Pub Date : 2025-11-28DOI: 10.1016/j.ijme.2025.101324
Kate Davis , Elmar Kutsch , Neil Turner , Zoe Lynch
This paper introduces the Multi-Dimensional Leadership Learning in Extreme Contexts (MLLEC) framework, a multidimensional model for leadership development in volatile, high-stakes educational settings. Centered on a simulation of the 2008 K2 Mountain tragedy, the pedagogical design activates five integrated dimensions: transformative learning, psychological safety, sensemaking, embodied cognition, and ethical decision-making. Grounded in experiential learning theory, MLLEC is depicted as concentric layers linking immersive simulation to developmental systems and leadership capabilities. Based on over 40 facilitated sessions with senior-level participants, we report qualitative insights and descriptive outcomes aligned with each MLLEC component. The framework offers a replicable model for simulation-based leadership education that bridges theoretical and practical dimensions, equipping educators with a structured approach to cultivate adaptive judgment, moral reflexivity, and emotional regulation in VUCA environments.
{"title":"From tragedy to training: Multi-dimensional leadership learning through the K2 mountain simulation","authors":"Kate Davis , Elmar Kutsch , Neil Turner , Zoe Lynch","doi":"10.1016/j.ijme.2025.101324","DOIUrl":"10.1016/j.ijme.2025.101324","url":null,"abstract":"<div><div>This paper introduces the Multi-Dimensional Leadership Learning in Extreme Contexts (MLLEC) framework, a multidimensional model for leadership development in volatile, high-stakes educational settings. Centered on a simulation of the 2008 K2 Mountain tragedy, the pedagogical design activates five integrated dimensions: transformative learning, psychological safety, sensemaking, embodied cognition, and ethical decision-making. Grounded in experiential learning theory, MLLEC is depicted as concentric layers linking immersive simulation to developmental systems and leadership capabilities. Based on over 40 facilitated sessions with senior-level participants, we report qualitative insights and descriptive outcomes aligned with each MLLEC component. The framework offers a replicable model for simulation-based leadership education that bridges theoretical and practical dimensions, equipping educators with a structured approach to cultivate adaptive judgment, moral reflexivity, and emotional regulation in VUCA environments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101324"},"PeriodicalIF":7.4,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623760","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 : 2025-11-28DOI: 10.1016/j.ijme.2025.101327
Joerg Hruby
This study investigates how career-stage differences impact transformative learning outcomes in virtual global leadership education through the Career Stage Differentiated Learning Model (CSDLM). This model integrates experiential, transformative, and vertical development theories within responsible management education frameworks. Through qualitative thematic analysis of 257 structured reflection reports from a 12-week virtual global leadership program, we examined students (n = 118), managers (n = 115), and executives (n = 24) from 47 countries. Career-stage-specific learning trajectories emerged, including identity awakening (students), ethical recalibration (managers), and system transformation (executives). Reflective observation dominated across groups but intensified with career progression (students: 35 %, executives: 42 %), revealing a "reflective advantage" in virtual environments that enables deeper ethical reasoning and the development of stakeholder awareness. Executives demonstrated significantly higher paradox integration (42 % vs. 7 % of students) and systems thinking capability. The CSDLM framework showed measurable improvements in stakeholder consciousness (72 %–92 %) and ethical reasoning (45 %–85 %) across career stages, providing management educators with the first empirically validated framework for career-stage differentiated virtual instruction, including 12 evidence-based design principles and practical evaluation frameworks for implementing transformative virtual leadership curricula in responsible management education.
