类内容，尤其是在巴西，但本研究确定了将生物启发方法纳入商业教育的障碍和推动因素。本文的创新主要是主题性的，将其他领域的成熟概念应用并重新解释到管理教育领域，旨在培养与强可持续性相一致的领导力——这在这一背景下很少被探索。通过强调以生物为中心的视角重新构想教学法、课程和领导力发展的机会，本研究有助于对负责任管理教育的全球讨论，并提供具有国际适用性的见解。

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引用次数: 0

Systematic review and mapping of service-learning functions and SDG integration in business education 商业教育中服务学习功能与可持续发展目标整合的系统回顾与映射

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-12 DOI: 10.1016/j.ijme.2025.101345

Adrian A. Mabalay

This systematic review examines how service-learning is applied in business education and focuses on sustainability and how it aligns with the Sustainable Development Goals. Following PRISMA guidelines, 145 articles were examined using descriptive and content analysis. Seven core service-learning functions were identified: civic engagement, professional skill and leadership development, critical and reflective thinking, ethical and sustainability mindset, cultural competence, social innovation, and community partnerships. The evidence shows a strong alignment with SDG 4 (Quality Education), SDG 8 (Decent Work), and SDG 17 (Partnerships), but there is limited engagement with environmental SDGs. The review identifies the opportunities for expanding engagement with environmental sustainability and developing standardized outcome measures. Service-learning could serve as a transformative teaching approach for cultivating business leaders who prioritize sustainability, but achieving this needs a commitment from institutions and a fundamental rethinking of the purposes of business education.

本系统综述探讨了服务学习如何应用于商业教育，并重点关注可持续性及其如何与可持续发展目标保持一致。按照PRISMA的指导方针，使用描述性和内容分析对145篇文章进行了审查。报告确定了七个核心服务学习功能：公民参与、专业技能和领导力发展、批判性和反思性思维、道德和可持续发展思维、文化能力、社会创新和社区伙伴关系。有证据表明，与可持续发展目标4（优质教育）、可持续发展目标8（体面劳动）和可持续发展目标17（伙伴关系）有很强的一致性，但与环境可持续发展目标的接触有限。该审查确定了扩大参与环境可持续性和制定标准化成果措施的机会。服务学习可以作为一种变革性的教学方法，培养优先考虑可持续性的商业领袖，但要实现这一目标，需要机构的承诺，并从根本上重新思考商业教育的目的。

引用次数: 0

Playing business, achieving excellence: An NCA–MGA exploration of average and excellent business undergraduates in simulation-based learning 玩商务，成就卓越：普通与优秀商科本科生模拟学习的NCA-MGA探索

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-12 DOI: 10.1016/j.ijme.2025.101347

Mai Hong Nguyen, Thi Thanh Huyen Le

Business simulations promise to turn strategy theory into lived experience, yet lecturers often watch enthusiasm fade after the first rounds of play. This study asks how tangible game features and lecturer prompts can transform that early spark into sustained affective, behavioural and cognitive engagement. Data were gathered from 294 business undergraduates who completed supply chain simulation at a Vietnamese university. Drawing on situational-interest and expectancy-value theories, we modelled two triggers, classroom environment and lecturer behaviour, feeding into two mediators: active learning behaviour and perceived utility value. Relationships were tested with Partial Least Squares Structural Equation Modelling, minimum thresholds were probed with Necessary Condition Analysis, and pathway differences between average (n = 244) and excellent (n = 50) achievers were explored via Multi-Group Analysis. Classroom cues and lecturer enthusiasm each ignited situational interest, but only when hands-on experimentation was paired with a clear sense of professional relevance did that interest mature into deep engagement. Utility value proved the non-negotiable hinge for average students, while lecturer prompts mattered most for high performers. Necessary-condition results revealed that neither strong utility signals nor visible lecturer passion can be missing if high levels of engagement are to emerge. The findings offer threshold-based design guidance and show why one-size-fits-all active-learning recipes overlook important achievement-level asymmetries.

