International Journal of Management Education最新文献

Research on implementing blended learning in higher education has been extensive, but there is limited research on the relationship between students' entry characteristics, learning approaches, and learning effects, particularly in business education. This study was conducted during the COVID-19 pandemic in a blended teaching environment, surveying undergraduate students in Shanghai who were enrolled in business courses in the same semester. The study analyzed the connection between learning approaches and learning effects using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and students’ exam scores. The research findings revealed that students with deep learning approaches achieved higher average scores than those with surface learning approaches. Students' gender, age, academic year, academic background, and whether a course was mandatory or elective were found to have a significant relationship with their learning approaches. Furthermore, students' gender, age and academic year were significantly related to their final exam scores. However, there was no significant difference in the academic performance of students with different learning approaches, and certain exam formats and scopes may not influence quantitative learning effects. Based on these findings, curriculum developers in business education can consider offering general courses to underclassmen to help them gain a comprehensive understanding of their chosen field, encouraging upperclassmen to take cross-disciplinary courses, and urging instructors to utilize blended teaching methods to enhance teaching effectiveness.

Previous research examining the GVTs with business students from different universities and with different characteristics has begun to reveal significant findings on team compositions leading to team performance. However, few studies have addressed academic pedigree at the team level and examined its relationship with team performance. This study explores the configurations of academic pedigree, cognitive ability (IQ), and cultural intelligence (CQ) that lead to high levels of performance in GVTs. We performed a fuzzy-set Qualitative Comparative Analysis on a sample of 3688 students nested within 731 GVTs participating in an international project. The results show that three configurations could achieve the same outcome equally and effectively. In particular, two configurations show that IQ and CQ within teams led to high team performance when either the academic pedigree average or the academic pedigree diversity is not high. The third configuration reveals that IQ combined with academic pedigree average and the presence of a team member from a highly ranked institution results in high levels of team performance when academic pedigree diversity is not high. This study offers insights into configurational relationships between team compositions and performance in GVTs, explaining when and if academic pedigree impacts team performance.

The introduction of Artificial Intelligence (AI), specifically Generative AI (GenAI), has significantly transformed the higher education landscape. Despite the opportunities GenAI offers to students, they pose significant challenges for academic integrity. Thus, it is crucial for higher education institutions (HEI) to balance the use of GenAI for enhancing the learning experience of students with its ethical and responsible use in their educational journey. The present study proposes a comprehensive academic integrity framework focusing on three key stakeholders: students, educators, and institutions. We propose eight strategies ranging from collaborative learning for students to developing a comprehensive GenAI policy for institutions in maintaining academic integrity among students in HEI. Furthermore, we identified four challenges, namely financial, strategic, operational, and cultural, in the implementing a comprehensive academic integrity framework in the GenAI era. This study offers significant insights for HEI to maintain academic integrity among students in the GenAI era.

The gender imbalance in entrepreneurship makes people expect universities to play the role of gender equalizers. Nevertheless, it is unclear whether universities play such a role as expected. Based on the survey data of 5468 college graduates in Shaanxi Province, China, this study utilizes the multigroup analysis (MGA) technique in a partial least squares structural equation model to investigate the gender difference in the direct and indirect effect of university entrepreneurship support (UES) on college students' entrepreneurial intention (EI). The results illustrate no significant gender differences in the direct effect of UES on EI, entrepreneurial self-efficacy (ESE) on EI, and ESE's mediating role in the relationship between UES and EI. More importantly, we find that UES demonstrates a greater reduction in fear of entrepreneurial failure (FEF) for male students compared to female students; UES has a more positive influence on male students' ESE than female students. Moreover, compared with female students, FEF has a stronger attenuating effect on male students' EI; UES is more likely to stimulate EI for male students by lowering FEF. These findings imply that universities seem to maintain and exacerbate gender inequality in startups, and current UES may be required to adapt or redesign.

Purpose

Drawing on theory and previous empirical findings, we attempted to shed some light on the relationship between modes of learning – both In-person and Online – and the successful placement of graduates within supply chains. We asked whether the mode of learning – whether remote learning or on-campus learning affects graduates' success in the field. Of interest are four logistics content areas of learning: knowledge of specific supply chain course content, mastery of related industry technology, exposure to logistics driven hard and soft skills and the extent to which such education is sufficient and necessary for meeting individual firms’ needs across supply chains.

Design and methodology

Data concerning these variables were collected from 219 recent logistics and supply chain program graduates at a southeastern university, and from 82 of their immediate logistics certified managers. We employed Necessary Condition Analysis for testing necessity conditions amongst our variables.