本研究通过职业阶段差异化学习模型（CSDLM）探讨了职业阶段差异对虚拟全球领导力教育变革学习成果的影响。这个模型在负责任的管理教育框架内整合了经验、变革和垂直发展理论。通过对一个为期12周的虚拟全球领导力项目的257份结构化反思报告进行定性主题分析，我们调查了来自47个国家的学生（118名）、经理（115名）和高管（24名）。出现了职业阶段特定的学习轨迹，包括身份觉醒（学生）、道德重新校准（管理者）和系统转型（高管）。反思性观察在不同群体中占主导地位，但随着职业发展而加强（学生占35%，高管占42%），这揭示了虚拟环境中的“反思性优势”，可以实现更深层次的道德推理和利益相关者意识的发展。高管们明显表现出更高的悖论整合能力（42% vs. 7%的学生）和系统思维能力。CSDLM框架在职业阶段的利益相关者意识（72% - 92%）和道德推理（45% - 85%）方面显示出可测量的改善，为管理教育工作者提供了第一个经验验证的职业阶段差异化虚拟教学框架，包括12个基于证据的设计原则和实用评估框架，用于在负责任的管理教育中实施变革性虚拟领导课程。
{"title":"Transforming global mindsets: A qualitative study of responsible leadership development through virtual multi-cultural learning","authors":"Joerg Hruby","doi":"10.1016/j.ijme.2025.101327","DOIUrl":"10.1016/j.ijme.2025.101327","url":null,"abstract":"<div><div>This study investigates how career-stage differences impact transformative learning outcomes in virtual global leadership education through the Career Stage Differentiated Learning Model (CSDLM). This model integrates experiential, transformative, and vertical development theories within responsible management education frameworks. Through qualitative thematic analysis of 257 structured reflection reports from a 12-week virtual global leadership program, we examined students (n = 118), managers (n = 115), and executives (n = 24) from 47 countries. Career-stage-specific learning trajectories emerged, including identity awakening (students), ethical recalibration (managers), and system transformation (executives). Reflective observation dominated across groups but intensified with career progression (students: 35 %, executives: 42 %), revealing a \"reflective advantage\" in virtual environments that enables deeper ethical reasoning and the development of stakeholder awareness. Executives demonstrated significantly higher paradox integration (42 % vs. 7 % of students) and systems thinking capability. The CSDLM framework showed measurable improvements in stakeholder consciousness (72 %–92 %) and ethical reasoning (45 %–85 %) across career stages, providing management educators with the first empirically validated framework for career-stage differentiated virtual instruction, including 12 evidence-based design principles and practical evaluation frameworks for implementing transformative virtual leadership curricula in responsible management education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101327"},"PeriodicalIF":7.4,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623761","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 aims to examine the relationships among absorptive capacity, AI literacy, algorithmic thinking skills, and open innovation competency. The research sample comprised 308 undergraduate senior students majoring in entrepreneurship from both public and private higher education institutions in Thailand. Data were collected using a questionnaire developed based on a comprehensive literature review and validated for reliability and content validity. The findings, analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM), revealed that absorptive capacity significantly and positively influences AI literacy and algorithmic thinking skills. Furthermore, AI literacy and algorithmic thinking skills play crucial mediating roles in linking absorptive capacity with open innovation competency, with algorithmic thinking skills emerging as the most prominent structural factor contributing to open innovation success. The results underscore the importance of developing absorptive capacity, AI literacy, and algorithmic thinking skills to enhance open innovation competency among Gen Z entrepreneurship students. These findings provide actionable insights for educational institutions and organizations to design curricula or training programs that focus on technology skills and complex problem-solving capabilities, thereby preparing young entrepreneurs for the challenges of the digital economy.
