Pub Date : 2025-11-14DOI: 10.1016/j.ijme.2025.101316
Alexandra-Codruța Bîzoi former Popescu, Cristian-Gabriel Bîzoi
Business Ethics 5.0 is a conceptual framework for ethics education designed for the Industry/Education 5.0 era and the risk landscape highlighted in the World Economic Forum's Global Risks Report 2025. It addresses a persistent gap: compliance-oriented courses underprepare graduates for ethical reasoning across entangled socio-technical systems. The framework centers three teachable capacities—moral imagination, ethical foresight, and cognitive flexibility—and specifies three creative mechanisms to cultivate them: (i) puppetry and narrative role-play for empathic perspective-taking, (ii) arts-based metaphor workshops for sense-making under ambiguity, and (iii) the Upside-Down Drawing Exercise (UDE) for frame-shifting and set-shifting. Each mechanism is mapped to Assurance of Learning outcomes (ethical analysis, moral reasoning, systems thinking) and aligned with AACSB/EQUIS/PRME and SDG priorities to enable accreditation-ready adoption. In comparison, the conceptual article outlines a research agenda to evaluate testable propositions about how these mechanisms build the targeted capacities. Initial classroom implementations provide illustrative signals—e.g., a UDE pilot (N = 90 economics students) showing gains on an analytic-reasoning rubric and a visual set-shifting index (Bîzoi & Bîzoi, 2025a); forthcoming mixed-methods testing in AACSB-accredited programs will assess effects on ethical foresight, moral imagination, and interdisciplinary reasoning using pre/post assessments, reflective artifacts, and scenario-based evaluations. The framework reframes business ethics as anticipatory, embodied, and relational—preparing future leaders to navigate complexity with ethical agility.
商业道德5.0是为工业/教育5.0时代和世界经济论坛《2025年全球风险报告》中强调的风险格局而设计的道德教育概念框架。它解决了一个持续的差距：以合规为导向的课程使毕业生在纠缠的社会技术系统中进行道德推理的准备不足。该框架以三种可教的能力为中心——道德想象力、伦理远见和认知灵活性——并指定了三种培养这些能力的创造性机制：(i)木偶和叙事角色扮演，用于移情换位思考；（ii）基于艺术的隐喻研讨会，用于在歧义下建立意义；（iii）倒立绘画练习（UDE），用于框架转换和场景转换。每个机制都映射到学习成果保证（伦理分析、道德推理、系统思考），并与AACSB/EQUIS/PRME和可持续发展目标优先事项保持一致，以实现认证就绪。相比之下，概念性文章概述了一个研究议程，以评估关于这些机制如何建立目标能力的可测试命题。最初的课堂实施提供了说明性信号，例如：，一个UDE试点项目（N = 90名经济学学生）显示了分析推理指标和视觉集转移指数的进步（b zoi & b zoi, 2025a）；即将在aacsb认证的项目中进行的混合方法测试将使用前/后评估、反射人工制品和基于场景的评估来评估对伦理远见、道德想象力和跨学科推理的影响。该框架将商业伦理重新定义为预见性、具体化和关系性，帮助未来的领导者以道德敏捷性应对复杂性。
{"title":"Business ethics for industry 5.0: Creative pedagogies for human-centric futures","authors":"Alexandra-Codruța Bîzoi former Popescu, Cristian-Gabriel Bîzoi","doi":"10.1016/j.ijme.2025.101316","DOIUrl":"10.1016/j.ijme.2025.101316","url":null,"abstract":"<div><div>Business Ethics 5.0 is a conceptual framework for ethics education designed for the Industry/Education 5.0 era and the risk landscape highlighted in the World Economic Forum's Global Risks Report 2025. It addresses a persistent gap: compliance-oriented courses underprepare graduates for ethical reasoning across entangled socio-technical systems. The framework centers three teachable capacities—moral imagination, ethical foresight, and cognitive flexibility—and specifies three creative mechanisms to cultivate them: (i) puppetry and narrative role-play for empathic perspective-taking, (ii) arts-based metaphor workshops for sense-making under ambiguity, and (iii) the Upside-Down Drawing Exercise (UDE) for frame-shifting and set-shifting. Each mechanism is mapped to Assurance of Learning outcomes (ethical analysis, moral reasoning, systems thinking) and aligned with AACSB/EQUIS/PRME and SDG priorities to enable accreditation-ready adoption. In comparison, the conceptual article outlines a research agenda to evaluate testable propositions about how these mechanisms build the targeted capacities. Initial classroom implementations provide illustrative signals—e.g., a UDE pilot (N = 90 economics students) showing gains on an analytic-reasoning rubric and a visual set-shifting index (Bîzoi & Bîzoi, 2025a); forthcoming mixed-methods testing in AACSB-accredited programs will assess effects on ethical foresight, moral imagination, and interdisciplinary reasoning using pre/post assessments, reflective artifacts, and scenario-based evaluations. The framework reframes business ethics as anticipatory, embodied, and relational—preparing future leaders to navigate complexity with ethical agility.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101316"},"PeriodicalIF":7.4,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526259","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 : 2025-11-12DOI: 10.1016/j.ijme.2025.101318
Abhineet Sharma, Manvi Kalra
Traditional models of learning are inflexible and fail to develop competencies like adaptability, abstraction and critical thinking in management students. Unstructured learning creates an avenue to help build such skills but the cultural disparity within countries makes it difficult as different cultures have varied expectations regarding autonomy and authority for a learner. The existing literature is myopic and lacks a cross-cultural approach to understand the nuances of the cultural aspects. The main aim of the research is to examine how unstructured learning is defined, enacted and experienced in different cultural contexts. Borrowing the Cultural Dimension Lens, this study compares 113 peer-reviewed articles set in the context of USA, Germany, Japan and India shortlisted through a Systematic Literature Review. The thematic analysis findings revealed that culturally situated autonomy describes the way readiness of a learner is affected. The study recommends that pedagogical variability where unstructured learning is practiced through context-driven design, facilitation and assessments to achieve the desired outcome. This study informs the instructors and academicians on how Unstructured Learning can instill values in the students. It guides that students should not be considered universal learners and being culturally mindful while designing the curriculum can add value to their learning.