Findings

Findings suggest that a high level of knowledge in logistics-specific education content and mastery of logistic related technology - that were studied in-person rather than online - emerged as statistically significant conditions for graduates' success in the supply chain field. Surprisingly, identifiable hard and soft skills being taught that could help ensure successful graduates’ placement in their firms were found to be statistically insignificant conditions. None of the corresponding program variables that were studied online have emerged as statistically significant. Online learning as a mode of delivery appears to be a weak measure of overall student learning. Remote learning, in NCA terms, emerged as a poor necessary condition, and thus as a less relevant criterion for job placement in the logistics field. Our findings, although mixed, help ascertain and illuminate some facets of the academic-practitioner model suggesting, in part, a few necessary conditions that are still critical for aligning course content with the need in the field. Theoretical, practical, as well as methodological contributions are discussed, along with possible limitations and future research directions.

Originality/value

Our findings help ascertain and illuminate facets of the academic-practitioner model, and the critical alignment between its dual parts.

This study explores the determinants of entrepreneurial intentions among rural students in Oman's Dhofar region, focusing on self-efficacy, skills, and education as components of human capital. Using Bandura's social cognitive theory, a quantitative approach examines how psychological factors and experiential learning influence entrepreneurial intentions. Data from 467 randomly selected students were collected via self-reported surveys. Results show a significant positive relationship between self-efficacy and entrepreneurial intentions, with higher self-efficacy levels correlating with greater entrepreneurial inclination. Skills also positively impact entrepreneurial intentions, highlighting the importance of diverse skill sets. Additionally, self-efficacy moderates the relationship between skills and intentions, suggesting that high self-efficacy enhances the translation of skills into entrepreneurial ambitions. Unexpectedly, no significant correlation between education and entrepreneurial intentions was found. This study emphasizes the importance of psychological factors and experiential learning in shaping entrepreneurial intentions in unique socio-cultural and economic contexts. Insights can help policymakers and educators promote entrepreneurship and economic development in rural communities, fostering resilience and empowerment. This research enriches our understanding of entrepreneurship in diverse settings by examining the under-researched Dhofar region.

This study addresses a research gap in understanding the gender dimensions of perceived entrepreneurial competencies among undergraduate and MBA entrepreneurship students. It aims to unravel the underlying abilities shaping these competencies and explore potential gender variations in perceptions, ultimately contributing to the enhancement of entrepreneurship courses.

The research uses quantitative and qualitative methods to gather data from students who participated in entrepreneurship courses over four years. A competency survey, rooted in Morris et al.'s framework, captures self-assessments of entrepreneurial competencies. The study complements these quantitative findings with a systematic analysis of students' self-reflections, providing a comprehensive understanding of perceived competencies and potential gender differences.

The research identifies specific entrepreneurial competencies—opportunity recognition and conveying a compelling vision—and their underlying abilities perceived as crucial by male and female students. It explores the extent to which gender influences these perceptions. The dual-method approach enriches insights, offering a nuanced understanding of how competencies are perceived and varying influences based on gender.

This research uniquely explores the intricate dynamics of perceived entrepreneurial competencies, taking gender variations into account. It contributes to entrepreneurship course design and assessment, fostering students’ belief in entrepreneurial abilities and significantly contributing to self-concept development.

This study conducts a comprehensive review of entrepreneurial competences, utilising a systematic literature analysis encompassing 140 documents up to 2022. The primary objective is to critically examine the EntreComp framework, validating its structure and content through a meticulous comparison with competences identified in the literature. The findings confirm the robustness of EntreComp, emphasising the process-oriented nature of entrepreneurship, from opportunity identification to value creation. While EntreComp aligns with the majority of competences identified in the literature, certain nuances related to psychological and contextual factors, as well as practical considerations in current entrepreneurship practices, warrant attention. Furthermore, the study sheds light on the antecedents and developmental aspects of each competence, establishing a foundation for competence development informed by literature evidence. The paper also discusses the implications of the study's findings for entrepreneurship education, providing insights for the development of effective educational programs and suggesting avenues for future research in the field. Overall, this study contributes to advancing the understanding of entrepreneurship competences and their consideration in educational settings.

This study introduces the Adolescent Entrepreneurial Attributes (AEA) scale, designed to measure key entrepreneurial attributes among adolescents within an educational context. Employing a mixed-methods approach, the research involved four distinct studies: a Delphi study to refine the measurement items, a survey of youth entrepreneurship course graduates to gather perceptions of entrepreneurial attributes, a psychometric assessment to test the reliability and validity of the AEA scale, and a SEM validation study to correlate the AEA with established measures of entrepreneurial self-efficacy and intention. The findings revealed that the AEA scale is a reliable and valid tool that captures a nested profile of adolescents' entrepreneurial attributes, including innovativeness, opportunity recognition, risk-taking propensity, proactiveness, vision-driven thinking, ethical thinking, and communication and collaboration. The scale's development contributes to the field by providing a nuanced understanding of adolescents' entrepreneurial attributes. The scale supports educational efforts to assess entrepreneurship education (EE) with aims to nurture adolescents' generic entrepreneurial attributes, differentiating from existing measurements of entrepreneurial self-efficacy, and entrepreneurial intentions to evaluate entrepreneurship education programs.