The adoption of generative AI is reshaping higher education, particularly in the areas of teaching and learning. This study examines the perspectives of management educators' on the use of AI tools (e.g., ChatGPT), in Finnish universities of applied sciences. Based on qualitative interviews with 29 educators working in Finnish universities of applied sciences, the findings highlight ethical concerns, data privacy risks, AI benefits, and challenges in balancing automation with human-centered teaching. While educators acknowledge AI's potential to enhance learning, concerns persist regarding its academic integrity, institutional readiness, and literacy. Female and experienced educators express greater ethical apprehensions, while male and early-career educators tend to emphasize AI’s efficiency. This study underscores the need for targeted AI training, institutional policies, and ethical frameworks to guide responsible adoption. Finally, this study contributes to the evolving discourse on equitable and effective AI implementation in education.
{"title":"Understanding management educators’ perspectives on AI adoption: A qualitative study","authors":"Faisal Shahzad , Zehra Binnur Avunduk , Zeeshan Ullah , Ahmad Arslan","doi":"10.1016/j.ijme.2025.101274","DOIUrl":"10.1016/j.ijme.2025.101274","url":null,"abstract":"<div><div>The adoption of generative AI is reshaping higher education, particularly in the areas of teaching and learning. This study examines the perspectives of management educators' on the use of AI tools (e.g., ChatGPT), in Finnish universities of applied sciences. Based on qualitative interviews with 29 educators working in Finnish universities of applied sciences, the findings highlight ethical concerns, data privacy risks, AI benefits, and challenges in balancing automation with human-centered teaching. While educators acknowledge AI's potential to enhance learning, concerns persist regarding its academic integrity, institutional readiness, and literacy. Female and experienced educators express greater ethical apprehensions, while male and early-career educators tend to emphasize AI’s efficiency. This study underscores the need for targeted AI training, institutional policies, and ethical frameworks to guide responsible adoption. Finally, this study contributes to the evolving discourse on equitable and effective AI implementation in education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101274"},"PeriodicalIF":7.4,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117719","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 : 2025-09-19DOI: 10.1016/j.ijme.2025.101278
Huan Li, Hanlihui Ma, Xinyu Hui, Qian Wang
While prior research has demonstrated the role of entrepreneurship education in addressing employment challenges, its specific contributions to enhancing individual employability remain largely unclear. This knowledge gap has somewhat limited the availability of entrepreneurship education to a broader spectrum of college students beyond those enrolled in business schools. In this context, this study seeks to examine the impact of enrolling in an entrepreneurship module on the employability development among non-business students. Drawing on the concept of “entrepreneurship employability,” a process-based view of employability, and interviews with 35 master of arts students in Global Education who enrolled in an educational entrepreneurship module, the findings indicate that the module has prompted the students to develop their employability by fostering an entrepreneurial mindset. Specifically, we found that the entrepreneurship module encouraged students to expand their career horizons, make informed decisions about job opportunities based on employer insights, acquire resources they previously lacked for enhancing employability, and develop a unique employability narrative. Given these findings, we recommend reconsidering the broader value of entrepreneurship education, extending beyond fostering entrepreneurial intent and effectiveness, and suggest that expanding the reach of entrepreneurship education can play a pivotal role in enhancing non-business students’ employability.
{"title":"Exploring the impact of entrepreneurship module on employability development among non-business students","authors":"Huan Li, Hanlihui Ma, Xinyu Hui, Qian Wang","doi":"10.1016/j.ijme.2025.101278","DOIUrl":"10.1016/j.ijme.2025.101278","url":null,"abstract":"<div><div>While prior research has demonstrated the role of entrepreneurship education in addressing employment challenges, its specific contributions to enhancing individual employability remain largely unclear. This knowledge gap has somewhat limited the availability of entrepreneurship education to a broader spectrum of college students beyond those enrolled in business schools. In this context, this study seeks to examine the impact of enrolling in an entrepreneurship module on the employability development among non-business students. Drawing on the concept of “entrepreneurship employability,” a process-based view of employability, and interviews with 35 master of arts students in Global Education who enrolled in an educational entrepreneurship module, the findings indicate that the module has prompted the students to develop their employability by fostering an entrepreneurial mindset. Specifically, we found that the entrepreneurship module encouraged students to expand their career horizons, make informed decisions about job opportunities based on employer insights, acquire resources they previously lacked for enhancing employability, and develop a unique employability narrative. Given these findings, we recommend reconsidering the broader value of entrepreneurship education, extending beyond fostering entrepreneurial intent and effectiveness, and suggest that expanding the reach of entrepreneurship education can play a pivotal role in enhancing non-business students’ employability.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101278"},"PeriodicalIF":7.4,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104340","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 : 2025-09-19DOI: 10.1016/j.ijme.2025.101279
Mohit Malhan
Student engagement, often regarded as important for learning outcomes, presents a persistent challenge in technical management courses. This study examines how storytelling and AI interventions enhance engagement and learning relevance in a postgraduate B2B Marketing course.
