MBA programs play a central role in shaping future business leaders, yet questions persist regarding the coverage and structure of their core curricula. This study offers a descriptive audit of 100 MBA programs in the United States accredited by Association to Advance Collegiate Schools of Business (AACSB), analyzing the distribution of core courses across five business domains – management, marketing, operations, finance, and external environmental factors (PESTEL). The findings reveal a strong emphasis on general management and leadership training, with comparatively less attention to technical and operational areas. While not an evaluation of outcomes or employability, this analysis provides a foundation for benchmarking curriculum structures and identifying potential areas for curricular enhancement in response to evolving business demands.
{"title":"Mapping core business curricula: A descriptive audit of 100 U.S. MBA programs","authors":"Agassy Manoukian , Vahe Odabashian , Vlad Vaiman , Ovsana Tshagharyan , Nane Khachikyan","doi":"10.1016/j.ijme.2025.101302","DOIUrl":"10.1016/j.ijme.2025.101302","url":null,"abstract":"<div><div>MBA programs play a central role in shaping future business leaders, yet questions persist regarding the coverage and structure of their core curricula. This study offers a descriptive audit of 100 MBA programs in the United States accredited by Association to Advance Collegiate Schools of Business (AACSB), analyzing the distribution of core courses across five business domains – management, marketing, operations, finance, and external environmental factors (PESTEL). The findings reveal a strong emphasis on general management and leadership training, with comparatively less attention to technical and operational areas. While not an evaluation of outcomes or employability, this analysis provides a foundation for benchmarking curriculum structures and identifying potential areas for curricular enhancement in response to evolving business demands.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101302"},"PeriodicalIF":7.4,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425230","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 : 2025-10-30DOI: 10.1016/j.ijme.2025.101309
Salman Zulfiqar , Hafiz Muhammad Basat Feroz , Xu Yi , Chunhui Huo
This study aims to explore the impact of AI-enabled tools on students' digital entrepreneurial behavior using SOR theory. We examined how AI-powered capability influnence entrepreneurial bricolage and investigated the relationship between students' bricolage intention and digital entrepreneurship, with digital training as moderator. A two-wave lagged data collection technique was employed, gathering responses from 395 students at time lag 1 and 375 students at time lag 2, all from business school at Chinese universities. PLS-SEM was used for hypotheses testing. The findings revealed that all AI-enabled capabilities (AI-enabled automation, analytic, and relational capability) foster entrepreneurial bricolage among students. This entrepreneurial bricolage then positively influences students' intention toward digital entrepreneurship. The findings also suggested that entrepreneurial bricolage impacts the relationship between AI-enabled capabilities and digital entrepreneurship. Furthermore, digital(AI-powered) training positively moderate this relationship. The findings are particularly relevant for scholars and practitioners in entrepreneurship and business education, aiming to integrate AI-powered tools into pedagogical strategies that foster digital entrepreneurial mindsets among students. In terms of practical implications, institutions and educators should focus on developing policies and implementing AI in education settings to improve students’ digital entrepreneurial competencies.