商业模拟有望将战略理论转化为实际经验，但讲师们经常看到，在第一轮模拟之后，热情就消退了。这项研究探讨了有形的游戏功能和讲师提示如何将早期的火花转化为持续的情感、行为和认知参与。数据来自294名在越南一所大学完成供应链模拟的商业本科生。利用情境兴趣和期望价值理论，我们模拟了两个触发因素，课堂环境和讲师行为，并将其输入两个中介：主动学习行为和感知效用价值。采用偏最小二乘结构方程模型检验相关关系，采用必要条件分析探讨最低阈值，采用多组分析探讨平均（244）和优秀者（50）之间的通路差异。课堂线索和讲师的热情都激发了情境兴趣，但只有当动手实验与明确的专业相关性相结合时，这种兴趣才会成熟为深度参与。实用价值对普通学生来说是不容置疑的，而对表现优异的学生来说，讲师的提示最重要。必要条件的结果表明，如果要出现高水平的参与，既不能缺少强烈的效用信号，也不能缺少可见的讲师激情。这些发现提供了基于阈值的设计指导，并说明了为什么一刀切的主动学习方法忽略了重要的成就水平不对称性。

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引用次数: 0

Nurturing entrepreneurial intention of PhD students across academic disciplines: A multigroup analysis 跨学科博士生创业意向的培养：多群体分析

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-09 DOI: 10.1016/j.ijme.2025.101325

Eugénie Delzenne , Hendrik Slabbinck , Johanna Vanderstraeten , Erika Branca , Riyaad Ismail

With their specialised knowledge and skillset, PhD students are uniquely positioned to contribute to the knowledge economy, including through the creation of innovative ventures. Consequently, their engagement in entrepreneurial activities has garnered growing attention from scholars and policy-makers, with increasing interest in the role universities can play in guiding PhD students from various disciplines towards entrepreneurship. Against this background, this study examines whether the effectiveness of curricular and extracurricular entrepreneurship education activities (EEAs) in fostering entrepreneurial intention (EI) among PhD students is moderated by disciplinary affiliation. Drawing upon institutional logics theory, we posit that this moderating effect is contingent upon the extent to which a discipline is embedded in an entrepreneurial logic. Using data from the Global University Entrepreneurial Spirit Students’ Survey 2023, a multigroup structural equation model is tested on 586 PhD students, including 381 Science, Technology, Engineering & Mathematics (STEM) and 205 medical sciences PhD students. Results indicate that curricular EEAs are most effective for medical sciences PhD students, whose doctoral training is less embedded in an entrepreneurial logic, whereas STEM PhD students—whose training is more closely aligned with such a logic—benefit more from extracurricular EEAs. Concurrently, extracurricular EEAs consistently enhance opportunity recognition competence (ORC) across both groups, underscoring their added value not only for fostering PhD entrepreneurship but also for strengthening the wider research and innovation system. These findings highlight how disciplinary context shapes the impact of different EEA formats and provide guidance for universities seeking to design more targeted strategies to foster PhD entrepreneurship.

凭借他们的专业知识和技能，博士生在为知识经济做出贡献方面处于独特的地位，包括通过创建创新企业。因此，他们对创业活动的参与引起了学者和政策制定者越来越多的关注，他们对大学在引导不同学科的博士生创业方面所能发挥的作用越来越感兴趣。在此背景下，本研究考察了课程与课外创业教育活动（EEAs）在培养博士生创业意向（EI）方面的有效性是否受到学科隶属关系的调节。根据制度逻辑理论，我们假设这种调节效应取决于一门学科嵌入企业逻辑的程度。利用《2023年全球大学创业精神学生调查》的数据，对586名博士生进行了多组结构方程模型检验，其中包括381名科学、技术、工程与数学（STEM）博士生和205名医学博士生。结果表明，课程EEAs对医学博士研究生最为有效，因为医学博士研究生的博士培养较少嵌入创业逻辑，而STEM博士研究生的博士培养与这种逻辑更紧密地结合在一起，他们从课外EEAs中获益更多。同时，课外EEAs不断提高两个群体的机会识别能力（ORC），强调它们的附加价值，不仅可以培养博士创业精神，还可以加强更广泛的研究和创新体系。这些发现强调了学科背景如何塑造不同的EEA模式的影响，并为寻求设计更有针对性的策略来培养博士创业精神的大学提供了指导。

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引用次数: 0

Giving back for influence and impact: Exploring industry stakeholder motivations for volunteering on business school program advisory boards 回馈影响力和影响：探讨行业利益相关者在商学院项目咨询委员会做志愿者的动机

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-08 DOI: 10.1016/j.ijme.2025.101343