A quasi-longitudinal, naturalistic comparison was conducted using aggregate student feedback data from two academic years, 2024 (N = 125) and 2025 (N = 164), at a leading Indian business school. The 2025 iteration implemented an intervention integrating storytelling with AI-enabled tools. Grounded in engagement theory and instructional design, the study proposes a model in which instructor behaviours and course design precede student engagement, which relates to perceived learning and satisfaction.
The analysis employed descriptive and comparative statistics, Z-score benchmarking, thematic clustering, and qualitative triangulation of student comments. The interventions led to robust gains in communication skills (+0.43), interest generation (+0.47), course material relevance (+0.37), and overall rating (+0.39). Storytelling enhanced emotional engagement and conceptual clarity, while AI improved feedback precision and contextualisation. These findings support the proposed model.
The study contributes a theoretically grounded, empirically supported hybrid pedagogical model that integrates narrative and AI-based approaches. It offers actionable insights for instructors and institutions seeking to humanise technical content, personalise learning, and responsibly embed AI in management education.
{"title":"Bridging the engagement gap in B2B marketing education: Integrating storytelling and AI","authors":"Mohit Malhan","doi":"10.1016/j.ijme.2025.101279","DOIUrl":"10.1016/j.ijme.2025.101279","url":null,"abstract":"<div><div>Student engagement, often regarded as important for learning outcomes, presents a persistent challenge in technical management courses. This study examines how storytelling and AI interventions enhance engagement and learning relevance in a postgraduate B2B Marketing course.</div><div>A quasi-longitudinal, naturalistic comparison was conducted using aggregate student feedback data from two academic years, 2024 (N = 125) and 2025 (N = 164), at a leading Indian business school. The 2025 iteration implemented an intervention integrating storytelling with AI-enabled tools. Grounded in engagement theory and instructional design, the study proposes a model in which instructor behaviours and course design precede student engagement, which relates to perceived learning and satisfaction.</div><div>The analysis employed descriptive and comparative statistics, Z-score benchmarking, thematic clustering, and qualitative triangulation of student comments. The interventions led to robust gains in communication skills (+0.43), interest generation (+0.47), course material relevance (+0.37), and overall rating (+0.39). Storytelling enhanced emotional engagement and conceptual clarity, while AI improved feedback precision and contextualisation. These findings support the proposed model.</div><div>The study contributes a theoretically grounded, empirically supported hybrid pedagogical model that integrates narrative and AI-based approaches. It offers actionable insights for instructors and institutions seeking to humanise technical content, personalise learning, and responsibly embed AI in management education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101279"},"PeriodicalIF":7.4,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104339","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 : 2025-09-12DOI: 10.1016/j.ijme.2025.101272
Ruchika Khetarpal , Dinesh Jain , Baishali Mitra
This study uses human capital theory and planned behavior to examine how entrepreneurship education affects young people's entrepreneurial goals. We are studying the direct and indirect impacts of entrepreneurship education on intentions, as well as how entrepreneurial motivation and preparation modulate them. We investigated 205 graduate students in postgraduate entrepreneurial courses. We used the partial least squares structural equation model for the analysis. The PLS-SEM study's results indicate that entrepreneurial motivation and readiness significantly influence the relationship between entrepreneurial ambitions and entrepreneurship education. The research demonstrated that entrepreneurship education and passion improve the readiness of young individuals to pursue entrepreneurship. Furthermore, the findings indicate that a youth's level of readiness significantly influences their intention to establish their own business. Nevertheless, entrepreneurship education has an independent impact on the framework's overall relationship. Our research contributes to the current corpus of literature on entrepreneurship education by integrating individual talents with behavioral components.