{"title":"From Ideas to Impact: AI, Bricolage, and Digital Training for Aspiring Digital Entrepreneurs","authors":"Salman Zulfiqar , Hafiz Muhammad Basat Feroz , Xu Yi , Chunhui Huo","doi":"10.1016/j.ijme.2025.101309","DOIUrl":"10.1016/j.ijme.2025.101309","url":null,"abstract":"<div><div>This study aims to explore the impact of AI-enabled tools on students' digital entrepreneurial behavior using SOR theory. We examined how AI-powered capability influnence entrepreneurial bricolage and investigated the relationship between students' bricolage intention and digital entrepreneurship, with digital training as moderator. A two-wave lagged data collection technique was employed, gathering responses from 395 students at time lag 1 and 375 students at time lag 2, all from business school at Chinese universities. PLS-SEM was used for hypotheses testing. The findings revealed that all AI-enabled capabilities (AI-enabled automation, analytic, and relational capability) foster entrepreneurial bricolage among students. This entrepreneurial bricolage then positively influences students' intention toward digital entrepreneurship. The findings also suggested that entrepreneurial bricolage impacts the relationship between AI-enabled capabilities and digital entrepreneurship. Furthermore, digital(AI-powered) training positively moderate this relationship. The findings are particularly relevant for scholars and practitioners in entrepreneurship and business education, aiming to integrate AI-powered tools into pedagogical strategies that foster digital entrepreneurial mindsets among students. In terms of practical implications, institutions and educators should focus on developing policies and implementing AI in education settings to improve students’ digital entrepreneurial competencies.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101309"},"PeriodicalIF":7.4,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425229","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 : 2025-10-29DOI: 10.1016/j.ijme.2025.101310
Elaine Conway , Ruth Smith
This study evaluates the effectiveness of an educational card game designed to enhance student understanding of financial and non-financial business metrics. Grounded in Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) motivational framework, the research provides robust empirical evidence from a quantitative analysis involving paired-samples t-tests and repeated measures ANOVA, demonstrating significant improvements in students' learning outcomes.
Results
from a sample of 137 mixed ability students from three higher education institutions indicate substantial learning gains across diverse educational levels, genders, and varying levels of prior knowledge, highlighting the game's broad applicability. Practical implications for educators are discussed, recommending structured teaching complemented by gamified consolidation activities. Addressing contemporary pedagogical shifts accelerated by the COVID-19 pandemic, this study underscores gamification's role in engaging Generation Z students, promoting flexible, interactive, and experiential learning methods which support the teaching of key business topics.
{"title":"Playing with purpose - A game-based approach to teaching business metrics","authors":"Elaine Conway , Ruth Smith","doi":"10.1016/j.ijme.2025.101310","DOIUrl":"10.1016/j.ijme.2025.101310","url":null,"abstract":"<div><div>This study evaluates the effectiveness of an educational card game designed to enhance student understanding of financial and non-financial business metrics. Grounded in Keller's ARCS (Attention, Relevance, Confidence, Satisfaction) motivational framework, the research provides robust empirical evidence from a quantitative analysis involving paired-samples <em>t</em>-tests and repeated measures ANOVA, demonstrating significant improvements in students' learning outcomes.</div></div><div><h3>Results</h3><div>from a sample of 137 mixed ability students from three higher education institutions indicate substantial learning gains across diverse educational levels, genders, and varying levels of prior knowledge, highlighting the game's broad applicability. Practical implications for educators are discussed, recommending structured teaching complemented by gamified consolidation activities. Addressing contemporary pedagogical shifts accelerated by the COVID-19 pandemic, this study underscores gamification's role in engaging Generation Z students, promoting flexible, interactive, and experiential learning methods which support the teaching of key business topics.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101310"},"PeriodicalIF":7.4,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425228","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 : 2025-10-28DOI: 10.1016/j.ijme.2025.101304
Sabrina Wittmann, Torsten Wulf, Fabian Alexander Müller
Flipped learning environments have gained popularity across disciplines because of their positive effects on student learning outcomes. During the COVID-19 pandemic, conventional flipped learning environments were replaced by fully online flipped learning designs. Studies that compare the effects of these two flipped learning environments on student learning outcomes arrive at mixed results. Several researchers point to boundary conditions, such as flow experience, that might help explain these inconsistent findings. Drawing on flipped learning research and flow theory, we argue that fully online flipped learning environments are associated with increased flexibility, but also with decreased interaction, flow experience, and student learning outcomes. We theorize that flow experience serves as a boundary condition for the effect of flexibility and interaction on student learning outcomes in conventional flipped learning environments, while this effect is not present in fully online flipped learning environments. A multiple case study research design based on two cases - a course in a conventional flipped learning format involving 67 students and a course in a fully online flipped learning format involving 69 students - supports our hypotheses. We contribute to flipped learning research by shedding additional light on the drivers and cognitive effects behind alternative flipped learning designs.
