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}
Pub Date : 2025-10-16DOI: 10.1016/j.ijme.2025.101288
Essam Hussain Al Lawati , Ibrahim Ali Jumaan , Umar Haiyat Abdul Kohar , Ali Tarhini
This study aims to investigate the effects of entrepreneurship education, entrepreneurial culture, and social media usage on students' entrepreneurial intentions. A conceptual model was proposed based on the theory of planned behaviour. Covariance-based structural equation modelling (CB-SEM) was used to analyse the perspectives of 644 students in Oman. The proposed structural model explained 62 % of the total variance of entrepreneurial intentions. The findings reveal that attitude and perceived behavioural control determine students' entrepreneurial intention, while entrepreneurial culture is an insignificant determinant in influencing students' entrepreneurial intention. Social media usage and entrepreneurship education have a significant influence on attitudes, entrepreneurial culture, and perceived behavioural control. Moreover, attitude and perceived behavioural control significantly mediated the relationships between social media usage and entrepreneurial intention. This study contributes to the literature by explaining how entrepreneurship education, entrepreneurial culture, and social media usage trigger students’ entrepreneurial intentions based on the TPB. Ultimately, this study guides policymakers and higher education institutions on stimulating students' entrepreneurial intentions.
{"title":"Entrepreneurial intention revisited: The roles of entrepreneurship education, entrepreneurial culture, and social media usage","authors":"Essam Hussain Al Lawati , Ibrahim Ali Jumaan , Umar Haiyat Abdul Kohar , Ali Tarhini","doi":"10.1016/j.ijme.2025.101288","DOIUrl":"10.1016/j.ijme.2025.101288","url":null,"abstract":"<div><div>This study aims to investigate the effects of entrepreneurship education, entrepreneurial culture, and social media usage on students' entrepreneurial intentions. A conceptual model was proposed based on the theory of planned behaviour. Covariance-based structural equation modelling (CB-SEM) was used to analyse the perspectives of 644 students in Oman. The proposed structural model explained 62 % of the total variance of entrepreneurial intentions. The findings reveal that attitude and perceived behavioural control determine students' entrepreneurial intention, while entrepreneurial culture is an insignificant determinant in influencing students' entrepreneurial intention. Social media usage and entrepreneurship education have a significant influence on attitudes, entrepreneurial culture, and perceived behavioural control. Moreover, attitude and perceived behavioural control significantly mediated the relationships between social media usage and entrepreneurial intention. This study contributes to the literature by explaining how entrepreneurship education, entrepreneurial culture, and social media usage trigger students’ entrepreneurial intentions based on the TPB. Ultimately, this study guides policymakers and higher education institutions on stimulating students' entrepreneurial intentions.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101288"},"PeriodicalIF":7.4,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145334231","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 : 2025-10-14DOI: 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":"2025-10-14","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 : 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":"2025-10-08","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}
Against the strategic backdrop of the digital and intelligent transformation of global higher education, the emerging cluster of technologies with artificial intelligence (AI) at its core is fundamentally reshaping the operational logic and value ecosystem of business education systems. To comprehensively understand the current research landscape and progress of AI and business talent development, this study conducts a systematic literature review, retrieving 192 research articles published between 2015 and 2024 from the Scopus and Web of Science databases. Based on descriptive statistics and CiteSpace bibliometric analysis, this study summarizes the major progress and key findings of the past decade across four domains of business talent development in higher education. The study further provides practical implications for business school administrators and faculty, highlighting insufficient attention to macro-level issues such as core AI competencies, curriculum restructuring, and institutional resource support. It also notes the lack of in-depth reflection on the mechanisms through which AI is embedded in business talent development. In addition, through further analysis of theoretical frameworks and research methods, this study suggests that future academic research should explore emerging frontier topics such as artificial general intelligence and quantum algorithms, promote interdisciplinary integration of business education with neuroscience, social sciences, and environmental science, place greater emphasis on longitudinal research, and adopt research paradigms driven by both data and mechanisms.