{"title":"Developing open innovation competency in Gen Z entrepreneurship students: Roles of absorptive capacity, AI literacy and algorithmic thinking skills","authors":"Tanakrit Yordudom , Chawapong Nui-Suk , Narinthon Imjai , Sumiati Sumiati , Somnuk Aujirapongpan","doi":"10.1016/j.ijme.2025.101326","DOIUrl":"10.1016/j.ijme.2025.101326","url":null,"abstract":"<div><div>This study aims to examine the relationships among absorptive capacity, AI literacy, algorithmic thinking skills, and open innovation competency. The research sample comprised 308 undergraduate senior students majoring in entrepreneurship from both public and private higher education institutions in Thailand. Data were collected using a questionnaire developed based on a comprehensive literature review and validated for reliability and content validity. The findings, analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM), revealed that absorptive capacity significantly and positively influences AI literacy and algorithmic thinking skills. Furthermore, AI literacy and algorithmic thinking skills play crucial mediating roles in linking absorptive capacity with open innovation competency, with algorithmic thinking skills emerging as the most prominent structural factor contributing to open innovation success. The results underscore the importance of developing absorptive capacity, AI literacy, and algorithmic thinking skills to enhance open innovation competency among Gen Z entrepreneurship students. These findings provide actionable insights for educational institutions and organizations to design curricula or training programs that focus on technology skills and complex problem-solving capabilities, thereby preparing young entrepreneurs for the challenges of the digital economy.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101326"},"PeriodicalIF":7.4,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623747","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 : 2025-11-20DOI: 10.1016/j.ijme.2025.101322
Fengli Mu , James E. Hatch
The academic literature is replete with descriptions of how the Harvard (Classic) Case Method is taught. However, the available empirical research on the merits of the case method is flawed in a number of ways including an unclear definition of the case method, failure to have constructs that explain how learning occurs, and inadequate measures of learning. As a result, in spite of its broad usage, there is no empirical research that unambiguously shows that the Classic Case Method (CCM) leads to learning. In order to effectively conduct this research it is important to have an underlying theoretical framework to guide the testing of hypotheses but, surprisingly, the literature provides no such theory. Our paper fills this important gap by providing, for the first time, a theory of how and what learning occurs when employing the CCM. Our theory provides several contributions to the literature including; a clear definition of the CCM, specific constructs that explain how learning occurs, and integration and synthesis of several well established theories from the adult learning literature and how they may be applied to the CCM. In addition, the paper shows how the theory may be used by teachers, in a practical way, to guide their course design activities and achieve their teaching goals.
{"title":"A theory that explains how and what learning occurs when utilizing the Classic case method","authors":"Fengli Mu , James E. Hatch","doi":"10.1016/j.ijme.2025.101322","DOIUrl":"10.1016/j.ijme.2025.101322","url":null,"abstract":"<div><div>The academic literature is replete with descriptions of how the Harvard (Classic) Case Method is taught. However, the available empirical research on the merits of the case method is flawed in a number of ways including an unclear definition of the case method, failure to have constructs that explain how learning occurs, and inadequate measures of learning. As a result, in spite of its broad usage, there is no empirical research that unambiguously shows that the Classic Case Method (CCM) leads to learning. In order to effectively conduct this research it is important to have an underlying theoretical framework to guide the testing of hypotheses but, surprisingly, the literature provides no such theory. Our paper fills this important gap by providing, for the first time, a theory of how and what learning occurs when employing the CCM. Our theory provides several contributions to the literature including; a clear definition of the CCM, specific constructs that explain how learning occurs, and integration and synthesis of several well established theories from the adult learning literature and how they may be applied to the CCM. In addition, the paper shows how the theory may be used by teachers, in a practical way, to guide their course design activities and achieve their teaching goals.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101322"},"PeriodicalIF":7.4,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579790","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 : 2025-11-19DOI: 10.1016/j.ijme.2025.101315
Yang Xu
This paper presents a descriptive qualitative case study in which learning outcomes within an AACSB-accredited management program were reviewed, mapped and assessed using a step-by-step curriculum mapping guide that mapped goals and outcomes from course-level data. While curriculum mapping is a critical component of the AACSB Assurance of Learning (AOL) process, AACSB doesn't provide a detailed guideline on how to conduct curriculum mapping in the AOL process. This paper explains the specific steps in the process of curriculum mapping and the methods you can employ to integrate course mapping with curriculum mapping.
