International Journal of Management Education最新文献

In today's globalized society, religious beliefs continue to be a crucial predictor of personal attitudes. Hence, in line with Ajzen's TPB, this study aims to explore the effect of Islamic values on the entrepreneurial intent and behavior of Moroccan university students. A convenience sampling procedure was followed for gathering data through an online questionnaire among university students. The structural equation modeling was carried out in order to analyze the collected data. Findings support the appropriateness of Ajzen's theory in predicting university students' entrepreneurial intentions and actions, showing that Islamic values, including self-discipline, hardworking, and responsibility contribute considerably to improving attitude towards entrepreneurship (ATE), which in turn enhanced students' entrepreneurial intents (EI). These findings raise some valuable recommendations and implications for HEIs leaders to initiate appropriate measures to promote a propitious academic and entrepreneurial environment to foster entrepreneurial attitudes, by providing specific support to business and management students holding creative entrepreneurial ideas.

The study argues that the educational needs of engineering students for entrepreneurship and managerial education are specific and evolving over time toward a set of skills and knowledge needed in digital and dynamic world. Existing research largely ignored the distinct and evolving nature of these educational needs and their implications for entrepreneurship and managerial education of engineering students. Using design thinking and teaching model literature, we proposed teaching model framework and derived propositions from conceptual arguments to address these educational needs effectively. The proposed conceptual teaching model framework elaborates on the incorporation of cognitive acts of design in various aspects at ontological, didactical, and contextual levels. The framework views education as a process of co-construction, centered on students, where the role of the teacher is similar to that of a coach. Students work in teams and practice the cognitive acts of design that lead to the development of interpersonal, entrepreneurial, and managerial skills. For this purpose, open-ended questioning, real-life customer problems, design thinking methodology, and lean methodology are proposed as effective content and pedagogies to promote the entrepreneurial behaviors required in the current industrial scenario.

We survey business school faculty and students from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. This study leverages the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to explore the factors influencing faculty and student willingness and acceptance of online learning as we move to a post-COVID-19 new normal. We use partial least square structural equation modeling to examine the factors that impact faculty and student satisfaction and their behavioral intention to the continued use of online learning in the future. The results of the study indicate that when faculty perceive that e-learning improves their teaching performance and effectiveness (performance expectancy) and find that online teaching tools are relatively easy to use (effort expectancy) then they are more open to consider online teaching and using digital tools even after the pandemic. Further analysis, however, indicates that as faculty perceive a greater loss of control in the classroom, they are less likely to consider teaching/learning online courses and using digital tools in the future. Like faculty, students value online learning when they perceive it helps improve their learning and performance (performance expectancy) and find that e-learning tools are easy to use (effort expectancy) but in contrast to faculty, image, and peer pressure (Social influence) also plays an important role in their acceptance of online learning. Additionally, the changing classroom dynamics, specifically the professor-student power equation under online teaching, is less of a concern for students as compared to faculty.

Integrating and utilizing resources to seize business opportunities in complex and changing international markets is the key to enhancing the performance of entrepreneurial ventures. This study aimed to examine the impact of entrepreneurship education (EE) on international entrepreneurship performance. We used the resource-based view (RBV) to collect data from 315 international entrepreneurs through a questionnaire survey. The findings indicate that entrepreneurship education positively influences international entrepreneurial performance. Entrepreneurial bricolage (EB) and Entrepreneurial opportunity identification (EOI) are chain mediators of how entrepreneurship education affects international entrepreneurship performance. This study expands the application of resource theory to international entrepreneurship research, enriches the empirical research on entrepreneurship education, and provides new ideas for studying international entrepreneurship performance.

Purpose

This study aims to provide a comprehensive overview of Social Entrepreneurship Education (SEE) by examining the evolution, current state, and future research directions. It seeks to identify key themes, best practices, and the integration of social entrepreneurship principles within educational frameworks.

Methodology

The research uses a systematic mapping approach incorporating bibliometric citation and content analysis to analyze 161 articles from 2002 to 2021, identifying trends, themes, and gaps in SEE literature.

Findings

The results reveal three main clusters of research areas: integrating social entrepreneurship principles into educational models, social entrepreneurship intentions and antecedents, and challenges and competencies development in SEE. A taxonomy scheme for categorizing SEE research is proposed, enhancing understanding through six prepositions and 18 possible future research inquiries.

Implications

This classification system provides a comprehensive overview of SEE, promoting global collaboration and innovative teaching methodologies. It encourages a holistic approach to educational programs, using visualizations and maps for policy enactment.