{"title":"The role of entrepreneurship education, entrepreneurial motivation, and entrepreneurial readiness in mapping entrepreneurial intention of youth","authors":"Ruchika Khetarpal , Dinesh Jain , Baishali Mitra","doi":"10.1016/j.ijme.2025.101272","DOIUrl":"10.1016/j.ijme.2025.101272","url":null,"abstract":"<div><div>This study uses human capital theory and planned behavior to examine how entrepreneurship education affects young people's entrepreneurial goals. We are studying the direct and indirect impacts of entrepreneurship education on intentions, as well as how entrepreneurial motivation and preparation modulate them. We investigated 205 graduate students in postgraduate entrepreneurial courses. We used the partial least squares structural equation model for the analysis. The PLS-SEM study's results indicate that entrepreneurial motivation and readiness significantly influence the relationship between entrepreneurial ambitions and entrepreneurship education. The research demonstrated that entrepreneurship education and passion improve the readiness of young individuals to pursue entrepreneurship. Furthermore, the findings indicate that a youth's level of readiness significantly influences their intention to establish their own business. Nevertheless, entrepreneurship education has an independent impact on the framework's overall relationship. Our research contributes to the current corpus of literature on entrepreneurship education by integrating individual talents with behavioral components.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101272"},"PeriodicalIF":7.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048684","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}
Endowing future accounting employees with a broad range of knowledge and skills required for different roles in the labour market is achieved through sustainable education. Employers need trained employees for the dynamics of business models, the emergence of new technologies, the increasing pressure to quickly obtain information for stakeholders, etc. The competences mix required by university graduates should ensure a high level of adaptability, versatility in taking on new roles, the ability to solve problems through an interdisciplinary approach. In developing these competences, the role of partners in providing internships is very important. The authors of the article aim to identify students' perceptions of the technical and vocational competences provided by internships. The sample consists of 236 students from the 2 nd year of the undergraduate cycle of the Faculty of Accounting and Management Informatics, Bucharest, who participated in the internship programs. The main results of our research confirm that different partners contribute differently to the development of competences even if students generally perceive an increased level of satisfaction related to the internships. Students perceive the contribution of internship programs to develop competences, but they tend to attribute internship satisfaction to other factors such as tutor-student collaboration and readiness for work.
{"title":"Sustainable accounting education through internship. Students' perception on the internship partners' role in competences development","authors":"Ștefan Bunea , Daniela Țuțui , Raluca Florentina Crețu , Viorel-Costin Banța","doi":"10.1016/j.ijme.2025.101276","DOIUrl":"10.1016/j.ijme.2025.101276","url":null,"abstract":"<div><div>Endowing future accounting employees with a broad range of knowledge and skills required for different roles in the labour market is achieved through sustainable education. Employers need trained employees for the dynamics of business models, the emergence of new technologies, the increasing pressure to quickly obtain information for stakeholders, etc. The competences mix required by university graduates should ensure a high level of adaptability, versatility in taking on new roles, the ability to solve problems through an interdisciplinary approach. In developing these competences, the role of partners in providing internships is very important. The authors of the article aim to identify students' perceptions of the technical and vocational competences provided by internships. The sample consists of 236 students from the 2 nd year of the undergraduate cycle of the Faculty of Accounting and Management Informatics, Bucharest, who participated in the internship programs. The main results of our research confirm that different partners contribute differently to the development of competences even if students generally perceive an increased level of satisfaction related to the internships. Students perceive the contribution of internship programs to develop competences, but they tend to attribute internship satisfaction to other factors such as tutor-student collaboration and readiness for work.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101276"},"PeriodicalIF":7.4,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048683","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 examined the relationships between data science literacy and sustainable agility leadership among Generation Z accounting students in Thailand, with analytical thinking and creative thinking skills introduced as mediating variables. Adopting a quantitative research design, data were collected from 555 final-year undergraduate accounting students across Thai higher education institutions using a validated and reliable questionnaire. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results revealed that data science literacy had a statistically significant and positive effect on both analytical and creative thinking skills. Furthermore, data science literacy influenced sustainable agility leadership both directly and indirectly, with analytical and creative thinking serving as critical mediators. Analytical thinking also significantly enhanced creative thinking and leadership capacity. These findings contribute original insights by empirically linking digital literacy and higher-order cognitive skills with next-generation leadership development. The study underscores the importance of 21st-century competencies—particularly data fluency, analytical reasoning, and creativity—in cultivating adaptable, innovative, and sustainability-oriented leaders equipped for the demands of the digital economy.