{"title":"Four countries, one question: Understanding unstructured learning through cultural perspectives","authors":"Abhineet Sharma, Manvi Kalra","doi":"10.1016/j.ijme.2025.101318","DOIUrl":"10.1016/j.ijme.2025.101318","url":null,"abstract":"<div><div>Traditional models of learning are inflexible and fail to develop competencies like adaptability, abstraction and critical thinking in management students. Unstructured learning creates an avenue to help build such skills but the cultural disparity within countries makes it difficult as different cultures have varied expectations regarding autonomy and authority for a learner. The existing literature is myopic and lacks a cross-cultural approach to understand the nuances of the cultural aspects. The main aim of the research is to examine how unstructured learning is defined, enacted and experienced in different cultural contexts. Borrowing the Cultural Dimension Lens, this study compares 113 peer-reviewed articles set in the context of USA, Germany, Japan and India shortlisted through a Systematic Literature Review. The thematic analysis findings revealed that culturally situated autonomy describes the way readiness of a learner is affected. The study recommends that pedagogical variability where unstructured learning is practiced through context-driven design, facilitation and assessments to achieve the desired outcome. This study informs the instructors and academicians on how Unstructured Learning can instill values in the students. It guides that students should not be considered universal learners and being culturally mindful while designing the curriculum can add value to their learning.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101318"},"PeriodicalIF":7.4,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526256","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 : 2025-11-11DOI: 10.1016/j.ijme.2025.101281
Weng Marc Lim , Stephen Thomas Homer
This study examines whether younger cohorts genuinely embody a transformative sustainability ethos or if their behaviors replicate the inconsistencies constraining earlier generations. Drawing on the Youth Talks international dataset (n: 12,579 responses across 212 countries and territories), analyzed through semantic clustering and multinomial logistic regression, the study reveals that although many young people endorse environmental ideals, their willingness to relinquish life domains remains highly selective. In particular, the regression results indicate that when young people say they would give up things close to themselves (e.g., personal ambitions and resources, family and loved ones), they are less likely to select the environment as their non-negotiable priority, whereas those who say they would give up planet resources are more likely to select material consumption as their non-negotiable priority. In this regard, a key insight from the study, empirically grounded in these contrasts, is the discovery of the (un)willingness paradox of sustainability, which exposes personal trade-offs between ecological responsibility and deeply ingrained priorities. These findings challenge assumptions that generational change inherently produces stronger moral resolve. Instead, meaningful engagement appears contingent on responsible management strategies that reduce the perceived cost of and raise the perceived efficacy for sustainable choices, thereby aligning action with lived constraints. These observations, in turn, clarify a cognitive dissonance mechanism whereby defended near-sphere priorities (e.g., material consumption) coexist with personal adjustments (e.g., willingness to forgo lifestyle activities), elucidate value-belief-norm activation by specifying where perceived costs (e.g., family and loved ones) inhibit norm enactment (e.g., selecting the environment as non-negotiable), locate the tension between self-transcendence and self-enhancement in Schwartz's value structure within observed odds patterns (e.g., lower odds of selecting the environment [self-transcendence] among those willing to give up personal resources [self-enhancement]), and situate choice within a concentric locus of control and triple bottom line perspective that prioritizes controllable, proximate domains (e.g., individual) over less controllable, distal domains (e.g., social, environmental). Such insights, therefore, advance extant understanding of sustainability decision-making by specifying when selective sacrifices occur and which domains are defended, which, in turn, guide management educators and researchers in developing interventions that align sustainability goals with core personal commitments.
