International Journal of Management Education最新文献

Experiential entrepreneurship education programmes expose students to high levels of uncertainty and motivate them to take economic and emotional risks. Navigating educator roles in these programmes is difficult for educators. Although essential for effective student learning, a more theoretical understanding of educator roles within experiential entrepreneurship education programmes is needed. Following an extended case methodology, this study is among the first to validate and question the Kolb Educator Role Profile (KERP) in experiential entrepreneurship education. We theoretically extend the KERP typology by contextualising KERP within the experiential entrepreneurship education literature and incorporating insights from 18 experiential entrepreneurship education programmes. We reveal three anomalies that extend beyond the traditionally defined educator roles within the KERP typology: (1) educators need to initiate concrete experiences, (2) educators need to manage students' access to practical entrepreneurship competence, and (3) educators need to make students do entrepreneurship. By introducing KERP and discussing these anomalies, we provide clarity for experiential entrepreneurship educators, helping them navigate, commit to, and prioritise distinct educator roles. This paper implies a deeper understanding of educator roles in experiential entrepreneurship programmes, clarifying how educators manage effective student learning.

Global disruptions triggered by crises such as COVID-19 have a significant impact on the higher education sector, forcing a transition to remote learning which creates serious repercussions on student learning. Despite the considerable scholarship on learning and teaching generated by the COVID-19 pandemic, there remains a gap in understanding educator experiences in engaging and supporting students online. A qualitative case study research methodology was used to explore the experiences of educators from an Australian university business school during the pivot to remote teaching. Thematic analysis of semi-structured interviews with eight academic staff and two academic skills advisors highlighted challenges and opportunities related to the experiences of the educators, with a particular focus on the use of teaching resources, instructional strategies and assessment design during the COVID-19 pandemic. Educators found virtual consultations with students to be more effective and engaging compared to face-to-face, as students were less distracted during those consultations. The findings also highlighted the extent and variety of personalised support provided by educators to students but often at the cost of their own wellbeing. The study makes a valuable contribution to improving teaching and learning practises for a post-pandemic era and future educational practises in business education.

While contemporary capitalist society is stimulating corporate social responsibility (CSR) and related themes such as sustainability, with the UN SDGs and ESG as dominant narratives, educators have voiced concerns about the actual issue of how to integrate these emerging phenomena into management education. This study adopted a sequential explanatory design using responses collected from international business school students in Asia over a 6-year period to examine this gap. Their perceptions were analyzed by matching them against Carroll's four-part definitional framework, the pyramid of CSR, to gauge the degree to which CSR theories are received by students. The results revealed that the majority of Asian students understand CSR differently from the mantra “CSR is about responsible business”. Depending on the context, Carroll's CSR pyramid is negatively perceived by students in Asia as many are aware that CSR is a culturally hypersensitive subject. The study proposes three recommendations for developing inclusive CSR education in multicultural settings: 1) emphasizing the “changing” role of business in the world and contemporary capitalism; 2) emphasizing the necessity of blending Western CSR theories with sustainable development issues in other nations; and 3) adding more details about cultural sensitivity in our use of CSR.

The application of virtual reality (VR)/animation-enhanced technologies to various educational settings has received increasing attention from academics and educators. However, empirical investigation of this issue using an integrated theoretical perspective is scarce in management education. Additionally, prior studies that specifically investigate the influences of the technological attributes of VR/animation-enhanced technologies and learners' perceptions and experiences in management education contexts are scarce. This study thus investigates this issue by adopting the viewpoints of technological attributes and individual perceptions and experiences to comprehend students’ situated experiential learning. Therefore, to examine whether such a learning method improves learning achievement by enhancing long-term memory, this study conducted a quasi-experiment to understand how technological attributes influence students' cognitive and affective responses, confidence, and satisfaction, thus affecting behavioral intention and learning achievement. A total of 230 students participated in this study. The stimulus-organism-response model, situated learning theory, and flow theory were integrated in this study to explore the relationships between the factors of psychological state and students' experiential learning processes. All hypotheses were supported, except confidence did not significantly influence students' behavioral intention and learning achievement after four weeks. The implications for theory and practice of this study are subsequently discussed.

Building upon the core concept of Ajzen's Theory of Planned Behavior, this study aims to investigate the dynamic relationship between Entrepreneurial Education (EED) and business success, considering the mediating roles of Government support and entrepreneurs' self-efficacy beliefs. The study collected data from a sample of 300 small business owners in the Peshawar district of Pakistan, utilizing adapted constructs and analyzing the data through measurement and structural modeling using Smart PLS. The results reveal a significant positive association between EED and business success among business owners. Similarly, Government support is found to play a role in fostering a culture of EED among these business owners. When examining mediating factors, Government support is shown to mediate the relationship between an individual's EED and their business success, whereas it does not significantly mediate the relationship between an individual's Entrepreneurial Self-Efficacy (ESE) and business success. Conversely, Entrepreneurial self-efficacy is identified as a potential mediator between EED and business success. However, it does not mediate the relationship between Government support and business success. Based on the findings, it is concluded that government support significantly contributes to shaping the relationship between Entrepreneurship Education (EED) and business success within the SME sector in developing countries. Likewise, the self-efficacy of business owners is identified as a pivotal individual element that positively influences business success in various circumstances. The study suggests that the SME sector in developing countries can thrive with the support of government initiatives promoting Entrepreneurial Education.

Educators from various disciplines are using interactive components and brief videos in social media to create engaging and effective learning experiences. This study examines the integration of Instagram in higher education, focusing on short videos to teach economic concepts. Although social media's potential to enhance learning is recognized, there is limited understanding of its impact on communication, participation, and motivation among students. This research fills this gap by exploring the most effective ways to use Instagram to improve these aspects, aiming to increase student satisfaction.

We present an exploratory theoretical model and test it on 338 Business Administration students. Using structural equation modeling with partial least squares (PLS-SEM), we analyze the relationships between Instagram usage, communication, participation, and motivation as predictors of student satisfaction. This approach is relevant for educators seeking to enhance student engagement through digital methods and offers a framework for further research. The findings reveal a significant correlation between Instagram usage and improved communication, participation, and motivation, leading to higher student satisfaction. This study contributes to the literature by providing empirical evidence of Instagram's positive impact on learning experiences and offers a theoretical model to guide future research and strategy development in educational settings.

Drawing upon the social cognitive theory, this study investigates the relationships between learning goal orientation, social capital, entrepreneurial self-efficacy, and entrepreneurial intentions. Survey data were collected among 289 Dutch students who enrolled in an entrepreneurship program. Students completed a questionnaire before and after the program. The results demonstrated that learning goal orientation and student-student relationships positively related to students’ entrepreneurial self-efficacy, which, in turn, fostered their entrepreneurial intentions. However, the impact of teacher-student relationships on entrepreneurial self-efficacy was not significant over and above the impact of student-student relationships. Multigroup analysis showed that students with prior entrepreneurial experience indicated higher learning goal orientation and entrepreneurial intentions, as compared with their counterparts without prior experience. The impact of learning goal orientation on entrepreneurial self-efficacy was significant for students with prior experience, while this relationship remains non-significant for those without prior experience. These findings contribute to continually improving teaching effectiveness of entrepreneurship programs.

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.