{"title":"Do data science literacy and analytical thinking skill matter for developing sustainable agile leadership among Gen Z accounting students?","authors":"Narinthon Imjai , Kanokwan Meesook , Thanaporn Homlaor , Berto Usman , Somnuk Aujirapongpan","doi":"10.1016/j.ijme.2025.101275","DOIUrl":"10.1016/j.ijme.2025.101275","url":null,"abstract":"<div><div>This study examined the relationships between data science literacy and sustainable agility leadership among Generation Z accounting students in Thailand, with analytical thinking and creative thinking skills introduced as mediating variables. Adopting a quantitative research design, data were collected from 555 final-year undergraduate accounting students across Thai higher education institutions using a validated and reliable questionnaire. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results revealed that data science literacy had a statistically significant and positive effect on both analytical and creative thinking skills. Furthermore, data science literacy influenced sustainable agility leadership both directly and indirectly, with analytical and creative thinking serving as critical mediators. Analytical thinking also significantly enhanced creative thinking and leadership capacity. These findings contribute original insights by empirically linking digital literacy and higher-order cognitive skills with next-generation leadership development. The study underscores the importance of 21st-century competencies—particularly data fluency, analytical reasoning, and creativity—in cultivating adaptable, innovative, and sustainability-oriented leaders equipped for the demands of the digital economy.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101275"},"PeriodicalIF":7.4,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048682","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 : 2025-09-10DOI: 10.1016/j.ijme.2025.101270
Martin Lackéus , Jette Seiden Hyldegård , Helle Meibom Færgemann
Value creation pedagogy (VCP) is a prominent approach in entrepreneurial education, defined as students learning through creating value for others. As higher education institutions (HEIs) strive to prepare students for global challenges like sustainability, inequality and employability, VCP offers a compelling approach linking academic learning to societal contribution. Most VCP research has focused on schools or student experiences rather than university educators. To explore how VCP is enacted in higher education and why, twelve diverse HEI cases in non-entrepreneurship settings were investigated, in which educators integrated VCP into courses or programmes. Cases in engineering, healthcare, pedagogy, business, humanities and natural sciences were identified through purposive sampling and examined via educator interviews. Findings revealed strong educator engagement and demonstrated how VCP supports educators and students to progress from problem ideation to real-world implementation. Varying notions of value emerged, shaping VCP practices and influencing the forms of value students create for others. Challenges also surfaced, highlighting educators’ responses to emotional, institutional and pedagogical demands when adopting student value creation as a learning mechanism. While VCP can be introduced gradually, institutional support remains essential. This systematic cross-case study contributes new insights and practical recommendations for integrating VCP across diverse contexts in HEIs.
{"title":"Value creation pedagogy across disciplines in higher education: Approaches and motivations","authors":"Martin Lackéus , Jette Seiden Hyldegård , Helle Meibom Færgemann","doi":"10.1016/j.ijme.2025.101270","DOIUrl":"10.1016/j.ijme.2025.101270","url":null,"abstract":"<div><div>Value creation pedagogy (VCP) is a prominent approach in entrepreneurial education, defined as students learning through creating value for others. As higher education institutions (HEIs) strive to prepare students for global challenges like sustainability, inequality and employability, VCP offers a compelling approach linking academic learning to societal contribution. Most VCP research has focused on schools or student experiences rather than university educators. To explore how VCP is enacted in higher education and why, twelve diverse HEI cases in non-entrepreneurship settings were investigated, in which educators integrated VCP into courses or programmes. Cases in engineering, healthcare, pedagogy, business, humanities and natural sciences were identified through purposive sampling and examined via educator interviews. Findings revealed strong educator engagement and demonstrated how VCP supports educators and students to progress from problem ideation to real-world implementation. Varying notions of value emerged, shaping VCP practices and influencing the forms of value students create for others. Challenges also surfaced, highlighting educators’ responses to emotional, institutional and pedagogical demands when adopting student value creation as a learning mechanism. While VCP can be introduced gradually, institutional support remains essential. This systematic cross-case study contributes new insights and practical recommendations for integrating VCP across diverse contexts in HEIs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101270"},"PeriodicalIF":7.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026683","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 : 2025-09-10DOI: 10.1016/j.ijme.2025.101269
Yung-Chuan Lee
This study examines the effectiveness of integrating structured instructional activities with recent financial news cases in undergraduate financial management education. Addressing challenges such as low student motivation, weak critical thinking and problem-solving skills, and limited engagement with financial news, the study employed a within-subject repeated-measures design. Eight teaching phases alternated between traditional lectures and structured, news case-based pedagogy. Data from 85 students were collected across ten dimensions: gender, motivation, theoretical comprehension, critical thinking skills, problem-solving skills, financial news awareness, prior knowledge, team efficiency; team output quality, and individual contribution. Results from paired-sample t-tests and linear mixed-effects models showed that the structured, news case-based approach significantly increased students’ motivation, critical thinking, problem-solving skills, and financial news awareness, though its impact on theoretical comprehension did not differ significantly from that of traditional lectures. Learning motivation did not consistently translate into enhanced learning outcomes. Team performance indicators positively correlated with individual outcomes, and repeated exposure to structured activities led to progressive learning outcomes gains. These findings suggest the value of structured, case-based, and collaborative instruction for narrowing the gap between theory and practice in financial education. The study offers insights for developing structured curricula that prioritize active learning and authentic, real-world relevance.