{"title":"Do the young truly embrace sustainability? Evidence of the (un)willingness paradox of sustainability and implications for responsible management education and research","authors":"Weng Marc Lim , Stephen Thomas Homer","doi":"10.1016/j.ijme.2025.101281","DOIUrl":"10.1016/j.ijme.2025.101281","url":null,"abstract":"<div><div>This study examines whether younger cohorts genuinely embody a transformative sustainability ethos or if their behaviors replicate the inconsistencies constraining earlier generations. Drawing on the Youth Talks international dataset (<em>n</em>: 12,579 responses across 212 countries and territories), analyzed through semantic clustering and multinomial logistic regression, the study reveals that although many young people endorse environmental ideals, their willingness to relinquish life domains remains highly selective. In particular, the regression results indicate that when young people say they would give up things close to themselves (e.g., personal ambitions and resources, family and loved ones), they are less likely to select the environment as their non-negotiable priority, whereas those who say they would give up planet resources are more likely to select material consumption as their non-negotiable priority. In this regard, a key insight from the study, empirically grounded in these contrasts, is the discovery of the (un)willingness paradox of sustainability, which exposes personal trade-offs between ecological responsibility and deeply ingrained priorities. These findings challenge assumptions that generational change inherently produces stronger moral resolve. Instead, meaningful engagement appears contingent on responsible management strategies that reduce the perceived cost of and raise the perceived efficacy for sustainable choices, thereby aligning action with lived constraints. These observations, in turn, clarify a cognitive dissonance mechanism whereby defended near-sphere priorities (e.g., material consumption) coexist with personal adjustments (e.g., willingness to forgo lifestyle activities), elucidate value-belief-norm activation by specifying where perceived costs (e.g., family and loved ones) inhibit norm enactment (e.g., selecting the environment as non-negotiable), locate the tension between self-transcendence and self-enhancement in Schwartz's value structure within observed odds patterns (e.g., lower odds of selecting the environment [self-transcendence] among those willing to give up personal resources [self-enhancement]), and situate choice within a concentric locus of control and triple bottom line perspective that prioritizes controllable, proximate domains (e.g., individual) over less controllable, distal domains (e.g., social, environmental). Such insights, therefore, advance extant understanding of sustainability decision-making by specifying when selective sacrifices occur and which domains are defended, which, in turn, guide management educators and researchers in developing interventions that align sustainability goals with core personal commitments.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101281"},"PeriodicalIF":7.4,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526241","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 : 2025-11-11DOI: 10.1016/j.ijme.2025.101317
Li Zixin, Muhammad Farrukh, Ouyang Lu, Chen Yufei, He Ziqian, Li Xiaotong
The purpose of this study is to examine how international trade education (ITE) influences international entrepreneurial intention (IEI) among Chinese university students, with a focus on the mediating role of opportunity recognition (OR) and the moderating role of cultural intelligence (CQ). A quantitative survey was conducted with 396 students enrolled in international trade, economics, and related programs across multiple universities. Data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings demonstrate that ITE significantly enhances both OR and IEI, with OR acting as a partial mediator that channels educational inputs into entrepreneurial motivation. In addition, CQ strengthens the relationship between OR and IEI, showing that intercultural competence enables students to more effectively translate recognized opportunities into international entrepreneurial intentions. These results make several key contributions. First, they advance understanding by distinguishing export-oriented entrepreneurial intentions from general entrepreneurial motivation. Second, they provide empirical evidence of the cognitive and intercultural mechanisms that link education to entrepreneurial intention. Third, they offer actionable insights for universities and policymakers to design curricula and interventions that integrate trade knowledge, opportunity recognition skills, and cultural intelligence development.