{"title":"Conventional versus fully online flipped learning environments: A comparison of flexibility, interaction, flow experience, and student learning outcomes","authors":"Sabrina Wittmann, Torsten Wulf, Fabian Alexander Müller","doi":"10.1016/j.ijme.2025.101304","DOIUrl":"10.1016/j.ijme.2025.101304","url":null,"abstract":"<div><div>Flipped learning environments have gained popularity across disciplines because of their positive effects on student learning outcomes. During the COVID-19 pandemic, conventional flipped learning environments were replaced by fully online flipped learning designs. Studies that compare the effects of these two flipped learning environments on student learning outcomes arrive at mixed results. Several researchers point to boundary conditions, such as flow experience, that might help explain these inconsistent findings. Drawing on flipped learning research and flow theory, we argue that fully online flipped learning environments are associated with increased flexibility, but also with decreased interaction, flow experience, and student learning outcomes. We theorize that flow experience serves as a boundary condition for the effect of flexibility and interaction on student learning outcomes in conventional flipped learning environments, while this effect is not present in fully online flipped learning environments. A multiple case study research design based on two cases - a course in a conventional flipped learning format involving 67 students and a course in a fully online flipped learning format involving 69 students - supports our hypotheses. We contribute to flipped learning research by shedding additional light on the drivers and cognitive effects behind alternative flipped learning designs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101304"},"PeriodicalIF":7.4,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425227","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 : 2025-10-27DOI: 10.1016/j.ijme.2025.101305
Tsung-Sheng Chang , Hung-Yung Hsu , Zhongxing Lei
This study investigates how internal and external educational resources shape college students’ generative AI (GenAI) self-efficacy and creativity across general education courses in business and technology, by comparing learners from Inner Mongolia and Taiwan. It assesses its role as a predictor of individual creativity. PLS-SEM was employed to test the proposed hypotheses and models. The findings reveal that students in both Inner Mongolia and Taiwan benefit from relatively comprehensive resource allocations in computing support, training, and equipment accessibility within their institutions. These resources significantly enhanced GenAI self-efficacy. However, computing training using external resources still needs to be developed for Inner Mongolia. Overall, the results confirmed that GenAI self-efficacy positively influenced student creativity. This study offers an empirical foundation for regional education policies. Educators should actively create a learning environment that can stimulate student creativity and use GenAI technology.
{"title":"Exploring the role of GenAI self-efficacy in fostering university students’ creativity: An empirical study in Inner Mongolia and Taiwan","authors":"Tsung-Sheng Chang , Hung-Yung Hsu , Zhongxing Lei","doi":"10.1016/j.ijme.2025.101305","DOIUrl":"10.1016/j.ijme.2025.101305","url":null,"abstract":"<div><div>This study investigates how internal and external educational resources shape college students’ generative AI (GenAI) self-efficacy and creativity across general education courses in business and technology, by comparing learners from Inner Mongolia and Taiwan. It assesses its role as a predictor of individual creativity. PLS-SEM was employed to test the proposed hypotheses and models. The findings reveal that students in both Inner Mongolia and Taiwan benefit from relatively comprehensive resource allocations in computing support, training, and equipment accessibility within their institutions. These resources significantly enhanced GenAI self-efficacy. However, computing training using external resources still needs to be developed for Inner Mongolia. Overall, the results confirmed that GenAI self-efficacy positively influenced student creativity. This study offers an empirical foundation for regional education policies. Educators should actively create a learning environment that can stimulate student creativity and use GenAI technology.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101305"},"PeriodicalIF":7.4,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145425226","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 : 2025-10-24DOI: 10.1016/j.ijme.2025.101300
Ping-Kuo A. Chen
This study explores how a metaverse-constructed educational ecosystem, designed for higher education entrepreneurship instruction, supports the development of entrepreneurial resilience learning. Data were collected through a two-stage process involving 520 students from 68 instructional teams at Chinese universities. These teams had each piloted a metaverse entrepreneurship teaching platform and formed an ecosystem. The study employs Partial Least Squares Structural Equation Modeling and Necessary Condition Analysis to examine our conceptual model. The results reveal that metaverse-based entrepreneurial ecosystems cultivate entrepreneurial resilience through an instructional mechanism. Interactive engagement, contextualized knowledge integration, and mutual trust function as interdependent conditions that collectively shape an entrepreneurial knowledge field. This field enables students to apply knowledge in uncertain environments, reflect on challenges, and adapt constructively to failure and ambiguity. In addition, trust emerges as a central dynamic that fosters collaborative learning and psychological safety. The findings provide theoretical support for how metaverse-constructed ecosystems foster entrepreneurial resilience through structured engagement, knowledge contextualization, and trust-based collaboration. The study offers a transferable framework for designing mechanism-oriented entrepreneurship education tailored to the needs of higher education and lifelong learners.
