International Journal of Management Education最新文献

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.

The Agenda 2030 of the United Nations (UN) calls upon the education sector to develop educational processes that contribute to students acquiring the necessary competencies for sustainable development. However, this education must be adapted to the demands of current generations to make learning meaningful, as exemplified by the use of innovative resources such as serious games and simulations. In order to identify innovative teaching methodologies for sustainability and circular economy education, a systematic literature review was conducted based on documents published from 2008 onwards in the Scopus and Web of Science. As a result, 99 innovative games and digital resources were mapped. It was observed that the literature often mentions them superficially and focuses on higher education levels. Information regarding the availability of tutorials, the complexity level of the game, the time required for the activity, and the instructional level demanded is lacking. By mapping these gaps that should be considered in future research and in the use and development of innovative games and resources, this study provides interdisciplinary contributions that may be of interest to educators, corporate training professionals, and game developers.The conclusions highlight the need for integrated, holistic and longitudinal approaches in education for sustainability and circular economy.

Studio methods represent one of the more recent forms of arts-based learning interventions for promoting business students' creativeness, fostering socio-material relationships, and generating new insights through its maker-orientation. Different from more individually focused analytical tools, studio practices involve the collective materialization of artifacts to study management and organization topics. The potential for introducing online studio activities remains underexplored because studio-based approaches typically rely on assumptions of physical co-presence and material matters. Contributing to the current dialogue surrounding virtual student engagement and experiential collaborations, this paper focuses on studio activities designed for engaging online MBA Organizational Behavior students in the artistic materialization of artifacts to explore their experiences with virtual groups. Realized artifacts are shared with peer groups through a virtual platform, inviting aesthetic enjoyment and interpretations. Student reflections on artifact-making and virtual sharing are examined through the lens of aesthetics to guide readers through both theoretical nuances and practical insights on co-creative studio dynamics. Participants’ narratives underscore both opportunities and challenges associated with online socio-material studio work. Implications for future research and online studio practices are considered.

This conceptual paper explores the seldom-discussed "unspoken rules" or managerial taboos that are often part of a manager's career but are rarely acknowledged openly. These sensitive issues can trigger feelings of guilt, shame, or self-doubt, creating tension between a manager's real identity and the idealized image of an "ideal manager." We propose a conceptual model that links this identity conflict to adverse outcomes, such as decreased productivity and compromised mental and physical health. We argue that the idealized identity is facilitated by several processes in broader management education and learning processes: idealized management skills taught in business schools, popular literature that defines what a "good manager" should be, and high expectations from stakeholders, colleagues, and employees. We recommend transforming management education and training because confronting these managerial taboo topics head-on is necessary to help managers become more resilient and effective and improve their overall well-being.

This research has two goals. First, map the research on entrepreneurship education for non-business students. Second, propose a synergetic framework for the existing research focusing on the relationship between students, universities, and the entrepreneurial ecosystem. Hence, we conducted a systematic literature review to analyze the status quo of the literature and applied a comprehensive bibliometric analysis supported by VOSviewer and Bibliometrix to distinguish the most prominent authors, institutions, countries, seminar articles, journals, and themes. The discussion is grounded on four dimensions of social learning: (i) observational learning in entrepreneurial education, (ii) the role of mentors and peers, (iii) institutional influence on learning, and (iv) the entrepreneurial ecosystem as a social learning environment. Therefore, our research contributes to advancing knowledge in the field of non-business entrepreneurship education through the lens of social learning theory. It sheds light on the entrepreneurial ecosystem surrounding the learning environment and provides a comprehensive overview of the field's current state. From a practical perspective, our study can guide policymakers and educators in designing and implementing changes in entrepreneurial education for non-business curricula. Moreover, it can potentially promote international collaboration and knowledge sharing among stakeholders in the ecosystem.

The involvement of students in entrepreneurial activities related to solar energy has the potential to have a major impact on expanding energy access. Nevertheless, there is an absence of research on the dynamics and knowledge of solar entrepreneurship, specifically from an Indian perspective. The main aim of this study is to highlight the significance of solar energy entrepreneurship and its capacity to motivate and encourage university students towards entrepreneurship, thereby fostering sustainable development. The study intends to analyze several individual-level characteristics that influence university learners' intentions to engage in solar entrepreneurship. The goal of this study is to shed light on how students' career choices in the field of solar entrepreneurship are influenced by their personal passion, self-efficacy, personality traits, and social norms. A stratified random selection technique was employed to gather a representative sample of 279 university students who are currently enrolled in both public and private universities situated in the northwest region of India. The study employed partial least squares structural equation modeling (PLS-SEM) to examine the relationship between individual-level factors and entrepreneurial attitude. The analysis indicated that all individual-level factors, except entrepreneurial passion, were significant predictors of entrepreneurial attitude. Furthermore, the findings demonstrated a positive association between student entrepreneurial attitudes and solar entrepreneurial intentions. The research also examines the managerial implications, limitations, and future scope of the research.

Reflective practice is a valuable workplace skill for graduates, enhancing learning, improving performance and advancing professional development. Concerns that graduates often lack the competencies required for critical and deep reflection on their abilities and knowledge are seen in diverse countries. There has been little growth in comprehending how students transition their application of reflection to the fostering of life-long habits of reflective practice. Additionally, the question of how to foster learning that carries through to the workplace needs further attention. This project addresses the challenge of studying students’ responses to reflective practice in different courses. It examines an approach to developing reflective practice skills and habits in a capstone accounting course. The research explains the process of fostering and assessing reflective practice and evaluates the effectiveness of the approach. The findings identify that students produced reflections with various elements that contribute to quality reflections. Incorporating self-identified goal-setting and review assisted in the development of habits of reflection. Students gained confidence in reflective practice and articulated their commitment to using reflective practice in the future. This research will interest educators across disciplines in their teaching and assessment of reflective practice.

Curricula for higher entrepreneurship education should meet the requirements of both a solid theoretical foundation and a practical orientation. When these curricula are designed by education specialists, entrepreneurs are usually not consulted. To explore practitioners’ curricular recommendations, we conducted 73 semi-structured interviews with entrepreneurs with at least five years of professional experience. We collected 49 items for teaching and learning objectives, 37 for contents, 28 for teaching methods, and 17 for assessment methods. The respondents are convinced that students should acquire solid knowledge in business and management, legal issues, and entrepreneurship. For the latter, only some core aspects are provided. The entrepreneurs put greater emphasis on entrepreneurial skills and attitudes and consider experiential learning designs as most suitable, both in the secure setting of the classroom and in real life. The findings can help reflect on current entrepreneurship curriculum designs.