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Crafting regenerative management skills through teaching of enterprise in place: Insights from an Irish regional university 通过企业就地教学培养再生管理技能：来自爱尔兰一所地方大学的见解
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-09-04 DOI: 10.1016/j.ijme.2025.101268
Arthur Kearney, Sharon O'Brien, Felicity Kelliher
Contemporary sustainability concerns argue that the nature and role of traditional management skills in enterprise require reappraisal. One response to such reappraisal is to support investigation of the nature, role and impact of regenerative management skills (RMS) in contemporary enterprise. Central to such investigation is embeddedness of RMS and enterprise pedagogy in place.
Reporting on the pedagogic practices of two lecturers at a new Irish regional university, the study investigates: How does teaching of place develop RMS for future enterprise managers? Informed theoretically by the theory of pedagogic practices, a conceptual framework is developed from an illustrative case study. Six place-based pedagogic practices are shown to support the development of regenerative management skills, with lecturers required to embrace change, challenges and levels of decentring. Emotional intelligence of lecturers and capacity in boundary spanning are supportive of regenerative management skills development.
The study contributes to an emerging literature on regenerative management skill development, through the lens of place-based teaching, and has implications for educators contemplating such development. Given the regional context of the university, a policy contribution informs how regenerative management can be developed in context.
当代可持续性问题认为，传统管理技能在企业中的性质和作用需要重新评价。对这种重新评价的一个回应是支持对再生管理技能在当代企业中的性质、作用和影响进行调查。这种调查的核心是RMS和企业教育学的嵌入性。该研究报告了爱尔兰一所新地区大学的两位讲师的教学实践，调查了：地方教学如何为未来的企业管理者发展RMS ？在教学实践理论的指导下，从一个说明性案例研究中发展出一个概念框架。六种基于地点的教学实践显示支持再生管理技能的发展，要求讲师接受变化、挑战和权力下放的程度。讲师的情商和跨界能力是管理技能再生发展的重要支撑。这项研究通过在地教学的视角，为再生管理技能发展的新兴文献做出了贡献，并对考虑这种发展的教育工作者产生了影响。鉴于大学的区域背景，政策贡献告知如何在具体背景下发展再生管理。
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引用次数: 0
The use and usefulness of artificial intelligence in international business education. Evidence from a field study 人工智能在国际商业教育中的使用和有用性。来自实地研究的证据
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-09-03 DOI: 10.1016/j.ijme.2025.101258
Dirk Holtbrügge, Luisa Wicht, Theresa Bernhard
This field study is among the first empirical investigations into the integration of an artificial intelligence (AI) enhanced video course in management and international business (IB) education. Moving beyond conceptual discussions, it evaluates the use and perceived usefulness of an AI-enhanced video course in a real classroom setting. Findings highlight that such AI tools support personalized learning, increase student engagement, and offer particular benefits for culturally diverse learners by reducing communication barriers and accommodating different educational backgrounds. While exploratory in scope, the study offers practical insights for educators seeking to implement AI in an inclusive and effective manner. Limitations include reliance on self-reported perceptions and a focus solely on student experiences. Future research should examine the impact of AI on learning outcomes and explore the reasons for using AI tools further, for example by investigating emotional and affective components.
这项实地研究是首批将人工智能（AI）增强视频课程整合到管理和国际商业（IB）教育中的实证调查之一。它超越了概念讨论，评估了人工智能增强视频课程在真实课堂环境中的使用和感知有用性。研究结果强调，此类人工智能工具支持个性化学习，提高学生参与度，并通过减少沟通障碍和适应不同教育背景，为文化多样化的学习者提供特别的好处。虽然该研究的范围是探索性的，但它为寻求以包容和有效的方式实施人工智能的教育工作者提供了实用的见解。局限性包括依赖于自我报告的感知和只关注学生的经历。未来的研究应该检查人工智能对学习结果的影响，并进一步探索使用人工智能工具的原因，例如通过调查情感和情感因素。
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引用次数: 0
Students' problem-solving skills in-depth: ready for ‘real life’? 学生解决问题的能力深度提升：准备好迎接“现实生活”了吗？
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-09-02 DOI: 10.1016/j.ijme.2025.101267
Angelito Calma
Students are expected to display effective problem-solving skills to resolve challenges in the workplace successfully. This study analyses students’ problem-solving skills using the OECD PISA problem-solving framework and the extent to which they display four problem-solving processes: (1) exploring and understanding (EU), (2) representing and formulating (RF), (3) planning and executing (PE), and (4) monitoring and reflecting (MR). 188 problem-solving written assignments with 8080 paragraphs were analysed using natural paragraph analysis across the four processes encompassing 21 core tasks. Students generally show strong EU and RF processes and tasks but could improve some RF and MR processes. This means that students are generally successful at information processing, building representations, formulation and modelling, and use of tools to solve problems. They showed difficulty in organising and revising solutions, finding the rationale behind the problem, seeking alternative solutions and critically evaluating given information and assumptions. The paper concludes with practical implications for teaching in higher education.