{"title":"Entrepreneurial resilience learning in higher education: The role of metaverse-constructed ecosystems","authors":"Ping-Kuo A. Chen","doi":"10.1016/j.ijme.2025.101300","DOIUrl":"10.1016/j.ijme.2025.101300","url":null,"abstract":"<div><div>This study explores how a metaverse-constructed educational ecosystem, designed for higher education entrepreneurship instruction, supports the development of entrepreneurial resilience learning. Data were collected through a two-stage process involving 520 students from 68 instructional teams at Chinese universities. These teams had each piloted a metaverse entrepreneurship teaching platform and formed an ecosystem. The study employs Partial Least Squares Structural Equation Modeling and Necessary Condition Analysis to examine our conceptual model. The results reveal that metaverse-based entrepreneurial ecosystems cultivate entrepreneurial resilience through an instructional mechanism. Interactive engagement, contextualized knowledge integration, and mutual trust function as interdependent conditions that collectively shape an entrepreneurial knowledge field. This field enables students to apply knowledge in uncertain environments, reflect on challenges, and adapt constructively to failure and ambiguity. In addition, trust emerges as a central dynamic that fosters collaborative learning and psychological safety. The findings provide theoretical support for how metaverse-constructed ecosystems foster entrepreneurial resilience through structured engagement, knowledge contextualization, and trust-based collaboration. The study offers a transferable framework for designing mechanism-oriented entrepreneurship education tailored to the needs of higher education and lifelong learners.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101300"},"PeriodicalIF":7.4,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364447","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 : 2025-10-24DOI: 10.1016/j.ijme.2025.101306
Hanna Lehtimäki , Pasi Hirvonen , Elina Riivari , Siiri Piironen
Arts-based methods (ABMs) encompass the use of visual arts, music, and drama in education. ABMs also foster empathy in management and leadership, as ABMs are linked to the development of cognitive, behavioral, and personal skills. Despite their impactful potential, ABMs remain an understudied methodology in management education. This study addresses this gap by exploring the integration of ABMs into student-centered innovation pedagogy within business and management education. This study investigates the following: 1) the role of ABMs in student-centered learning and 2) the impact of ABMs on the critical skill development of students at the individual, group, and network levels. From a 10-year case study of an innovation management course, our findings reveal that ABMs promote reflection, dialogic learning, and emotional engagement, which enrich students’ understanding of innovation culture. These results advocate the use of ABMs to build the emotional skills necessary for motivating large-scale change and innovation within business contexts.