在全球高等教育数字化和智能化转型的战略背景下，以人工智能（AI）为核心的新兴技术集群正在从根本上重塑商业教育系统的运营逻辑和价值生态系统。为了全面了解人工智能与商业人才发展的研究现状和进展，本研究系统地检索了2015 - 2024年间在Scopus和Web of Science数据库中发表的192篇研究论文。基于描述性统计和CiteSpace文献计量分析，本研究总结了过去十年来高等教育商业人才发展的四个领域的主要进展和关键发现。该研究进一步为商学院管理人员和教师提供了实际意义，突出了对核心人工智能能力、课程重组和机构资源支持等宏观层面问题的关注不足。报告还指出，对人工智能嵌入商业人才发展的机制缺乏深入思考。此外，通过对理论框架和研究方法的进一步分析，本研究建议未来的学术研究应探索人工智能、量子算法等新兴前沿课题，促进商业教育与神经科学、社会科学、环境科学的跨学科融合，更加重视纵向研究，采用数据驱动和机制驱动的研究范式。
{"title":"Exploring the impact of artificial intelligence on business talent development in higher education:A systematic literature review and research agenda","authors":"Qinglan Wu , Lanzhen Chen , Minwei Chen , Yangjie Huang","doi":"10.1016/j.ijme.2025.101287","DOIUrl":"10.1016/j.ijme.2025.101287","url":null,"abstract":"<div><div>Against the strategic backdrop of the digital and intelligent transformation of global higher education, the emerging cluster of technologies with artificial intelligence (AI) at its core is fundamentally reshaping the operational logic and value ecosystem of business education systems. To comprehensively understand the current research landscape and progress of AI and business talent development, this study conducts a systematic literature review, retrieving 192 research articles published between 2015 and 2024 from the Scopus and Web of Science databases. Based on descriptive statistics and CiteSpace bibliometric analysis, this study summarizes the major progress and key findings of the past decade across four domains of business talent development in higher education. The study further provides practical implications for business school administrators and faculty, highlighting insufficient attention to macro-level issues such as core <span>AI</span> competencies, curriculum restructuring, and institutional resource support. It also notes the lack of in-depth reflection on the mechanisms through which AI is embedded in business talent development. In addition, through further analysis of theoretical frameworks and research methods, this study suggests that future academic research should explore emerging frontier topics such as artificial general intelligence and quantum algorithms, promote interdisciplinary integration of business education with neuroscience, social sciences, and environmental science, place greater emphasis on longitudinal research, and adopt research paradigms driven by both data and mechanisms.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101287"},"PeriodicalIF":7.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236120","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 : 2025-10-07DOI: 10.1016/j.ijme.2025.101286
Prince Yeboah Asare
This descriptive cross-sectional study examined test anxiety patterns among 235 final-year business education students from a developing country, using a profiling framework informed by Cognitive Load Theory, Control-Value Theory, and the Yerkes-Dodson Law. The study aimed to empirically validate previously proposed test anxiety profiles, identify the most frequently occurring types, and develop targeted intervention strategies for those with a high likelihood of occurrence. It focused on two key anxiety dimensions: Pre-Exam Focus and Recall Anxiety and Post-Exam Reflection and Performance Concern, exploring how students’ cognitive and emotional responses to assessment related to academic performance. Using data from students enrolled in a Financial Management course, the study identified anxiety profiles that reflected their assessment experiences. Four profiles occurred significantly more frequently than expected by chance: Low Anxiety Achievers, Mild Post-Exam Worriers, Moderate Anxiety Responders, and High Anxiety Strugglers. These recurring profiles were associated with distinct academic performance patterns, with High Anxiety Strugglers showing the most pronounced challenges. A matrix-based framework was developed to link anxiety profiles with performance outcomes and to provide profile-specific intervention strategies. The findings reinforced the structured and recurring nature of test anxiety and highlighted the need for differentiated strategies to support students in high-stakes, content-intensive academic settings.
