International Journal of Management Education最新文献

The purpose of this article is to advocate for blogs as a method of building social presence, to present options for administering blog assignments, to provide feedback from students who completed blog assignments, and to contrast the practice of teaching with blogs to teaching with the frequently utilized discussion boards. Blogs create community, encourage dialogue, and inspire metacognitive processes leading to an authentic learning experience. Blogs can be effective and efficient tools for activities such as class bios/introductions, case studies, class reflections, or student assignment feedback, whereas discussion boards can be more effective in instances that necessitate genuine two-way dialogue such as asking for instructor assistance. Additionally, guidance for obtaining student satisfaction with using blogs in class is presented.

This research investigates the potential of learning psychology to cultivate a sustainability mindset within individuals and organizations. It aims to explore how learning principles can equip individuals with the necessary skills to navigate the complexities of sustainable development, foster pro-environmental behaviors, develop sustainable leadership qualities, and promote social awareness and inclusivity. The study utilizes a systematic review of existing research and case studies from Vietnamese higher educational institutions. It focuses on integrating learning psychology principles into curriculum design, teaching methods, and assessment practices. Qualitative analysis techniques are employed to identify strategies for equipping individuals to address sustainability challenges. The research identifies successful applications of learning psychology in both business and societal contexts, demonstrating how these principles can motivate individuals and organizations towards sustainable practices. It highlights specific strategies for fostering pro-environmental behaviors, developing sustainable leadership qualities, and promoting social awareness and inclusivity. The study concludes that learning psychology can effectively design interventions for behavioral change and build collaborative cultures to address social inequities. It emphasizes the importance of integrating learning psychology principles into educational practices to cultivate sustainability mindsets and equip individuals with the skills needed to navigate sustainability challenges.

This study aimed to explore the impact of entrepreneurial education on entrepreneurial intention, with a focus on the mediating roles of opportunity recognition and entrepreneurial social networks among university students in China. Additionally, the study examines the relationship between entrepreneurial intention and behavior, considering the moderating effect of risk-taking propensity. A quantitative research method was employed, and data were collected through a structured questionnaire administered in two rounds. A sample of 469 undergraduate and postgraduate students from Guangzhou University was selected using a non-probability convenience sampling method. The data were analyzed using partial least squares structural equation modeling (PLS-SEM) with Smart-PLS software version 4. The results indicate that entrepreneurial education is a positive and significant determinant of entrepreneurial intention. Furthermore, the findings reveal that entrepreneurial education mediates the relationship between opportunity recognition, entrepreneurial social networks, and entrepreneurial intention. The study also shows that risk-taking propensity positively moderates the relationship between entrepreneurial intention and behavior. Finally, the study concludes with theoretical and practical implications for universities, researchers, and policymakers in China.

Experiential entrepreneurship education programmes expose students to high levels of uncertainty and motivate them to take economic and emotional risks. Navigating educator roles in these programmes is difficult for educators. Although essential for effective student learning, a more theoretical understanding of educator roles within experiential entrepreneurship education programmes is needed. Following an extended case methodology, this study is among the first to validate and question the Kolb Educator Role Profile (KERP) in experiential entrepreneurship education. We theoretically extend the KERP typology by contextualising KERP within the experiential entrepreneurship education literature and incorporating insights from 18 experiential entrepreneurship education programmes. We reveal three anomalies that extend beyond the traditionally defined educator roles within the KERP typology: (1) educators need to initiate concrete experiences, (2) educators need to manage students' access to practical entrepreneurship competence, and (3) educators need to make students do entrepreneurship. By introducing KERP and discussing these anomalies, we provide clarity for experiential entrepreneurship educators, helping them navigate, commit to, and prioritise distinct educator roles. This paper implies a deeper understanding of educator roles in experiential entrepreneurship programmes, clarifying how educators manage effective student learning.

Global disruptions triggered by crises such as COVID-19 have a significant impact on the higher education sector, forcing a transition to remote learning which creates serious repercussions on student learning. Despite the considerable scholarship on learning and teaching generated by the COVID-19 pandemic, there remains a gap in understanding educator experiences in engaging and supporting students online. A qualitative case study research methodology was used to explore the experiences of educators from an Australian university business school during the pivot to remote teaching. Thematic analysis of semi-structured interviews with eight academic staff and two academic skills advisors highlighted challenges and opportunities related to the experiences of the educators, with a particular focus on the use of teaching resources, instructional strategies and assessment design during the COVID-19 pandemic. Educators found virtual consultations with students to be more effective and engaging compared to face-to-face, as students were less distracted during those consultations. The findings also highlighted the extent and variety of personalised support provided by educators to students but often at the cost of their own wellbeing. The study makes a valuable contribution to improving teaching and learning practises for a post-pandemic era and future educational practises in business education.