学生们应该展示有效的解决问题的能力，以成功地解决工作场所的挑战。本研究使用OECD PISA问题解决框架分析学生的问题解决能力，以及他们展示四个问题解决过程的程度：(1)探索和理解（EU），(2)表达和制定（RF），(3)计划和执行（PE），以及(4)监测和反思（MR）。采用自然段落分析法分析了包含21个核心任务的四个过程中包含8080个段落的188个解决问题的书面作业。学生通常表现出较强的EU和RF流程和任务，但可以改进一些RF和MR流程。这意味着学生通常在信息处理、构建表示、制定和建模以及使用工具解决问题方面是成功的。他们在组织和修改解决方案、寻找问题背后的基本原理、寻求替代解决方案以及批判性地评估给定信息和假设方面表现出困难。文章最后对高等教育教学提出了实践启示。
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引用次数: 0
Evaluating a gamified assessment model to enhance performance and engagement in finance education: A quasi-experimental study 评估游戏化评估模型以提高金融教育的绩效和参与度：一项准实验研究
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-08-30 DOI: 10.1016/j.ijme.2025.101266
Paula Montero-Benavides , Gema Albort-Morant , Inmaculada Concepción Masero-Moreno
This study examines the impact of a long-term gamified assessment model on academic performance and student engagement in a university-level finance course. Implemented via the Socrative platform, the intervention was designed as a simulated financial office with progression-based challenges, digital rewards, and role-based incentives. A quasi-experimental design was used to compare an experimental group exposed to gamification with a control group receiving traditional instruction. The results indicate that gamification significantly improved class attendance, commitment to the course, and success in continuous assessment, although no significant differences were found in final grades. Moreover, the effect sizes observed in this study are notably larger compared to prior studies. This suggests that the gamification intervention had a more substantial positive impact, particularly on continuous assessment and attendance, than typically reported in the gamification literature. These findings contribute to current debates in management education by offering empirical support for the integration of technology-enhanced learning and formative assessment strategies into technical and quantitatively oriented subjects.
本研究考察了长期游戏化评估模式对大学金融课程学习成绩和学生参与度的影响。该干预措施通过socrates平台实施，被设计成一个模拟的金融办公室，具有基于进度的挑战、数字奖励和基于角色的激励。采用准实验设计将实验组与接受传统教学的对照组进行比较。结果表明，游戏化显着提高了课堂出勤率，对课程的承诺，以及在持续评估中的成功，尽管在最终成绩上没有发现显着差异。此外，本研究中观察到的效应量明显大于以往的研究。这表明，与游戏化文献的典型报道相比，游戏化干预具有更实质性的积极影响，特别是在持续评估和出勤方面。这些发现通过为将技术增强的学习和形成性评估策略整合到技术和定量导向的科目中提供实证支持，有助于当前管理教育中的辩论。
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引用次数: 0
Entrepreneurship education in higher education: Can we create entrepreneurial readiness through the power of agility in Generation Z students? 高等教育中的创业教育：我们能否通过Z世代学生的敏捷性创造创业准备？
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-08-28 DOI: 10.1016/j.ijme.2025.101264
Muhammad Hasan, Tuti Supatminingsih, Muhammad Ilyas Thamrin Tahir, Muhammad Ihsan Said Ahmad
Generation Z growing up in the digital and disruptive era requires entrepreneurship education that not only delivers knowledge but also forms adaptive capabilities to face the complex business world. Uncertain market dynamics require students to be not only conceptually prepared but also psychosocially resilient. Based on these needs, this study analyzes the effect of entrepreneurship education on the entrepreneurial readiness of Generation Z students by placing relational agility and result agility as mediators. The conceptual framework was developed through the integration of Social Cognitive Theory (SCT), the Job Demands–Resources (JD-R) model, and social capital theory. Data were obtained from 687 Generation Z students through an online survey and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that entrepreneurship education has a significant effect on entrepreneurial readiness, both directly and indirectly through relational agility and result agility. These two mediating variables are proven to be important personal resources that enhance students' strategic capabilities in managing social relations and facing challenge-based outcomes. These findings underscore the need for transformation of entrepreneurship curriculum towards experiential and collaborative, emphasizing agility as a core competency. Theoretically, this study extends the literature through cross-theory integration and the mediating role of agility. Practically, these results are useful for higher education institutions and curriculum designers in preparing Generation Z to face the dynamic and uncertain entrepreneurship ecosystem.