{"title":"From quadrant typology to matrix framework: Profiling financial management students’ test anxiety and academic performance for intervention-oriented insights","authors":"Prince Yeboah Asare","doi":"10.1016/j.ijme.2025.101286","DOIUrl":"10.1016/j.ijme.2025.101286","url":null,"abstract":"<div><div>This descriptive cross-sectional study examined test anxiety patterns among 235 final-year business education students from a developing country, using a profiling framework informed by Cognitive Load Theory, Control-Value Theory, and the Yerkes-Dodson Law. The study aimed to empirically validate previously proposed test anxiety profiles, identify the most frequently occurring types, and develop targeted intervention strategies for those with a high likelihood of occurrence. It focused on two key anxiety dimensions: Pre-Exam Focus and Recall Anxiety and Post-Exam Reflection and Performance Concern, exploring how students’ cognitive and emotional responses to assessment related to academic performance. Using data from students enrolled in a Financial Management course, the study identified anxiety profiles that reflected their assessment experiences. Four profiles occurred significantly more frequently than expected by chance: Low Anxiety Achievers, Mild Post-Exam Worriers, Moderate Anxiety Responders, and High Anxiety Strugglers. These recurring profiles were associated with distinct academic performance patterns, with High Anxiety Strugglers showing the most pronounced challenges. A matrix-based framework was developed to link anxiety profiles with performance outcomes and to provide profile-specific intervention strategies. The findings reinforced the structured and recurring nature of test anxiety and highlighted the need for differentiated strategies to support students in high-stakes, content-intensive academic settings.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101286"},"PeriodicalIF":7.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236121","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 : 2025-10-07DOI: 10.1016/j.ijme.2025.101291
Diogo Costa Almeida , Paulo Afonso , Luís Pinto Ferreira , Ana Maria Soares
The widespread integration of entrepreneurial education (EE) in higher education programs is often underpinned by assumptions of positive effects on students' entrepreneurial competences (EC) and entrepreneurial intentions (EI). Nevertheless, there is missing empirical evidence on such impact and methodologically robust approaches that combine output metrics with an exploration of the dynamics involved in the processes derived from EE. The objectives of this study are: (1) to analyze the impact of EE on the EC and EI of university students; and (2) to test the occurrence of a polarizing effect on EI. The theoretical framework combines Competency-Based Theory and the Theory of Planned Behavior (TPB). We adopted a quasi-experimental longitudinal design with a single-group pretest-posttest approach, involving 84 students from six Portuguese universities. We used validated measurement scales to assess EC and EI. Findings support a statistically significant effect on the development of EC, with a large pre/post effect (Cohen's d = 0.80), both at the global construct level and across all its dimensions. Although no significant effect was found on EI, there was some evidence suggesting positive, asymmetric polarization, reinforcing initially positive intentions more strongly than negative ones.
创业教育（EE）在高等教育项目中的广泛整合通常基于对学生创业能力（EC）和创业意图（EI）产生积极影响的假设。然而，缺乏关于这种影响的经验证据和方法上可靠的方法，这些方法将产出指标与从情感表达衍生的过程中涉及的动态探索结合起来。本研究的目的是：(1)分析情感表达对大学生情感表达和情感表达的影响；(2)检验EI极化效应的发生情况。理论框架结合了能力本位理论和计划行为理论。我们采用准实验纵向设计，采用单组前测后测方法，涉及来自葡萄牙六所大学的84名学生。我们使用经过验证的测量量表来评估EC和EI。研究结果支持对EC发展的统计显着影响，具有很大的前后效应（Cohen’s d = 0.80），无论是在全球结构水平还是在其所有维度上。虽然没有发现对EI的显著影响，但有一些证据表明，积极的、不对称的极化，比消极的意图更强烈地强化了最初的积极意图。
{"title":"Exploring the longitudinal impact of entrepreneurial education on entrepreneurial competences and intentions: evidence of an asymmetric polarization effect","authors":"Diogo Costa Almeida , Paulo Afonso , Luís Pinto Ferreira , Ana Maria Soares","doi":"10.1016/j.ijme.2025.101291","DOIUrl":"10.1016/j.ijme.2025.101291","url":null,"abstract":"<div><div>The widespread integration of entrepreneurial education (EE) in higher education programs is often underpinned by assumptions of positive effects on students' entrepreneurial competences (EC) and entrepreneurial intentions (EI). Nevertheless, there is missing empirical evidence on such impact and methodologically robust approaches that combine output metrics with an exploration of the dynamics involved in the processes derived from EE. The objectives of this study are: (1) to analyze the impact of EE on the EC and EI of university students; and (2) to test the occurrence of a polarizing effect on EI. The theoretical framework combines Competency-Based Theory and the Theory of Planned Behavior (TPB). We adopted a quasi-experimental longitudinal design with a single-group pretest-posttest approach, involving 84 students from six Portuguese universities. We used validated measurement scales to assess EC and EI. Findings support a statistically significant effect on the development of EC, with a large pre/post effect (Cohen's d = 0.80), both at the global construct level and across all its dimensions. Although no significant effect was found on EI, there was some evidence suggesting positive, asymmetric polarization, reinforcing initially positive intentions more strongly than negative ones.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101291"},"PeriodicalIF":7.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236122","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 : 2025-10-07DOI: 10.1016/j.ijme.2025.101289