Katherine Attree , Jill Bamforth

This study investigates the motivations of industry stakeholders who voluntarily serve on discipline-based advisory boards in Australian business schools. These boards play a critical role in aligning academic curricula with industry needs, and their use is strongly encouraged by accrediting bodies such as AACSB and EQUIS. Despite this, little is known about why professionals contribute their time and expertise without compensation. Using a qualitative methodology, the research draws on 25 semi-structured interviews with board members across three universities. Drawing on Clary and Snyder's functional theory of volunteer motivation, as a lens for analysis, the findings reveal that values, esteem, learning, and career-related motivations are the primary drivers of engagement, while social and protective functions are less influential. Participants expressed a desire to give back, influence curriculum, and support student outcomes as motivational drivers. Esteem-related motivations, such as recognition and professional credibility, were also prevalent. Learning and career benefits—particularly knowledge exchange and networking—sustained ongoing engagement. Relational dynamics and inclusive board culture also contributed to retention. These insights challenge traditional views of volunteerism and highlight the strategic nature of stakeholder engagement in higher education advisory contexts. The study offers practical recommendations for recruiting and retaining advisory board members, including aligning engagement strategies with career stage motivations and providing feedback on the impact of their contributions.

本研究调查了自愿在澳大利亚商学院学科顾问委员会任职的行业利益相关者的动机。这些委员会在将学术课程与行业需求结合起来方面发挥着关键作用，AACSB和EQUIS等认证机构强烈鼓励使用这些委员会。尽管如此，人们对为什么专业人士无偿贡献他们的时间和专业知识知之甚少。该研究采用定性方法，对三所大学的董事会成员进行了25次半结构化访谈。根据Clary和Snyder的志愿者动机功能理论，研究发现价值观、尊重、学习和职业相关动机是志愿者参与的主要驱动因素，而社会和保护功能的影响较小。参与者表达了回馈、影响课程和支持学生成绩作为激励因素的愿望。与自尊相关的动机，如认可和职业信誉，也很普遍。学习和职业利益——特别是知识交流和网络——维持持续的参与。关系动态和包容性董事会文化也有助于留住员工。这些见解挑战了传统的志愿服务观点，并突出了高等教育咨询环境中利益相关者参与的战略性质。该研究为招聘和留住顾问委员会成员提供了切实可行的建议，包括将参与策略与职业阶段动机相结合，并就其贡献的影响提供反馈。

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引用次数: 0

Exploring the determinants of entrepreneurial behavior among students in Chinese vocational colleges: A mediated and moderated model 中国高职学生创业行为的影响因素：一个有中介和调节的模型

IF 7.4 2区管理学 Q1 BUSINESS

International Journal of Management Education

Pub Date : 2025-12-01 DOI: 10.1016/j.ijme.2025.101290

Fei Wang , Sheerad Sahid , Radin Siti Aishah Radin A Rahman , Zhenyu Li , Jingqiu Wang

In response to China's increasingly competitive employment landscape, entrepreneurship has become an essential career alternative for vocational college students. Given the high risks and failure rates associated with entrepreneurial ventures, it is crucial to understand the factors that influence students' entrepreneurial behavior. This study investigates the roles of self-efficacy, entrepreneurship education, and creative thinking as key drivers of entrepreneurial behavior, with entrepreneurial mindset serving as a mediating variable. Furthermore, the moderating effects of social media and social network on the relationship between entrepreneurial mindset and entrepreneurial behavior are examined. Using covariance-based structural equation modeling (CB-SEM), data were analyzed from 589 valid responses collected across six vocational colleges in Shandong Province, China. The results demonstrate that entrepreneurial mindset significantly mediates the effects of self-efficacy, entrepreneurship education, and creative thinking on entrepreneurial behavior. Additionally, both social media and social network significantly moderate the relationship between entrepreneurial mindset and entrepreneurial behavior. This study contributes to the entrepreneurship literature by validating a comprehensive model of entrepreneurial behavior and offers practical implications for educators, policymakers, and future researchers.

为了应对中国日益激烈的就业竞争，创业已成为高职院校学生必不可少的职业选择。鉴于与创业相关的高风险和失败率，了解影响学生创业行为的因素至关重要。本研究以创业心态为中介变量，探讨自我效能感、创业教育和创造性思维对创业行为的驱动作用。此外，本文还考察了社交媒体和社交网络对创业心态与创业行为之间关系的调节作用。采用基于协方差的结构方程模型（CB-SEM），对山东省6所高职院校589份有效问卷进行数据分析。研究结果表明，创业心态在自我效能感、创业教育和创造性思维对创业行为的影响中起着显著的中介作用。此外，社交媒体和社交网络对创业心态与创业行为的关系均有显著调节作用。本研究通过验证创业行为的综合模型，为创业文献做出了贡献，并为教育工作者、政策制定者和未来的研究人员提供了实际意义。

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引用次数: 0