{"title":"Curriculum mapping for the AACSB Assurance of Learning (AOL) process: A case study","authors":"Yang Xu","doi":"10.1016/j.ijme.2025.101315","DOIUrl":"10.1016/j.ijme.2025.101315","url":null,"abstract":"<div><div>This paper presents a descriptive qualitative case study in which learning outcomes within an AACSB-accredited management program were reviewed, mapped and assessed using a step-by-step curriculum mapping guide that mapped goals and outcomes from course-level data. While curriculum mapping is a critical component of the AACSB Assurance of Learning (AOL) process, AACSB doesn't provide a detailed guideline on how to conduct curriculum mapping in the AOL process. This paper explains the specific steps in the process of curriculum mapping and the methods you can employ to integrate course mapping with curriculum mapping.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101315"},"PeriodicalIF":7.4,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579775","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 : 2025-11-19DOI: 10.1016/j.ijme.2025.101323
Teng Yu , Jian Dai , Xiaojiao Chen , Chengliang Wang
This study investigates the factors influencing the adoption of generative artificial intelligence (GenAI) in Chinese business schools, focusing on both students and faculty. Drawing on the valence framework, it examines how performance expectancy, perceived responsiveness, perceived enjoyment, AI literacy, AI anxiety, AI hallucination, privacy concerns, and dehumanization shape behavioral intentions toward GenAI use. Using 797 valid responses, Partial Least Squares Structural Equation Modeling (PLS-SEM) was conducted with SmartPLS 4.0. The findings reveal that performance expectancy, perceived responsiveness, perceived enjoyment, and AI literacy significantly enhance adoption intentions, whereas AI anxiety, AI hallucination, and privacy concerns impede them. Dehumanization was found to be insignificant. Moreover, institutional policy negatively moderated the relationship between behavioral intention and actual GenAI use, particularly among faculty, emphasizing the need for clear guidelines, training, and infrastructure to support AI integration. Multi-group analysis further showed that AI literacy exerted a stronger influence on students, while AI anxiety was more pronounced among faculty. These results highlight the importance of tailored strategies—enhancing digital competence among students and institutional support for faculty—to promote effective GenAI adoption. The study provides theoretical and practical implications for integrating generative AI into business education in China.
{"title":"To use or not to use? Generative AI adoption in Chinese business schools","authors":"Teng Yu , Jian Dai , Xiaojiao Chen , Chengliang Wang","doi":"10.1016/j.ijme.2025.101323","DOIUrl":"10.1016/j.ijme.2025.101323","url":null,"abstract":"<div><div>This study investigates the factors influencing the adoption of generative artificial intelligence (GenAI) in Chinese business schools, focusing on both students and faculty. Drawing on the valence framework, it examines how performance expectancy, perceived responsiveness, perceived enjoyment, AI literacy, AI anxiety, AI hallucination, privacy concerns, and dehumanization shape behavioral intentions toward GenAI use. Using 797 valid responses, Partial Least Squares Structural Equation Modeling (PLS-SEM) was conducted with SmartPLS 4.0. The findings reveal that performance expectancy, perceived responsiveness, perceived enjoyment, and AI literacy significantly enhance adoption intentions, whereas AI anxiety, AI hallucination, and privacy concerns impede them. Dehumanization was found to be insignificant. Moreover, institutional policy negatively moderated the relationship between behavioral intention and actual GenAI use, particularly among faculty, emphasizing the need for clear guidelines, training, and infrastructure to support AI integration. Multi-group analysis further showed that AI literacy exerted a stronger influence on students, while AI anxiety was more pronounced among faculty. These results highlight the importance of tailored strategies—enhancing digital competence among students and institutional support for faculty—to promote effective GenAI adoption. The study provides theoretical and practical implications for integrating generative AI into business education in China.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101323"},"PeriodicalIF":7.4,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579789","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 : 2025-11-14DOI: 10.1016/j.ijme.2025.101320
Abdullah Mobarak Bindawas
This paper is related to the relationship of educational qualifications and the skills required among business graduates in the context of Saudi Arabian banking sector. Further, it explores if the educational requirements are being fulfilled among business qualifications that are needed for the banking sector. This study is divided into two stages. In stage 1, a list of comprehensive skills obtained in consultation with the banking industry employers involved during the recruitment process is prepared. In stage 2, the importance of these skills was analyzed by using a survey from the employers. With the help of judgment and snowball sampling techniques, a sample of 123 questionnaires was obtained from the bank employees who were involved in recruiting of business graduates as employees. The data was analyzed with the SmartPLS4 software. The results of the study show that adaptability skills, technological proficiency, and teamwork are the most important skills that recruiters explore in a business graduate for a banking sector job. Further, it was found that technological proficiency significantly impacts the employability skills, which is the highest impact among the tested variables. The study highlights the relationship of educational qualifications and employability skills in the banking sector as well as the gap in management education related to Saudi Arabia. The findings are important for educational institutions, policymakers, and industry stakeholders for designing their curriculum and the training programs that are related to the employability requirements of the industry.