Ping Bao , Zengrui Xiao
This study aimed to investigate the impact of ideological and political education on university students' social entrepreneurial intention, integrating the mediating role of prosocial motivation and the moderating role of entrepreneurship education. Data was acquired from 447 university graduates, and hypotheses were tested with regression analysis and bootstrapping method. The empirical results demonstrated that ideological and political education facilitates university students' prosocial motivation, which subsequently promotes their social entrepreneurial intention. Further, the positive impact of ideological and political education on social entrepreneurial intention is mediated by prosocial motivation and strengthened by entrepreneurship education. Based on these findings, it is suggested that universities in China should integrate ideological and political education with entrepreneurship education to promote students’ engagement in social entrepreneurship, while universities in other countries could also consider developing entrepreneurship education programs with their own ideological characteristics.
{"title":"How does ideological and political education facilitate university students’ social entrepreneurial intention in China?","authors":"Ping Bao , Zengrui Xiao","doi":"10.1016/j.ijme.2025.101289","DOIUrl":"10.1016/j.ijme.2025.101289","url":null,"abstract":"<div><div>This study aimed to investigate the impact of ideological and political education on university students' social entrepreneurial intention, integrating the mediating role of prosocial motivation and the moderating role of entrepreneurship education. Data was acquired from 447 university graduates, and hypotheses were tested with regression analysis and bootstrapping method. The empirical results demonstrated that ideological and political education facilitates university students' prosocial motivation, which subsequently promotes their social entrepreneurial intention. Further, the positive impact of ideological and political education on social entrepreneurial intention is mediated by prosocial motivation and strengthened by entrepreneurship education. Based on these findings, it is suggested that universities in China should integrate ideological and political education with entrepreneurship education to promote students’ engagement in social entrepreneurship, while universities in other countries could also consider developing entrepreneurship education programs with their own ideological characteristics.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"24 1","pages":"Article 101289"},"PeriodicalIF":7.4,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236119","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 : 2025-10-03DOI: 10.1016/j.ijme.2025.101285
Maike Liu , Marjan J. Gorgievski , Fred Paas
Creativity is a commonly assumed outcome of entrepreneurship education, and is a crucial, though not sufficient, prerequisite for entrepreneurial success. Building on the study demands-resources model, this study investigates how study demands and self-efficacy influence students' well-being and, subsequently, their perceived creativity and entrepreneurial intentions. A longitudinal survey was conducted among 518 students at three time points during an innovation and entrepreneurship course. Structural equation modeling was employed to test the hypothesized relationships and to analyze complex mediation and moderation effects over time. The results showed that challenge demands, such as a challenging learning environment and clearly defined goals and standards, enhanced study engagement. Conversely, hindrance demands, such as role conflict and emotional demands, led to study exhaustion. Self-efficacy played a dual role by boosting study engagement and reducing study exhaustion, although unexpectedly intensifying the negative effect of role unclarity on exhaustion. Moreover, higher study engagement fostered entrepreneurial intentions indirectly through increasing perceived creativity. These findings provide empirical insights into how the study environment influences students’ outcomes and offer practical implications for designing more effective teaching pedagogy of entrepreneurship education.