Originality

This paper enhances SEE understanding through a taxonomy scheme, addresses review fragmentation, and provides a consolidated framework highlighting educational, theoretical, and methodological gaps, setting a comprehensive research agenda.

This paper analyzes the impact of the Problem-Based Learning (PBL) methodology, a teaching method that involves working with real-world problems and developing skills for their resolution, on university students' Intrapreneurial Intentions (IIN). A sample of 267 students participated in the study, and their responses were collected at two different times. The data were analyzed using statistical regression analysis and the fs-QCA technique. The results revealed that the PBL methodology significantly improved the behavior of variables associated with potentially intrapreneurial behaviors. Specifically, three components, namely Subjective Norms, Perceived Behavioral Control, and Risk-Taking Capacity, positively influenced undergraduate students' IIN. These findings suggest that the PBL methodology can be a valuable tool for universities in developing initiatives to improve graduate employability.

Despite the increasing interest in FinTech, there is limited research on understanding the dynamics of FinTech entrepreneurship. Therefore, this study aims to investigate the motivational factors that drive students' aspirations within the FinTech sector. Using the stimulus-organism-response (SOR) theory, this study explores how external stimuli, such as FinTech knowledge (crowdfunding, mobile payment, and blockchain), shape students' internal states (attitude toward FinTech entrepreneurship) and their responses (FinTech entrepreneurial intentions). Additionally, this study explores the moderation effect of technostress on the association between attitudes towards FinTech entrepreneurship and students' FinTech entrepreneurial intention. A sample of 2691 higher education students in Vietnam and the structural equal modeling method were employed to investigate the research model. The study's findings indicate that all three aspects of FinTech knowledge positively affect attitudes toward FinTech entrepreneurship. Additionally, the attitude toward FinTech entrepreneurship mediates the effect of knowledge about crowdfunding, mobile payment, and blockchain on FinTech entrepreneurial intention. Notably, the effect of attitude toward FinTech entrepreneurship on FinTech entrepreneurial intention was negatively moderated by technostress. This study is one of the first to utilize SOR theory to investigate the influence of FinTech knowledge and technostress on higher education students' FinTech entrepreneurial intentions, contributing novel insights into the intricate mechanisms driving FinTech entrepreneurship aspirations.

This study presents new evidence on how attending class –particularly synchronous virtual lessons– affects academic performance in higher education. We analyse data from over 500 undergraduate students enrolled in four finance courses at the University of Murcia, a Spanish public university where attendance is non-mandatory. After controlling for the student's previous admission grade, academic experience, and demographic factors, the results show that online class attendance significantly increases the likelihood of taking the exam and improves the success rate as well as the final grades. Moreover, when the analysis distinguishes between attending lectures and practical lessons, there is a similar (positive) effect on student performance.

Key performance indicators (KPIs) are a fundamental tool for understanding the outcomes of business policies. Teaching these indicators is conventionally accomplished through verbal lecturing using mathematical equations, accompanied by presentation graphics and tabular information representing the company's operational, financial, and strategic achievements. The conventional teaching method enables the student to understand what a KPI means and how it is calculated, however, it does not enable the student to understand easily how to interpret it. Here, a hybrid fuzzy-crisp rule-based AI system is presented and its effectiveness when applied with a group of management and organization students at the University of Belgrade, Faculty of Organizational Sciences, during the 2022/2023 academic year is evaluated. The potential of this tool is reflected in its ability to simulate adaptive and realistic business economic situations, its high interactivity and user-friendly interface, and intuitive graphical and tabular results that are easy to interpret enhanced with natural-language-inference-explanations. Univariate analysis along with some complementary statistical tests was used to examine students' satisfaction with the system and to distinguish between students who used the system, and students who attended conventional classes, both in terms of acquiring knowledge and retaining knowledge. In general, the results showed high students' satisfaction with the system. The scores obtained by the former group on the objective knowledge assessment test were on average significantly higher compared to those of the latter, proving the positive effect of the hybrid fuzzy-crisp rule-based AI teaching approach.

This paper aims to provide guidance for the redesign of sport management education post-pandemic, by gathering insights from various stakeholders within the sport ecosystem, using Thailand as a case study. Twenty-four key informants from different sectors of the sport ecosystem were invited for in-depth interviews. The findings, derived from a concurrent analysis of reflexive thematic and narrative elements, identified four subthemes related to the redesign of sport management education post-pandemic. Data from multiple stakeholders revealed that key considerations for reshaping future sport management education include connecting stakeholders, equipping students with essential skills, developing lecturers, and adjusting curriculum components.