International Journal of Management Education最新文献

This paper examines whether male and female students respond differently when exposed to predominantly masculine or feminine role models. Drawing on Social Cognitive Career Theory, we explore if the exposition of individuals to entrepreneurial role models can significantly influence their entrepreneurial outcomes in terms of entrepreneurial intentions (EI), entrepreneurial self-efficacy (ESE) and entrepreneurial learning (EL). We collected data from 106 engineering students attending an entrepreneurial program in 2019/20 with an exposition to a prevalent male entrepreneurial role model, and from 88 engineering students attending the same program in 2022/23 where the exposition was a prevalent female entrepreneurial role model. A pre- and post-course survey was run in both years to measure differences in ESE, EI and EL. Results reveal a gender effect in EI, as female role models boost female students’ confidence and improve their intention to start entrepreneurial activities. EL increased independently by the gender. Finally, female role models impact the ESE of female students, while male role models impact both. This research extends intention-based analysis by incorporating gendered structural barriers, shedding light on their demonstrable influence on entrepreneurial outcomes.

This study explores the lagged effect of university-based entrepreneurship education on employees' retention at entrepreneurial startups in China. Combining insights from social learning theory and the attraction-selection-attrition framework, it is argued that university-based entrepreneurship education can shape individuals' protean career attitudes and behaviors over time in their following career development. To test the hypotheses, we took a two-stage survey on-site and online, respectively, of a sample of employees working in startups in three entrepreneurial incubators in China. Taking hierarchical multiple regression and bootstrapping analyses, the empirical results of the final 274 sample show that entrepreneurship education can significantly improve an employee’s intention to remain at a startup and that this is mediated by protean career attitudes. Meanwhile, socialization tactics can strengthen the mediating effects of protean career attitudes. These findings further verify the lagging effect of entrepreneurship education in colleges and universities, which can provide useful inspiration for entrepreneurship education and the management of employees at startups.

This study aims to conceptualize an emerging and still understudied phenomenon, defined as university activism. Academic institutions appear to be following the same path as activist businesses, thus, entering a complex yet highly intriguing political arena. Today, more than ever, with conflicts ongoing in various parts of the world and geopolitical tensions, the role of universities is becoming extremely central. Drawing on two structured and significant literature fields - namely, corporate activism and public engagement - this research employs a multiple case study approach, gathering and analyzing data from fifty high-ranked American universities using the Abductive Grounded Theory approach. The results provide a comprehensive definition of university activism and identify its key explanatory factors. These are thoroughly discussed and synthesized into the explanatory framework of the “4 W of University Activism”, which delineates activist efforts, potentially involved actors, target audience, and where activism is communicated. Lastly, this study offers significant implications for scholars in directing future research on this novel topic, for universities in understanding and implementing activist strategies, and for policymakers in comprehending the potential of university activism and supporting its implementation.

The evolution of the labour market requires students to be better prepared for their professional insertion. In response to this demand, universities must offer an educational experience that is perceived as useful for the future. This study highlights a gap in the literature about university students' perception of the acquisition of employability skills, and how this affects the degree of satisfaction and loyalty towards the university. With the main objective of obtaining theoretical and managerial implications for the universities, a structural equation model has been developed that takes into account the antecedents of satisfaction; previous recommendations, expectations and perceived quality; as well as consequents such as reputation, loyalty and word-of-mouth intention. Through a quantitative study with 515 students from the economics and business studies branch at the University of Extremadura (Spain), it has been demonstrated the significant influence of the perceived professional development on student satisfaction and university reputation, directly affecting their willingness to recommend the institution and their loyalty towards it. This study provides an expanded view of the main requirements that universities should address in order to optimise strategies aimed at attracting new students, improving the educational experience, and building the reputation of the institution, ensuring its sustainability.

Entrepreneurial passion plays a critical role in entrepreneurial intention and behavior, which in turn promote innovation, new jobs, and economic development. However, research on the antecedents of entrepreneurial passion remains scarce. This study aimed to investigate the effects of environmental factors, including subjective norms and entrepreneurial education, on entrepreneurial passion; the roles of risk propensity and entrepreneurial self-efficacy (ESE) were examined as well. Data were gathered from 919 business and technical students in Vietnam. Analysis was performed using partial least-squares structural equation modeling. The results showed that subjective norms had positive effects on entrepreneurial passion, and subjective norms and ESE mediated the effect of entrepreneurial education on entrepreneurial passion. Moreover, risk propensity moderated the effect of ESE on entrepreneurial passion. This study is among the first studies to uncover the direct effect of subjective norms on entrepreneurial passion, as well as the moderating effects of risk propensity on the relationship between ESE and entrepreneurial passion. We also revealed the mediating roles of subjective norms and ESE in the relationship between entrepreneurial education and entrepreneurial passion.