{"title":"The impact of study demands and self-efficacy on perceived creativity and entrepreneurial intentions: A longitudinal study","authors":"Maike Liu , Marjan J. Gorgievski , Fred Paas","doi":"10.1016/j.ijme.2025.101285","DOIUrl":"10.1016/j.ijme.2025.101285","url":null,"abstract":"<div><div>Creativity is a commonly assumed outcome of entrepreneurship education, and is a crucial, though not sufficient, prerequisite for entrepreneurial success. Building on the study demands-resources model, this study investigates how study demands and self-efficacy influence students' well-being and, subsequently, their perceived creativity and entrepreneurial intentions. A longitudinal survey was conducted among 518 students at three time points during an innovation and entrepreneurship course. Structural equation modeling was employed to test the hypothesized relationships and to analyze complex mediation and moderation effects over time. The results showed that challenge demands, such as a challenging learning environment and clearly defined goals and standards, enhanced study engagement. Conversely, hindrance demands, such as role conflict and emotional demands, led to study exhaustion. Self-efficacy played a dual role by boosting study engagement and reducing study exhaustion, although unexpectedly intensifying the negative effect of role unclarity on exhaustion. Moreover, higher study engagement fostered entrepreneurial intentions indirectly through increasing perceived creativity. These findings provide empirical insights into how the study environment influences students’ outcomes and offer practical implications for designing more effective teaching pedagogy of entrepreneurship education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101285"},"PeriodicalIF":7.4,"publicationDate":"2025-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219285","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 : 2025-09-26DOI: 10.1016/j.ijme.2025.101277
Ana Munárriz , Yeray Rodríguez Rincón
Quantitative competencies are essential for the employability and professional development of undergraduate students in Economics and Business as they transition into the labour market. However, recent research highlights significant gaps between students' pre-university quantitative preparation and the level required for successful university-level competency development, which is critical to ensuring the comprehensive acquisition of these skills. This study presents a critical systematic literature review, conducted according to the PRISMA methodology, encompassing 46 peer-reviewed articles that address four research questions that are gaining increasing relevance in the current academic discourse.
The findings reveal a significant competency gap among incoming students, particularly those following pre-university pathways recommended by educational institutions. Furthermore, quantitative competencies emerge as a strong predictor of academic performance, not only in quantitative courses but also across the broader curriculum, with cognitive and behavioural-affective variables—such as self-regulation, self-efficacy, and motivation—playing a mediating role. The development of these competencies is enhanced when students engage with well-structured pedagogical environments, including flipped learning and problem-based learning, and when technology is integrated in alignment with sound pedagogical frameworks.
The analysis yields avenues for future research, teaching practice and curriculum design, underscoring the need to better align competency transfer between pre-university and higher education stages.
{"title":"Mind the gap: Linking quantitative skill deficits and academic success in Economics and Business degrees — A systematic literature review","authors":"Ana Munárriz , Yeray Rodríguez Rincón","doi":"10.1016/j.ijme.2025.101277","DOIUrl":"10.1016/j.ijme.2025.101277","url":null,"abstract":"<div><div>Quantitative competencies are essential for the employability and professional development of undergraduate students in Economics and Business as they transition into the labour market. However, recent research highlights significant gaps between students' pre-university quantitative preparation and the level required for successful university-level competency development, which is critical to ensuring the comprehensive acquisition of these skills. This study presents a critical systematic literature review, conducted according to the PRISMA methodology, encompassing 46 peer-reviewed articles that address four research questions that are gaining increasing relevance in the current academic discourse.</div><div>The findings reveal a significant competency gap among incoming students, particularly those following pre-university pathways recommended by educational institutions. Furthermore, quantitative competencies emerge as a strong predictor of academic performance, not only in quantitative courses but also across the broader curriculum, with cognitive and behavioural-affective variables—such as self-regulation, self-efficacy, and motivation—playing a mediating role. The development of these competencies is enhanced when students engage with well-structured pedagogical environments, including flipped learning and problem-based learning, and when technology is integrated in alignment with sound pedagogical frameworks.</div><div>The analysis yields avenues for future research, teaching practice and curriculum design, underscoring the need to better align competency transfer between pre-university and higher education stages.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101277"},"PeriodicalIF":7.4,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157157","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号