{"title":"International entrepreneurial intentions: The mediating role of opportunity recognition and the moderating effect of cultural intelligence","authors":"Li Zixin, Muhammad Farrukh, Ouyang Lu, Chen Yufei, He Ziqian, Li Xiaotong","doi":"10.1016/j.ijme.2025.101317","DOIUrl":"10.1016/j.ijme.2025.101317","url":null,"abstract":"<div><div>The purpose of this study is to examine how international trade education (ITE) influences international entrepreneurial intention (IEI) among Chinese university students, with a focus on the mediating role of opportunity recognition (OR) and the moderating role of cultural intelligence (CQ). A quantitative survey was conducted with 396 students enrolled in international trade, economics, and related programs across multiple universities. Data was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings demonstrate that ITE significantly enhances both OR and IEI, with OR acting as a partial mediator that channels educational inputs into entrepreneurial motivation. In addition, CQ strengthens the relationship between OR and IEI, showing that intercultural competence enables students to more effectively translate recognized opportunities into international entrepreneurial intentions. These results make several key contributions. First, they advance understanding by distinguishing export-oriented entrepreneurial intentions from general entrepreneurial motivation. Second, they provide empirical evidence of the cognitive and intercultural mechanisms that link education to entrepreneurial intention. Third, they offer actionable insights for universities and policymakers to design curricula and interventions that integrate trade knowledge, opportunity recognition skills, and cultural intelligence development.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101317"},"PeriodicalIF":7.4,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526192","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 : 2025-11-11DOI: 10.1016/j.ijme.2025.101307
Anne Mesny, Isabelle Roberge-Maltais, Anaïs Galy
Assessment and grading are among the most influential factors shaping student learning in higher education. Current practices are increasingly criticized for their limited capacity to promote deep learning and for their misalignment with pressing challenges such as academic integrity in the age of generative artificial intelligence, massification, equity, and the assurance of learning. This paper examines five innovative assessment and grading practices—authentic assessment, self- and peer-assessment, reassessment, standards-based grading, and ungrading—identified through the higher education literature. It then explores their uptake and potential in management education through a critical review of 58 assessment-related articles published since 2005 in four leading management education journals. While self- and peer-assessment are widely discussed, the other practices remain largely absent from the mainstream management education discourse. We argue that management education scholars and practitioners should engage more actively with assessment innovation, both to benefit from insights developed in the broader higher education field and to contribute meaningfully to that ongoing conversation.
{"title":"Innovative assessment and grading practices in higher education: a critical exploration for management educators","authors":"Anne Mesny, Isabelle Roberge-Maltais, Anaïs Galy","doi":"10.1016/j.ijme.2025.101307","DOIUrl":"10.1016/j.ijme.2025.101307","url":null,"abstract":"<div><div>Assessment and grading are among the most influential factors shaping student learning in higher education. Current practices are increasingly criticized for their limited capacity to promote deep learning and for their misalignment with pressing challenges such as academic integrity in the age of generative artificial intelligence, massification, equity, and the assurance of learning. This paper examines five innovative assessment and grading practices—authentic assessment, self- and peer-assessment, reassessment, standards-based grading, and ungrading—identified through the higher education literature. It then explores their uptake and potential in management education through a critical review of 58 assessment-related articles published since 2005 in four leading management education journals. While self- and peer-assessment are widely discussed, the other practices remain largely absent from the mainstream management education discourse. We argue that management education scholars and practitioners should engage more actively with assessment innovation, both to benefit from insights developed in the broader higher education field and to contribute meaningfully to that ongoing conversation.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101307"},"PeriodicalIF":7.4,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526191","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 : 2025-11-07DOI: 10.1016/j.ijme.2025.101313
Csilla M. Stewart , Patricia Nugent , Rachel Williams Newman , MJane Burns , Jacob Jeremiah , Gerardo Barrio Jr.