{"title":"Exploring the impact of employability skills on employ selection: evidence from Saudi Arabian banking sector (CB-SEM approach)","authors":"Abdullah Mobarak Bindawas","doi":"10.1016/j.ijme.2025.101320","DOIUrl":"10.1016/j.ijme.2025.101320","url":null,"abstract":"<div><div>This paper is related to the relationship of educational qualifications and the skills required among business graduates in the context of Saudi Arabian banking sector. Further, it explores if the educational requirements are being fulfilled among business qualifications that are needed for the banking sector. This study is divided into two stages. In stage 1, a list of comprehensive skills obtained in consultation with the banking industry employers involved during the recruitment process is prepared. In stage 2, the importance of these skills was analyzed by using a survey from the employers. With the help of judgment and snowball sampling techniques, a sample of 123 questionnaires was obtained from the bank employees who were involved in recruiting of business graduates as employees. The data was analyzed with the SmartPLS4 software. The results of the study show that adaptability skills, technological proficiency, and teamwork are the most important skills that recruiters explore in a business graduate for a banking sector job. Further, it was found that technological proficiency significantly impacts the employability skills, which is the highest impact among the tested variables. The study highlights the relationship of educational qualifications and employability skills in the banking sector as well as the gap in management education related to Saudi Arabia. The findings are important for educational institutions, policymakers, and industry stakeholders for designing their curriculum and the training programs that are related to the employability requirements of the industry.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101320"},"PeriodicalIF":7.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526240","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 research explores the factors that influence individual perceptions of responsible management education (RME) and RME practices in business schools. Based on neo-institutional theory, this study discovers how both internal and external environments influence business schools’ initiatives to promote responsible leadership. Through qualitative interviews with the deans, faculty members, MBA students, and MBA alumni from three Malaysian business schools, the study uncovers key factors that influence RME perceptions: (1) individual characteristics, (2) family and religious obligations, (3) social awareness, and (4) ethical and civic responsibilities. Additionally, the study identifies four RME practices in business schools that aim to shape responsible leadership through MBA programs: (1) curriculum content, (2) experiential learning, (3) role modeling, and (4) professional integrity. This research enhances the understanding of RME perception and practice, providing significant insights for embedding RME into management education and institutional culture. By cultivating responsible leadership, these initiatives equip future business leaders to tackle organizational issues ethically.
{"title":"Responsible management education in context: Exploring dynamics of perceptions and practices in Malaysian business schools","authors":"Obed Rashdi Syed , Shahid Rasool , Rosmini Omar , Saima Rafique","doi":"10.1016/j.ijme.2025.101321","DOIUrl":"10.1016/j.ijme.2025.101321","url":null,"abstract":"<div><div>This research explores the factors that influence individual perceptions of responsible management education (RME) and RME practices in business schools. Based on neo-institutional theory, this study discovers how both internal and external environments influence business schools’ initiatives to promote responsible leadership. Through qualitative interviews with the deans, faculty members, MBA students, and MBA alumni from three Malaysian business schools, the study uncovers key factors that influence RME perceptions: (1) individual characteristics, (2) family and religious obligations, (3) social awareness, and (4) ethical and civic responsibilities. Additionally, the study identifies four RME practices in business schools that aim to shape responsible leadership through MBA programs: (1) curriculum content, (2) experiential learning, (3) role modeling, and (4) professional integrity. This research enhances the understanding of RME perception and practice, providing significant insights for embedding RME into management education and institutional culture. By cultivating responsible leadership, these initiatives equip future business leaders to tackle organizational issues ethically.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101321"},"PeriodicalIF":7.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526258","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 : 2025-11-14DOI: 10.1016/j.ijme.2025.101319
Nguyen Dinh Tho , Nguyen Ngoc Quynh Thu
Drawing on key psychological resource theory, this study explores a multilevel model in which, at Level 1, students' psychological capital (PsyCap) positively influences their learning performance, and at Level 2, instructors' mindfulness and forgiveness—serving as students’ contextual resources—moderate the relationship between PsyCap and learning performance.