Even though there is evidence of interconnectedness among antecedents of entrepreneurial intentions, emphasizing the need for understanding their joint effects, cross-cultural studies focused on students' entrepreneurial intentions have primarily looked into the isolated effects of these factors, neglecting their complex interplay. Drawing upon complexity theory, we aim to fill this gap by exploring how various factors mutually influence students' entrepreneurial intentions across diverse cultural settings. We employ the fuzzy-set Qualitative Comparative Analysis on a sample of 144 students to generate novel insights about drivers and constraints of entrepreneurial intentions in two distant cultural clusters, i.e., Confucian Asia and Eastern Europe. Our findings shed light on how attitudes, subjective norms, perceived behavioural control and barriers intertwine to shape students' entrepreneurial intentions in different cultural settings, thereby affirming the principles of the neo-configurational perspective adopted in this study—multiple conjunctural causation, causal equifinality, and causal asymmetry. While enriching our understanding of the role of national culture in shaping entrepreneurial intentions, this study provides unique insights to management education scholars and practitioners about the need for tailoring entrepreneurial curricula based on the complexity and cultural sensitivity of antecedents of students’ entrepreneurial intentions.

Internships are increasingly becoming an essential facet of a student's portfolio because of demonstrated linkages with employability and career opportunities. While undergraduate internships have expanded globally, most studies have examined the relationship between internship characteristics and student outcomes within a single country. In this cross-cultural study, we examine the generalizability of existing findings using survey data from 210 university students in France and the United States (U.S.). Results showed that in both countries the internship characteristics of supervisor support and mentoring, autonomy, and task goal clarity positively relate to student perceptions of the developmental value of their internship and job pursuit intention with the intern-host. However, the nature of these relationships varies, with U.S. students benefiting more from greater autonomy, while French students benefit more from increased supervisor mentoring. Contrary to expectations, increased task goal clarity led to poorer outcomes for French students. We discuss the implications of our findings for students and higher education institutions, intern-host organizations, and future cross-cultural research on internships.

The increasing use of Advanced Natural Language Processing (ANLP) models, particularly ChatGPT-4, presents opportunities and challenges to management education and research. These models can enhance the style, creativity, and analytical power of research papers, potentially shifting human scholars' roles from creators to ‘prompters’. If machines can perform educational and research tasks more effectively the role of human educators becomes a salient question in a world in which ANLP models offer clear, coherent, and polished insights, the use of which has potentially paradoxical possibilities. From one perspective, a new type of high-quality scholarship and education characterized by strong human involvement that synergistically leverages ANLP models' analytical capabilities, enabling human scholars to probe complex phenomena and make management research truly meaningful and impactful for broader audiences, is possible. We explore these questions through an ‘ideal type’ conceptualization of the possible relations between AI and management education and research.

There is competition between the public and private sectors to attract a highly qualified workforce in business and management. This study contributes to understanding the factors that influence students' choices, which can help make workplaces more attractive. It examines the career preferences of business and management students from Norway and Poland, focusing on their inclinations towards the private and public sectors. A survey questionnaire of students in both countries, analysed with structural equation modelling, revealed a strong inclination (94%) towards the private sector. Key determinants influencing sector choice include perceptions of the public sector's efficiency, valuation of job security, social responsibility, and gender-based preferences. The study confirmed certain pre-existing notions about public sector perceptions while also highlighting regional differences between Polish and Norwegian students. While Poles prioritize job security, likely influenced by the nation's current labour market, Norwegians to a greater degree hold the public sector in high regard and demonstrate a strong sense of social responsibility. Across both nationalities, those valuing high prestige and salaries prefer the private sector. The paper underscores the nuanced factors guiding the career choices of the next generation of professionals.

This bibliometric study provides an in-depth analysis of the changes in accounting education in response to rapid technological advancements. The study covers literature published between 1991 and 2023. It uses various analytical approaches, including word analysis, network analysis, and factorial analysis, to identify emerging trends, focal points, and shifts in educational paradigms within the field of accounting. The study shows that there is a significant emphasis on integrating higher education with emerging technologies and highlights the critical need for advanced educational strategies. Key terms such as 'artificial intelligence,' 'accounting information systems', 'big data,' and 'ICT' indicate the growing necessity of equipping accounting professionals with AI and data analytics skills. The prominence of 'online learning,' 'e-learning,' and 'blockchain' suggests a shift towards digital and decentralized learning environments, which has been influenced greatly by the COVID-19 pandemic. The study also identifies the interconnected nature of psychological aspects like 'depression' with pedagogical domains, emphasizing the importance of mental well-being in accounting education. It also highlights core areas like 'accounting,' 'education,' and 'technology' as foundational and driving forces in the field, with a particular focus on AI, data analytics, and online learning modalities. The analysis further delineates the shift from traditional educational paradigms to a technology-oriented approach. It exposes a dichotomy between practical and theoretical aspects of accounting education, highlighting the balance between tech-savvy skills and foundational knowledge.