This qualitative case study explores the integration of artificial intelligence (AI) into a graduate-level educational leadership course at a Midwestern university. In response to increasing demand for AI literacy in education, the course was redesigned using Fadel et al.‘s (2024) four-dimensional learning framework combining interdisciplinary knowledge, skills, character, and meta-learning with scaffolded experiences involving generative AI tools. Eighteen students conducted interviews and completed institutional analyses of AI adoption across diverse educational settings. Inductive coding of their reflections revealed eleven emergent themes, including curriculum innovation, automation, ethical concerns, and inconsistent policy development. Findings highlight the uneven AI integration in education and highlight the value of experiential, field-based assignments in leadership and management education. This study offers a replicable instructional model for embedding AI into leadership curricula and contributes practice-based insights into the evolving role of AI in educational strategy and organizational change.
{"title":"Preparing educational leaders for the age of AI: Lessons from a graduate course combining curriculum innovation and institutional inquiry","authors":"Csilla M. Stewart , Patricia Nugent , Rachel Williams Newman , MJane Burns , Jacob Jeremiah , Gerardo Barrio Jr.","doi":"10.1016/j.ijme.2025.101313","DOIUrl":"10.1016/j.ijme.2025.101313","url":null,"abstract":"<div><div>This qualitative case study explores the integration of artificial intelligence (AI) into a graduate-level educational leadership course at a Midwestern university. In response to increasing demand for AI literacy in education, the course was redesigned using Fadel et al.‘s (2024) four-dimensional learning framework combining interdisciplinary knowledge, skills, character, and meta-learning with scaffolded experiences involving generative AI tools. Eighteen students conducted interviews and completed institutional analyses of AI adoption across diverse educational settings. Inductive coding of their reflections revealed eleven emergent themes, including curriculum innovation, automation, ethical concerns, and inconsistent policy development. Findings highlight the uneven AI integration in education and highlight the value of experiential, field-based assignments in leadership and management education. This study offers a replicable instructional model for embedding AI into leadership curricula and contributes practice-based insights into the evolving role of AI in educational strategy and organizational change.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101313"},"PeriodicalIF":7.4,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474433","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 : 2025-11-06DOI: 10.1016/j.ijme.2025.101303
Marta Rocchi , Dirk C. Moosmayer , Ignacio Ferrero
Virtue ethics is an agent-centred ethical approach that considers actions in the context of an individual's life as a whole. This addresses shortcomings of deontological approaches including competing norms, of utilitarian approaches including non-desirable outcomes. Nevertheless, virtue ethics is not easy to translate into a learning pedagogy. We address this challenge by outlining Alasdair MacIntyre's approach to virtue ethics and by offering a conceptual argument for the effectiveness of using movies to develop virtue competence. We construct a pedagogical roadmap for using a specific movie, Boiler Room, to nurture virtue competence at the intellectual, behavioural and personal layers. First, our argument contributes to the debate in this journal about movies in management and ethics education: We conceptualise movies as person-centred, context-embedded and life-narrating. As these are characteristics typical of virtue ethics, movies are particularly suitable to build virtue competence. Second, we construct a pedagogical roadmap for educators to develop students' virtue competence through a specific movie and contribute to the virtue ethics education debate and the challenge to make theoretical whole-person virtue conceptions operational in the classroom. Third, virtue ethics competence developed in our roadmap contributes to taking the debate about the need of non-utilitarian ethical approaches one step further.
{"title":"Virtue ethics learning through movies – A pedagogical roadmap to MacIntyre's virtue approach using the Boiler Room movie","authors":"Marta Rocchi , Dirk C. Moosmayer , Ignacio Ferrero","doi":"10.1016/j.ijme.2025.101303","DOIUrl":"10.1016/j.ijme.2025.101303","url":null,"abstract":"<div><div>Virtue ethics is an agent-centred ethical approach that considers actions in the context of an individual's life as a whole. This addresses shortcomings of deontological approaches including competing norms, of utilitarian approaches including non-desirable outcomes. Nevertheless, virtue ethics is not easy to translate into a learning pedagogy. We address this challenge by outlining Alasdair MacIntyre's approach to virtue ethics and by offering a conceptual argument for the effectiveness of using movies to develop virtue competence. We construct a pedagogical roadmap for using a specific movie, <em>Boiler Room</em>, to nurture virtue competence at the intellectual, behavioural and personal layers. First, our argument contributes to the debate in this journal about movies in management and ethics education: We conceptualise movies as <em>person-centred</em>, <em>context-embedded</em> and <em>life-narrating</em>. As these are characteristics typical of virtue ethics, movies are particularly suitable to build virtue competence. Second, we construct a pedagogical roadmap for educators to develop students' virtue competence through a specific movie and contribute to the virtue ethics education debate and the challenge to make theoretical whole-person virtue conceptions operational in the classroom. Third, virtue ethics competence developed in our roadmap contributes to taking the debate about the need of non-utilitarian ethical approaches one step further.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101303"},"PeriodicalIF":7.4,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474430","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 : 2025-11-06DOI: 10.1016/j.ijme.2025.101308
Artemis Chang , Hsi-Mei Chung
Scholars have called for management education to go beyond influencing “what managers know and do” and support them in understanding and shaping “who they are.” In family business education, knowing who they are is a complex challenge for successors as they are embedded in a complex system of family, business, and family business, where multiple, often conflicting, identities exist. This paper presents the development work of a pedagogy designed to scaffold successors' journey in creating a mental model of their social reality and to define their composite self-identities within the family business context.
