Pub Date : 2026-03-01Epub 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":"2026-03-01","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 : 2026-03-01Epub 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":"2026-03-01","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}
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":"2026-03-01","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 : 2026-03-01Epub 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":"2026-03-01","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 : 2026-03-01Epub Date: 2025-10-14DOI: 10.1016/j.ijme.2025.101298
Sophia Magaretha Brink
Accounting lecturers seem to have an ongoing resistance to adopting blended learning due to the belief that accounting is best taught in traditional settings. As accounting students experienced various teaching modalities (i.e. face-to-face, streaming, and recordings) before, during, and after COVID-19, this study explored these experiences and the students' recommendations for modalities after the pandemic. Fifteen interviews were conducted with accounting students at a South African university, and the data were analysed using thematic analysis. Students’ preferences, circumstances, and needs regarding teaching modalities post-COVID-19 varied, supporting flexibility and blended learning. Participants had different opinions on offering students a choice between multiple teaching modalities. This necessitates lecturers to reflect on their role in the teaching process and choose a modality (or combination of modalities) that will ensure optimal learning. This can be done by considering the different types of classes that are most important for pedagogy (e.g. theory or practical classes) and understanding the characteristics of students (e.g. undergraduate versus postgraduate). Participants recommended that practical classes should be face-to-face with recordings for review, while theory could rely on recordings. Undergraduate students may need more structure to promote attendance, while postgraduates prefer more flexible options. Framed within the VUCA (Volatility, Uncertainty, Complexity, Ambiguity) context, the findings offer transferable, HyFlex-aligned guidance for teaching design in ever-changing environments. These insights support lecturers in reconsidering modalities to enhance student learning and better prepare graduates for a dynamic workplace.
{"title":"Rethinking teaching modalities: Student experiences from a volatile period and HyFlex-aligned recommendations for future accounting education","authors":"Sophia Magaretha Brink","doi":"10.1016/j.ijme.2025.101298","DOIUrl":"10.1016/j.ijme.2025.101298","url":null,"abstract":"<div><div>Accounting lecturers seem to have an ongoing resistance to adopting blended learning due to the belief that accounting is best taught in traditional settings. As accounting students experienced various teaching modalities (i.e. face-to-face, streaming, and recordings) before, during, and after COVID-19, this study explored these experiences and the students' recommendations for modalities after the pandemic. Fifteen interviews were conducted with accounting students at a South African university, and the data were analysed using thematic analysis. Students’ preferences, circumstances, and needs regarding teaching modalities post-COVID-19 varied, supporting flexibility and blended learning. Participants had different opinions on offering students a choice between multiple teaching modalities. This necessitates lecturers to reflect on their role in the teaching process and choose a modality (or combination of modalities) that will ensure optimal learning. This can be done by considering the different types of classes that are most important for pedagogy (e.g. theory or practical classes) and understanding the characteristics of students (e.g. undergraduate versus postgraduate). Participants recommended that practical classes should be face-to-face with recordings for review, while theory could rely on recordings. Undergraduate students may need more structure to promote attendance, while postgraduates prefer more flexible options. Framed within the VUCA (Volatility, Uncertainty, Complexity, Ambiguity) context, the findings offer transferable, HyFlex-aligned guidance for teaching design in ever-changing environments. These insights support lecturers in reconsidering modalities to enhance student learning and better prepare graduates for a dynamic workplace.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101298"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145334232","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 : 2026-03-01Epub Date: 2025-10-08DOI: 10.1016/j.ijme.2025.101283
Noptanit Chotisarn , Thadathibesra Phuthong
This systematic review and bibliometric analysis investigated digital transformation in entrepreneurship education using the theories–contexts–methods–antecedents–decisions–outcomes framework. Based on a comprehensive examination of 65 articles published between 2006 and 2025, the study identifies six distinct knowledge clusters: educational technology frameworks, social entrepreneurship ecosystems, educational innovation in higher education, entrepreneurial education and employability, digital knowledge management and entrepreneurial innovation culture. Findings indicate that effective entrepreneurial education in digital contexts depends on the interplay among institutional support, technological infrastructure, pedagogical strategies and contextual relevance. Digital literacy emerges as a foundational competency, with measurable impacts, such as a 2 % reduction in poverty risk for every one-point increase in digital literacy. Experiential and challenge-based learning methods outperform traditional approaches, with simulation-based strategies demonstrating up to a 170 % improvement in entrepreneurial competencies. The study proposes an integrated framework illustrating how institutional factors, technological infrastructure and pedagogical design interact to create effective learning environments for entrepreneurial development. Identified research gaps include longitudinal competency development, cross-cultural effectiveness, emerging technology integration and assessment methodologies, providing a clear agenda for advancing both theoretical insights and practical applications in digital-age entrepreneurship education.
{"title":"Reducing gaps in digital entrepreneurship education: A systematic review of innovative learning strategies and their institutional impact","authors":"Noptanit Chotisarn , Thadathibesra Phuthong","doi":"10.1016/j.ijme.2025.101283","DOIUrl":"10.1016/j.ijme.2025.101283","url":null,"abstract":"<div><div>This systematic review and bibliometric analysis investigated digital transformation in entrepreneurship education using the theories–contexts–methods–antecedents–decisions–outcomes framework. Based on a comprehensive examination of 65 articles published between 2006 and 2025, the study identifies six distinct knowledge clusters: educational technology frameworks, social entrepreneurship ecosystems, educational innovation in higher education, entrepreneurial education and employability, digital knowledge management and entrepreneurial innovation culture. Findings indicate that effective entrepreneurial education in digital contexts depends on the interplay among institutional support, technological infrastructure, pedagogical strategies and contextual relevance. Digital literacy emerges as a foundational competency, with measurable impacts, such as a 2 % reduction in poverty risk for every one-point increase in digital literacy. Experiential and challenge-based learning methods outperform traditional approaches, with simulation-based strategies demonstrating up to a 170 % improvement in entrepreneurial competencies. The study proposes an integrated framework illustrating how institutional factors, technological infrastructure and pedagogical design interact to create effective learning environments for entrepreneurial development. Identified research gaps include longitudinal competency development, cross-cultural effectiveness, emerging technology integration and assessment methodologies, providing a clear agenda for advancing both theoretical insights and practical applications in digital-age entrepreneurship education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101283"},"PeriodicalIF":7.4,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236123","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 : 2026-03-01Epub 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":"2026-03-01","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 : 2026-03-01Epub 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":"2026-03-01","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 : 2026-03-01Epub 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":"2026-03-01","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 : 2026-03-01Epub 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":"2026-03-01","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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