International Journal of Management Education最新文献

Despite the orientation of their students' graduate profile being a latent concern in universities, many have concentrated their efforts on the managerial rather than the entrepreneurial profile. Against such a backdrop, the present research seeks to assess the impact of the relevance and adequacy of curriculum and course content on entrepreneurial mindset. It also examines the mediation of the competence of the lecturing team and problem solving. To this end, we conducted an empirical study with 404 business students from public and private universities in the Arequipa region (Peru). The results show that the relevance and adequacy of curriculum and course content positively influences entrepreneurial mindset. It was also found that the competence of the lecturing team and problem solving have a positive partial mediating role in the study model. Specifically, these results facilitate our understanding of the main factors that help improve the entrepreneurial mindset in undergraduate business students.

Collaborative or peer-learning strategies could enhance student engagement in management education, improve learning and help students develop workplace skills. The aim of this action research study was to evaluate the effectiveness of the peer learning (discussion forums, peer review and group work) employed in a postgraduate accounting research module. Findings from semi-structured interviews reveal that participants believed peer learning to facilitate social, cognitive, behavioural, collaborative and social engagement. Posting and reviewing comments on discussion forums developed students’ communication skills and fostered a sense of community. Participants recommended that discussion forums should include a balance of applied and theoretical questions. Peer reviews allowed students to obtain feedback on their writing prior to their work being graded, and to develop the workplace skill of giving and receiving criticism. Participants believed that group work improved their teamwork skills and collaborating online prepared them for working in a post-COVID world. While some groups valued the social and emotional engagement facilitated by in-person group work, other groups found it more efficient to interact online. The findings emphasise the usefulness of peer learning strategies in management education, and especially in research modules, to foster engagement, increase student learning and to prepare students for the workplace.

In the last few years, entrepreneurship has gained increasing attention among researchers and policy-makers because of its role in economic and social development. Since a growing number of entrepreneurs are starting new ventures in several countries or cultures simultaneously, they deal with several cross-cultural issues. For this reason, cross-cultural competence becomes a critical driver of new venture performance. In this context, entrepreneurship education is considered an effective way to stimulate entrepreneurship-related skills and cross-cultural competence and to develop students’ entrepreneurial intentions. The European Commission has also underlined the role of entrepreneurial culture and competence as key factors for the creation of a new generation of public and private workers who are more creative, proactive, and innovative. The aim of this study is to theoretically discuss why and how cross-cultural competence could and should be integrated in entrepreneurship education programs, suggesting the Italian model of C-Labs as a viable set of contamination between university students at different levels and from different disciplines that promotes a new learning model based on interdisciplinarity. The study contributes to the advancement of the literature on cross-cultural competence and entrepreneurship education offering some practical insights for the development of entrepreneurship programs characterized by a cross-cultural approach.

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.