While contemporary capitalist society is stimulating corporate social responsibility (CSR) and related themes such as sustainability, with the UN SDGs and ESG as dominant narratives, educators have voiced concerns about the actual issue of how to integrate these emerging phenomena into management education. This study adopted a sequential explanatory design using responses collected from international business school students in Asia over a 6-year period to examine this gap. Their perceptions were analyzed by matching them against Carroll's four-part definitional framework, the pyramid of CSR, to gauge the degree to which CSR theories are received by students. The results revealed that the majority of Asian students understand CSR differently from the mantra “CSR is about responsible business”. Depending on the context, Carroll's CSR pyramid is negatively perceived by students in Asia as many are aware that CSR is a culturally hypersensitive subject. The study proposes three recommendations for developing inclusive CSR education in multicultural settings: 1) emphasizing the “changing” role of business in the world and contemporary capitalism; 2) emphasizing the necessity of blending Western CSR theories with sustainable development issues in other nations; and 3) adding more details about cultural sensitivity in our use of CSR.

The application of virtual reality (VR)/animation-enhanced technologies to various educational settings has received increasing attention from academics and educators. However, empirical investigation of this issue using an integrated theoretical perspective is scarce in management education. Additionally, prior studies that specifically investigate the influences of the technological attributes of VR/animation-enhanced technologies and learners' perceptions and experiences in management education contexts are scarce. This study thus investigates this issue by adopting the viewpoints of technological attributes and individual perceptions and experiences to comprehend students’ situated experiential learning. Therefore, to examine whether such a learning method improves learning achievement by enhancing long-term memory, this study conducted a quasi-experiment to understand how technological attributes influence students' cognitive and affective responses, confidence, and satisfaction, thus affecting behavioral intention and learning achievement. A total of 230 students participated in this study. The stimulus-organism-response model, situated learning theory, and flow theory were integrated in this study to explore the relationships between the factors of psychological state and students' experiential learning processes. All hypotheses were supported, except confidence did not significantly influence students' behavioral intention and learning achievement after four weeks. The implications for theory and practice of this study are subsequently discussed.

Building upon the core concept of Ajzen's Theory of Planned Behavior, this study aims to investigate the dynamic relationship between Entrepreneurial Education (EED) and business success, considering the mediating roles of Government support and entrepreneurs' self-efficacy beliefs. The study collected data from a sample of 300 small business owners in the Peshawar district of Pakistan, utilizing adapted constructs and analyzing the data through measurement and structural modeling using Smart PLS. The results reveal a significant positive association between EED and business success among business owners. Similarly, Government support is found to play a role in fostering a culture of EED among these business owners. When examining mediating factors, Government support is shown to mediate the relationship between an individual's EED and their business success, whereas it does not significantly mediate the relationship between an individual's Entrepreneurial Self-Efficacy (ESE) and business success. Conversely, Entrepreneurial self-efficacy is identified as a potential mediator between EED and business success. However, it does not mediate the relationship between Government support and business success. Based on the findings, it is concluded that government support significantly contributes to shaping the relationship between Entrepreneurship Education (EED) and business success within the SME sector in developing countries. Likewise, the self-efficacy of business owners is identified as a pivotal individual element that positively influences business success in various circumstances. The study suggests that the SME sector in developing countries can thrive with the support of government initiatives promoting Entrepreneurial Education.

Educators from various disciplines are using interactive components and brief videos in social media to create engaging and effective learning experiences. This study examines the integration of Instagram in higher education, focusing on short videos to teach economic concepts. Although social media's potential to enhance learning is recognized, there is limited understanding of its impact on communication, participation, and motivation among students. This research fills this gap by exploring the most effective ways to use Instagram to improve these aspects, aiming to increase student satisfaction.

We present an exploratory theoretical model and test it on 338 Business Administration students. Using structural equation modeling with partial least squares (PLS-SEM), we analyze the relationships between Instagram usage, communication, participation, and motivation as predictors of student satisfaction. This approach is relevant for educators seeking to enhance student engagement through digital methods and offers a framework for further research. The findings reveal a significant correlation between Instagram usage and improved communication, participation, and motivation, leading to higher student satisfaction. This study contributes to the literature by providing empirical evidence of Instagram's positive impact on learning experiences and offers a theoretical model to guide future research and strategy development in educational settings.

Drawing upon the social cognitive theory, this study investigates the relationships between learning goal orientation, social capital, entrepreneurial self-efficacy, and entrepreneurial intentions. Survey data were collected among 289 Dutch students who enrolled in an entrepreneurship program. Students completed a questionnaire before and after the program. The results demonstrated that learning goal orientation and student-student relationships positively related to students’ entrepreneurial self-efficacy, which, in turn, fostered their entrepreneurial intentions. However, the impact of teacher-student relationships on entrepreneurial self-efficacy was not significant over and above the impact of student-student relationships. Multigroup analysis showed that students with prior entrepreneurial experience indicated higher learning goal orientation and entrepreneurial intentions, as compared with their counterparts without prior experience. The impact of learning goal orientation on entrepreneurial self-efficacy was significant for students with prior experience, while this relationship remains non-significant for those without prior experience. These findings contribute to continually improving teaching effectiveness of entrepreneurship programs.