{"title":"Innovation pedagogy in management education: Student-centered learning with arts-based methods","authors":"Hanna Lehtimäki , Pasi Hirvonen , Elina Riivari , Siiri Piironen","doi":"10.1016/j.ijme.2025.101306","DOIUrl":"10.1016/j.ijme.2025.101306","url":null,"abstract":"<div><div>Arts-based methods (ABMs) encompass the use of visual arts, music, and drama in education. ABMs also foster empathy in management and leadership, as ABMs are linked to the development of cognitive, behavioral, and personal skills. Despite their impactful potential, ABMs remain an understudied methodology in management education. This study addresses this gap by exploring the integration of ABMs into student-centered innovation pedagogy within business and management education. This study investigates the following: 1) the role of ABMs in student-centered learning and 2) the impact of ABMs on the critical skill development of students at the individual, group, and network levels. From a 10-year case study of an innovation management course, our findings reveal that ABMs promote reflection, dialogic learning, and emotional engagement, which enrich students’ understanding of innovation culture. These results advocate the use of ABMs to build the emotional skills necessary for motivating large-scale change and innovation within business contexts.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101306"},"PeriodicalIF":7.4,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364448","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 : 2025-10-23DOI: 10.1016/j.ijme.2025.101299
David W. Kunsch, Ronald Sicker
Experiential learning is critically important in today's higher education environment. Learning while doing helps facilitate the knowledge transfer of the concepts taught in the coursework. Many management subjects lend themselves well to experiential learning curricula, but arguably none better than a Community Engaged Learning class. Having a framework for the experiential learning aspect of the course enables students an opportunity to understand the concepts as well as apply them to a real-life environment. Community Engaged Learning environments provide the necessary vehicle to apply those learnings. Many students in advertising and promotions feel that just creating an ad and attaching it to a vehicle such as traditional media or social meetings is enough to sway the target market. However, exposing the class to a pedagogical framework to managing the Promotions Project helps to undo this myth. Having the students prepare and present a full promotional plan including current state, creative strategy, and implementation enables the students to understand the entire strategy of a professional promotional plan. However, the project needs to have a structured framework to help the students manage it effectively. This paper explores a project management framework for a 15-week semester promotions management class. A study with 14 student marketing groups focusing on one group of small community business and non-profit partners was conducted. The partners highly ranked the student's interactions and highlighted both the quality and usefulness of the students' ideas. Instructor and student observations are included.
{"title":"A pedagogical approach to managing a project in a community engaged learning environment","authors":"David W. Kunsch, Ronald Sicker","doi":"10.1016/j.ijme.2025.101299","DOIUrl":"10.1016/j.ijme.2025.101299","url":null,"abstract":"<div><div>Experiential learning is critically important in today's higher education environment. Learning while doing helps facilitate the knowledge transfer of the concepts taught in the coursework. Many management subjects lend themselves well to experiential learning curricula, but arguably none better than a Community Engaged Learning class. Having a framework for the experiential learning aspect of the course enables students an opportunity to understand the concepts as well as apply them to a real-life environment. Community Engaged Learning environments provide the necessary vehicle to apply those learnings. Many students in advertising and promotions feel that just creating an ad and attaching it to a vehicle such as traditional media or social meetings is enough to sway the target market. However, exposing the class to a pedagogical framework to managing the Promotions Project helps to undo this myth. Having the students prepare and present a full promotional plan including current state, creative strategy, and implementation enables the students to understand the entire strategy of a professional promotional plan. However, the project needs to have a structured framework to help the students manage it effectively. This paper explores a project management framework for a 15-week semester promotions management class. A study with 14 student marketing groups focusing on one group of small community business and non-profit partners was conducted. The partners highly ranked the student's interactions and highlighted both the quality and usefulness of the students' ideas. Instructor and student observations are included.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101299"},"PeriodicalIF":7.4,"publicationDate":"2025-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364444","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 : 2025-10-22DOI: 10.1016/j.ijme.2025.101280
Tatum Syarifah Adiningrum, Ari Margiono, Abdul Rohman
Scaffolding is a key strategy in sustainability and entrepreneurship education to help students develop competencies such as responsible management and sustainable business design. However, most scaffolding literature focuses on Global North contexts, where assumptions about learner autonomy and classroom dynamics may not apply to Global South settings. This study addresses that gap by examining how structured and adaptive scaffolding unfolds in an Indonesian MBA entrepreneurship course using design thinking pedagogy. The Indonesian context was chosen for its cultural richness and underrepresentation in responsible management education. Based on reflections and interviews across two cohorts, the study shows how lecturers shifted roles—authority, expert, and mentor—aligned with Ki Hajar Dewantara's educational philosophy: priming, probing, and promoting. These shifts helped students navigate ambiguity and build sustainable business models. Design thinking fostered empathy in “dual roles”: as a springboard for idea generation and reframing, and as an eye-opener for emotional engagement and social responsibility. The study offers specific pedagogical innovations by combining structured experiential learning with culturally rooted teacher roles and emotionally engaged approaches promoting critical skills. It contributes theoretically by extending scaffolding to culturally rooted, emotionally engaged pedagogies, and practically by offering an adaptive model that fosters sustainable business thinking through empathy and mentorship.