{"title":"Bridging theory and practice: The educational impact of structured news case integration in financial management courses","authors":"Yung-Chuan Lee","doi":"10.1016/j.ijme.2025.101269","DOIUrl":"10.1016/j.ijme.2025.101269","url":null,"abstract":"<div><div>This study examines the effectiveness of integrating structured instructional activities with recent financial news cases in undergraduate financial management education. Addressing challenges such as low student motivation, weak critical thinking and problem-solving skills, and limited engagement with financial news, the study employed a within-subject repeated-measures design. Eight teaching phases alternated between traditional lectures and structured, news case-based pedagogy. Data from 85 students were collected across ten dimensions: gender, motivation, theoretical comprehension, critical thinking skills, problem-solving skills, financial news awareness, prior knowledge, team efficiency; team output quality, and individual contribution. Results from paired-sample t-tests and linear mixed-effects models showed that the structured, news case-based approach significantly increased students’ motivation, critical thinking, problem-solving skills, and financial news awareness, though its impact on theoretical comprehension did not differ significantly from that of traditional lectures. Learning motivation did not consistently translate into enhanced learning outcomes. Team performance indicators positively correlated with individual outcomes, and repeated exposure to structured activities led to progressive learning outcomes gains. These findings suggest the value of structured, case-based, and collaborative instruction for narrowing the gap between theory and practice in financial education. The study offers insights for developing structured curricula that prioritize active learning and authentic, real-world relevance.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101269"},"PeriodicalIF":7.4,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026684","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 : 2025-09-07DOI: 10.1016/j.ijme.2025.101273
Kadia Georges Aka , Crispin Agadusameso Enagogo
{"title":"University support and entrepreneurial intention: does a dedicated entrepreneurship course matter?","authors":"Kadia Georges Aka , Crispin Agadusameso Enagogo","doi":"10.1016/j.ijme.2025.101273","DOIUrl":"10.1016/j.ijme.2025.101273","url":null,"abstract":"","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101273"},"PeriodicalIF":7.4,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010036","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 : 2025-09-06DOI: 10.1016/j.ijme.2025.101271
Huy Nhuong Bui, Dan Khanh Pham, Thi Thanh Hoa Phan, Cong Doanh Duong, Thi Phuong Hien Tran
This study examines the impact of entrepreneurial education and university entrepreneurial environments on fostering e-entrepreneurial intentions among higher education students. Drawing on the Stimulus-Organism-Response (SOR) model, this study examines how external educational stimuli shape students’ intentions to pursue e-entrepreneurship by activating two central psychological processes: digital entrepreneurial self-efficacy and identity aspiration. The data were gathered from a sample of 504 undergraduate students enrolled at nine major public universities across various regions in Vietnam. The results indicate that entrepreneurial education significantly enhances e-entrepreneurial self-efficacy (β = 0.409, p < 0.001) and identity aspiration (β = 0.666, p < 0.001), as does the university entrepreneurial environment (β = 0.362 and β = 0.161, respectively, all p < 0.001). Both factors also directly increase e-entrepreneurial intentions (β = 0.400 and β = 0.452, respectively). Furthermore, e-entrepreneurial self-efficacy (β = 0.385, p < 0.001) and identity aspiration (β = 0.525, p < 0.001) significantly predict intentions and mediate the effects of education and environment on intention (β = 0.206 and β = 0.085 for self-efficacy; β = 0.442 and β = 0.263 for identity aspiration; all 95 % CIs exclude zero). Polynomial regression and response surface analysis reveal that alignment between self-efficacy and identity aspiration positively influences e-entrepreneurial intentions (σ1 = 0.910, p < 0.001), whereas misalignment, particularly when self-efficacy exceeds identity aspiration, results in a decline (σ4 = −0.350, p < 0.001; σ3 = −0.140). These results provide empirical support for the additive and interactive effects of cognitive mechanisms, demonstrating how the balance between perceived competence and entrepreneurial identity aspiration influences behavioral intention. The study provides theoretical insights into applying the SOR model and offers practical implications for the development of digital entrepreneurship in higher education.