Capitalizing on the power of visual thinking and storytelling, this paper details the methodology of a two-day workshop aimed at helping successors reflect on their unique configuration of multiple identities within the multisystem landscape of family, business, and family business. This study contributes to the field of management education by providing a detailed description of the pedagogy and rich case studies to demonstrate the utility and impact of this new pedagogy. In doing so, we contribute to management education by offering a structured approach to fostering a deeper understanding of successor development. This tool can also be applied to entrepreneurship and management education to explore the relationships between the individual self and its embedded systems.
{"title":"An identity-based approach for family business successor development: Reflexivity through visual thinking and storytelling","authors":"Artemis Chang , Hsi-Mei Chung","doi":"10.1016/j.ijme.2025.101308","DOIUrl":"10.1016/j.ijme.2025.101308","url":null,"abstract":"<div><div>Scholars have called for management education to go beyond influencing “what managers know and do” and support them in understanding and shaping “who they are.” In family business education, knowing who they are is a complex challenge for successors as they are embedded in a complex system of family, business, and family business, where multiple, often conflicting, identities exist. This paper presents the development work of a pedagogy designed to scaffold successors' journey in creating a mental model of their social reality and to define their composite self-identities within the family business context.</div><div>Capitalizing on the power of visual thinking and storytelling, this paper details the methodology of a two-day workshop aimed at helping successors reflect on their unique configuration of multiple identities within the multisystem landscape of family, business, and family business. This study contributes to the field of management education by providing a detailed description of the pedagogy and rich case studies to demonstrate the utility and impact of this new pedagogy. In doing so, we contribute to management education by offering a structured approach to fostering a deeper understanding of successor development. This tool can also be applied to entrepreneurship and management education to explore the relationships between the individual self and its embedded systems.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101308"},"PeriodicalIF":7.4,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474432","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 : 2025-11-05DOI: 10.1016/j.ijme.2025.101301
Yi-Ching Liu , Miriam Garvi
Today's professionals must balance independent effort with interdependent collaboration, a combination that often requires reconciling contrasting values and makes achieving synergy challenging. Our study asks: how do the implicit, value-laden choices teams make in their collaboration shape the emergence of synergy?
Through qualitative analysis of 35 self-managed MBA teams working on a non-routine task, we identify four distinct collaboration models that embody different value trade-offs: basic distribution of tasks, leader-led coordination, role-based interdependence, and person-based interdependence. Further analysis of the synergistic outcomes associated with each model reveals three distinct pathways: limited synergy, performance-focused synergy, and full-potential synergy.
Our findings show that synergy emerges not merely from group structure or coordination mechanisms, but from enacted values at the group level that shape how teams engage with one another and navigate collaboration over time.
For management education, these insights highlight the need to move beyond structural assignment design to help students surface, question, and deliberately reconsider the assumptions guiding their teamwork. Embedding such structured reflection and coaching gives educators a practical lever to influence how teams actually work together. Educators can help students recognize trade-offs, experiment with alternative approaches, and practice the reflexive skills needed to navigate collaboration in real organizations.