{"title":"Scaffolding sustainable entrepreneurship: Adaptive teaching and empathy in a Global South business school","authors":"Tatum Syarifah Adiningrum, Ari Margiono, Abdul Rohman","doi":"10.1016/j.ijme.2025.101280","DOIUrl":"10.1016/j.ijme.2025.101280","url":null,"abstract":"<div><div>Scaffolding is a key strategy in sustainability and entrepreneurship education to help students develop competencies such as responsible management and sustainable business design. However, most scaffolding literature focuses on Global North contexts, where assumptions about learner autonomy and classroom dynamics may not apply to Global South settings. This study addresses that gap by examining how structured and adaptive scaffolding unfolds in an Indonesian MBA entrepreneurship course using design thinking pedagogy. The Indonesian context was chosen for its cultural richness and underrepresentation in responsible management education. Based on reflections and interviews across two cohorts, the study shows how lecturers shifted roles—authority, expert, and mentor—aligned with Ki Hajar Dewantara's educational philosophy: priming, probing, and promoting. These shifts helped students navigate ambiguity and build sustainable business models. Design thinking fostered empathy in “dual roles”: as a springboard for idea generation and reframing, and as an eye-opener for emotional engagement and social responsibility. The study offers specific pedagogical innovations by combining structured experiential learning with culturally rooted teacher roles and emotionally engaged approaches promoting critical skills. It contributes theoretically by extending scaffolding to culturally rooted, emotionally engaged pedagogies, and practically by offering an adaptive model that fosters sustainable business thinking through empathy and mentorship.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101280"},"PeriodicalIF":7.4,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364445","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 : 2025-10-21DOI: 10.1016/j.ijme.2025.101282
David Kongpiwatana Narong
This research explores the landscape, intellectual structure, and thematic evolution of research on service learning in business education. It analyzed 284 Scopus-indexed documents published between 1996 and 2024 through bibliometric analysis. The findings reveal that, despite increasing global interest, the field remains relatively underexplored, with research concentrated in developed regions and limited international collaboration. The study identifies four schools of thought: Service Learning Knowledge, Service and Business Learning, Responsible Global Leadership, and Business Talent Development, with the first three forming the core pillars of the knowledge base and the last emerging as a developing area of interest. The study also maps the evolution of research themes, highlights key frontiers, and pinpoints potential gaps in the literature, offering scholars an overview of the field's current state and a foundation for guiding future research.
{"title":"Service learning in business education: Research landscape, intellectual structure, and topical trends between 1996 and 2024","authors":"David Kongpiwatana Narong","doi":"10.1016/j.ijme.2025.101282","DOIUrl":"10.1016/j.ijme.2025.101282","url":null,"abstract":"<div><div>This research explores the landscape, intellectual structure, and thematic evolution of research on service learning in business education. It analyzed 284 Scopus-indexed documents published between 1996 and 2024 through bibliometric analysis. The findings reveal that, despite increasing global interest, the field remains relatively underexplored, with research concentrated in developed regions and limited international collaboration. The study identifies four schools of thought: Service Learning Knowledge, Service and Business Learning, Responsible Global Leadership, and Business Talent Development, with the first three forming the core pillars of the knowledge base and the last emerging as a developing area of interest. The study also maps the evolution of research themes, highlights key frontiers, and pinpoints potential gaps in the literature, offering scholars an overview of the field's current state and a foundation for guiding future research.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101282"},"PeriodicalIF":7.4,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364446","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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