The results from SPSS linear mixed models, based on a sample of 2501 business students nested within 76 instructors' classes, supported the proposed relationships. The study's findings contribute to the literature on psychological resources in higher education by clarifying how the combination of students' personal and contextual resources enhances learning performance.
{"title":"Students' psychological capital and learning performance: A multilevel study of the roles of instructors’ mindfulness and forgiveness","authors":"Nguyen Dinh Tho , Nguyen Ngoc Quynh Thu","doi":"10.1016/j.ijme.2025.101319","DOIUrl":"10.1016/j.ijme.2025.101319","url":null,"abstract":"<div><div>Drawing on key psychological resource theory, this study explores a multilevel model in which, at Level 1, students' psychological capital (PsyCap) positively influences their learning performance, and at Level 2, instructors' mindfulness and forgiveness—serving as students’ contextual resources—moderate the relationship between PsyCap and learning performance.</div><div>The results from SPSS linear mixed models, based on a sample of 2501 business students nested within 76 instructors' classes, supported the proposed relationships. The study's findings contribute to the literature on psychological resources in higher education by clarifying how the combination of students' personal and contextual resources enhances learning performance.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101319"},"PeriodicalIF":7.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526260","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 : 2025-11-14DOI: 10.1016/j.ijme.2025.101314
Muniza Askari
This article presents an instructional innovation that integrates the Value Stick framework and the behavioural principle of loss aversion to teach strategic pricing and value creation through a culturally grounded experiential exercise. Anchored in the Bismillah Biryani case—based on a Michelin-endorsed SME in Singapore—the activity enables students to explore the emotional, operational, and psychological dynamics behind premium pricing in a low-margin market. Students engage in scenario-based simulations, value chain mapping, and behavioural reflection, supported by visual tools such as a Vertical Value Stick diagram and a structured rubric. The learning design bridges technical analysis with emotional realism, asking students not only what a firm can do, but what it might hesitate to do—revealing the impact of perceived loss, cultural identity, and brand equity in founder-led businesses. The activity has been deployed across MBA and executive education classrooms and shows strong student engagement and qualitative evidence of learning. This article contributes to management education by advancing a replicable, behaviourally informed, and culturally resonant model for teaching strategy and pricing through experiential learning.
{"title":"Integrating the value stick and loss aversion: Teaching pricing strategy through a Singaporean SME case","authors":"Muniza Askari","doi":"10.1016/j.ijme.2025.101314","DOIUrl":"10.1016/j.ijme.2025.101314","url":null,"abstract":"<div><div>This article presents an instructional innovation that integrates the Value Stick framework and the behavioural principle of loss aversion to teach strategic pricing and value creation through a culturally grounded experiential exercise. Anchored in the <em>Bismillah Biryani</em> case—based on a Michelin-endorsed SME in Singapore—the activity enables students to explore the emotional, operational, and psychological dynamics behind premium pricing in a low-margin market. Students engage in scenario-based simulations, value chain mapping, and behavioural reflection, supported by visual tools such as a Vertical Value Stick diagram and a structured rubric. The learning design bridges technical analysis with emotional realism, asking students not only what a firm can do, but what it might hesitate to do—revealing the impact of perceived loss, cultural identity, and brand equity in founder-led businesses. The activity has been deployed across MBA and executive education classrooms and shows strong student engagement and qualitative evidence of learning. This article contributes to management education by advancing a replicable, behaviourally informed, and culturally resonant model for teaching strategy and pricing through experiential learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101314"},"PeriodicalIF":7.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526257","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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