{"title":"Locked into collaboration models that hold back synergy? How groups’ implicit choices shape synergistic collaboration","authors":"Yi-Ching Liu , Miriam Garvi","doi":"10.1016/j.ijme.2025.101301","DOIUrl":"10.1016/j.ijme.2025.101301","url":null,"abstract":"<div><div>Today's professionals must balance independent effort with interdependent collaboration, a combination that often requires reconciling contrasting values and makes achieving synergy challenging. Our study asks: how do the implicit, value-laden choices teams make in their collaboration shape the emergence of synergy?</div><div>Through qualitative analysis of 35 self-managed MBA teams working on a non-routine task, we identify four distinct collaboration models that embody different value trade-offs: basic distribution of tasks, leader-led coordination, role-based interdependence, and person-based interdependence. Further analysis of the synergistic outcomes associated with each model reveals three distinct pathways: limited synergy, performance-focused synergy, and full-potential synergy.</div><div>Our findings show that synergy emerges not merely from group structure or coordination mechanisms, but from enacted values at the group level that shape how teams engage with one another and navigate collaboration over time.</div><div>For management education, these insights highlight the need to move beyond structural assignment design to help students surface, question, and deliberately reconsider the assumptions guiding their teamwork. Embedding such structured reflection and coaching gives educators a practical lever to influence how teams actually work together. Educators can help students recognize trade-offs, experiment with alternative approaches, and practice the reflexive skills needed to navigate collaboration in real organizations.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101301"},"PeriodicalIF":7.4,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474429","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 : 2025-11-05DOI: 10.1016/j.ijme.2025.101311
Sulekha Kumari, Shwati Sudha
The rising prominence of entrepreneurship education (EE) for management students reflects its potential to cultivate entrepreneurial intentions, innovation, and socio-economic development in the future. However, despite increasing academic interest, the existing research in this field is limited and dispersed. This study conducted a systematic literature review of 82 peer-reviewed journal articles sourced from Scopus and the Web of Science (1995–2025). Using TCM and ADO frameworks, this study provides insights into the intellectual structure, conceptual evolution, and dominant themes of EE among management students. Findings show a focus on individual-level outcomes, such as entrepreneurial intention and self-efficacy, while long-term and behavioural outcomes are underexplored. Most studies have adopted psychological theories and quantitative methods, with limited interdisciplinary or qualitative approaches. Geographically, research is skewed towards high-income Anglophone nations, leaving significant contextual gaps. This review synthesizes the field and proposes directions for theoretical diversification, context inclusion, and mixed-methods longitudinal studies. It reframes EE not only as a pedagogical intervention, but also as a strategic tool for individual empowerment, institutional innovation, and inclusive development.
面向管理专业学生的创业教育（EE）日益突出，反映了其在未来培养创业意愿、创新和社会经济发展方面的潜力。然而，尽管学术界对该领域的研究越来越感兴趣，但现有的研究仍然有限且分散。本研究对来自Scopus和Web of Science（1995-2025）的82篇同行评议期刊文章进行了系统的文献综述。本研究采用TCM和ADO框架，对管理专业学生的情感表达的智力结构、概念演变和主要主题进行了深入研究。研究结果显示，人们关注的是个人层面的结果，如创业意图和自我效能感，而对长期和行为结果的探索不足。大多数研究采用心理学理论和定量方法，跨学科或定性方法有限。从地理上看，研究倾向于高收入的英语国家，留下了巨大的背景差距。本文综合了研究领域，提出了理论多元化、语境包容和混合方法纵向研究的方向。它不仅将情感表达重新定义为一种教学干预，而且还将其作为个人赋权、制度创新和包容性发展的战略工具。
{"title":"Entrepreneurship education for management students: A framework-based review","authors":"Sulekha Kumari, Shwati Sudha","doi":"10.1016/j.ijme.2025.101311","DOIUrl":"10.1016/j.ijme.2025.101311","url":null,"abstract":"<div><div>The rising prominence of entrepreneurship education (EE) for management students reflects its potential to cultivate entrepreneurial intentions, innovation, and socio-economic development in the future. However, despite increasing academic interest, the existing research in this field is limited and dispersed. This study conducted a systematic literature review of 82 peer-reviewed journal articles sourced from Scopus and the Web of Science (1995–2025). Using TCM and ADO frameworks, this study provides insights into the intellectual structure, conceptual evolution, and dominant themes of EE among management students. Findings show a focus on individual-level outcomes, such as entrepreneurial intention and self-efficacy, while long-term and behavioural outcomes are underexplored. Most studies have adopted psychological theories and quantitative methods, with limited interdisciplinary or qualitative approaches. Geographically, research is skewed towards high-income Anglophone nations, leaving significant contextual gaps. This review synthesizes the field and proposes directions for theoretical diversification, context inclusion, and mixed-methods longitudinal studies. It reframes EE not only as a pedagogical intervention, but also as a strategic tool for individual empowerment, institutional innovation, and inclusive development.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101311"},"PeriodicalIF":7.4,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145474431","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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