本研究探讨创业教育与大学创业环境对高等教育学生电子创业意向的影响。利用刺激-有机体-反应（SOR）模型，本研究考察了外部教育刺激如何通过激活两个核心心理过程：数字创业自我效能感和身份渴望来塑造学生追求电子创业的意愿。这些数据是从越南不同地区九所主要公立大学的504名本科生中收集的样本。结果表明，创业教育显著提高了大学生创业自我效能感（β = 0.409, p < 0.001）和身份渴望（β = 0.666, p < 0.001），大学创业环境显著提高了大学生创业自我效能感（β = 0.362, β = 0.161, p < 0.001）。这两个因素也直接增加了电子创业意愿（β = 0.400, β = 0.452）。此外，电子创业自我效能（β = 0.385, p < 0.001）和身份渴望（β = 0.525, p < 0.001）显著预测意向，并介导教育和环境对意向的影响（自我效能β = 0.206和β = 0.085；身份渴望β = 0.442和β = 0.263； 95% ci均排除零）。多项式回归和响应面分析表明，自我效能感与身份渴望的一致性对电子创业意愿有正向影响（σ1 = 0.910, p < 0.001），而自我效能感与身份渴望的不一致性，特别是当自我效能感超过身份渴望时，会导致电子创业意愿的下降（σ4 = - 0.350, p < 0.001; σ3 = - 0.140）。这些结果为认知机制的叠加效应和交互效应提供了实证支持，揭示了感知能力和企业家身份渴望之间的平衡如何影响行为意愿。该研究为SOR模型的应用提供了理论见解，并为高等教育中数字创业的发展提供了实践启示。
{"title":"Balancing confidence and aspiration: University supports and E-entrepreneurial intentions in Vietnam","authors":"Huy Nhuong Bui, Dan Khanh Pham, Thi Thanh Hoa Phan, Cong Doanh Duong, Thi Phuong Hien Tran","doi":"10.1016/j.ijme.2025.101271","DOIUrl":"10.1016/j.ijme.2025.101271","url":null,"abstract":"<div><div>This study examines the impact of entrepreneurial education and university entrepreneurial environments on fostering e-entrepreneurial intentions among higher education students. Drawing on the Stimulus-Organism-Response (SOR) model, this study examines how external educational stimuli shape students’ intentions to pursue e-entrepreneurship by activating two central psychological processes: digital entrepreneurial self-efficacy and identity aspiration. The data were gathered from a sample of 504 undergraduate students enrolled at nine major public universities across various regions in Vietnam. The results indicate that entrepreneurial education significantly enhances e-entrepreneurial self-efficacy (β = 0.409, p < 0.001) and identity aspiration (β = 0.666, p < 0.001), as does the university entrepreneurial environment (β = 0.362 and β = 0.161, respectively, all <em>p</em> < 0.001). Both factors also directly increase e-entrepreneurial intentions (β = 0.400 and β = 0.452, respectively). Furthermore, e-entrepreneurial self-efficacy (β = 0.385, p < 0.001) and identity aspiration (β = 0.525, p < 0.001) significantly predict intentions and mediate the effects of education and environment on intention (β = 0.206 and β = 0.085 for self-efficacy; β = 0.442 and β = 0.263 for identity aspiration; all 95 % CIs exclude zero). Polynomial regression and response surface analysis reveal that alignment between self-efficacy and identity aspiration positively influences e-entrepreneurial intentions (σ<sub>1</sub> = 0.910, p < 0.001), whereas misalignment, particularly when self-efficacy exceeds identity aspiration, results in a decline (σ<sub>4</sub> = −0.350, p < 0.001; σ<sub>3</sub> = −0.140). These results provide empirical support for the additive and interactive effects of cognitive mechanisms, demonstrating how the balance between perceived competence and entrepreneurial identity aspiration influences behavioral intention. The study provides theoretical insights into applying the SOR model and offers practical implications for the development of digital entrepreneurship in higher education.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101271"},"PeriodicalIF":7.4,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004032","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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