在数字化和颠覆性时代成长起来的Z世代，需要创业教育，不仅要传授知识，还要形成面对复杂商业世界的适应能力。不确定的市场动态要求学生不仅要有概念上的准备，还要有心理上的适应能力。基于这些需求，本研究以关系敏捷性和结果敏捷性为中介，分析创业教育对Z世代大学生创业准备的影响。该概念框架是通过整合社会认知理论（SCT）、工作需求-资源模型（JD-R）和社会资本理论而发展起来的。通过在线调查获得687名Z世代学生的数据，并使用偏最小二乘结构方程模型（PLS-SEM）进行分析。结果表明，创业教育通过关系敏捷性和结果敏捷性对创业准备有直接和间接的显著影响。这两个中介变量被证明是提高学生管理社会关系和面对挑战结果的战略能力的重要个人资源。这些发现强调了将创业课程向体验式和协作式转变的必要性，强调敏捷性是一种核心能力。在理论上，本研究通过跨理论整合和敏捷性的中介作用对文献进行了拓展。实际上，这些结果对高等教育机构和课程设计师帮助Z世代准备好面对动态和不确定的创业生态系统是有用的。
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引用次数: 0
Developing sustainable hospitality competencies for Gen Z hospitality management students: Matters of work-integrated learning and green mindset 培养Z世代酒店管理专业学生的可持续酒店管理能力：工作结合学习和绿色思维的问题
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-08-28 DOI: 10.1016/j.ijme.2025.101265
Sunthorn Boonkaew , Narinthon Imjai , Charoenchai Agmapisarn , Theeraphan Sa-nguanwong , Shayesteh Moghadas , Somnuk Aujirapongpan
This study aims to examine the relationships among Work-Integrated Learning (WIL) in Hospitality, Green Mindset, and Sustainable Hospitality Competencies among Generation Z hospitality management students in Thailand. Drawing upon relevant theories and empirical literature, the conceptual framework was developed to investigate both direct and indirect effects of WIL in Hospitality towards students' Sustainable Hospitality Competencies, mediated by Green Mindset. Data were collected from 409 hospitality students through a structured questionnaire. They all had participated in WIL programs. Structural Equation Modeling (SEM) was employed to analyze the data. The findings revealed that WIL in Hospitality had significant positive effects on both Green Mindset and Sustainable Hospitality Competencies. Additionally, Green Mindset demonstrated a significant mediating role in the relationship between WIL Hospitality Internships and Sustainable Hospitality Competencies, indicating its critical function as a psychological pathway that enhances students' competency development toward sustainable hospitality practices. These findings extend the theoretical understanding of WIL and Green Mindset integration, and offer practical implications for educational institutes in hospitality and industry practitioners to design WIL programs and learning experiences for future hospitality professionals in enhancing their professional skills and sustainability-oriented mindsets.
本研究旨在探讨泰国Z世代酒店管理学生在酒店管理中工作整合学习（WIL）、绿色思维和可持续酒店管理能力之间的关系。在相关理论和实证文献的基础上，研究人员开发了概念框架，以研究在绿色思维的介导下，酒店管理中的WIL对学生可持续酒店管理能力的直接和间接影响。通过结构化问卷收集了409名酒店管理专业学生的数据。他们都参加过WIL项目。采用结构方程模型（SEM）对数据进行分析。研究结果显示，酒店业的工学结合对绿色思维和可持续酒店业能力都有显著的积极影响。此外，绿色心态在WIL酒店实习与可持续酒店能力之间的关系中显示出显著的中介作用，表明其作为一种心理途径，在促进学生向可持续酒店实践的能力发展方面发挥着重要作用。这些发现扩展了对工学结合和绿色思维整合的理论理解，并为酒店业教育机构和行业从业者设计工学结合项目和学习经验提供了实际意义，以提高未来酒店业专业人士的专业技能和可持续发展导向的心态。
{"title":"Developing sustainable hospitality competencies for Gen Z hospitality management students: Matters of work-integrated learning and green mindset","authors":"Sunthorn Boonkaew ,&nbsp;Narinthon Imjai ,&nbsp;Charoenchai Agmapisarn ,&nbsp;Theeraphan Sa-nguanwong ,&nbsp;Shayesteh Moghadas ,&nbsp;Somnuk Aujirapongpan","doi":"10.1016/j.ijme.2025.101265","DOIUrl":"10.1016/j.ijme.2025.101265","url":null,"abstract":"<div><div>This study aims to examine the relationships among Work-Integrated Learning (WIL) in Hospitality, Green Mindset, and Sustainable Hospitality Competencies among Generation Z hospitality management students in Thailand. Drawing upon relevant theories and empirical literature, the conceptual framework was developed to investigate both direct and indirect effects of WIL in Hospitality towards students' Sustainable Hospitality Competencies, mediated by Green Mindset. Data were collected from 409 hospitality students through a structured questionnaire. They all had participated in WIL programs. Structural Equation Modeling (SEM) was employed to analyze the data. The findings revealed that WIL in Hospitality had significant positive effects on both Green Mindset and Sustainable Hospitality Competencies. Additionally, Green Mindset demonstrated a significant mediating role in the relationship between WIL Hospitality Internships and Sustainable Hospitality Competencies, indicating its critical function as a psychological pathway that enhances students' competency development toward sustainable hospitality practices. These findings extend the theoretical understanding of WIL and Green Mindset integration, and offer practical implications for educational institutes in hospitality and industry practitioners to design WIL programs and learning experiences for future hospitality professionals in enhancing their professional skills and sustainability-oriented mindsets.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101265"},"PeriodicalIF":7.4,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144907117","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}
引用次数: 0
Understanding how the entrepreneurship education portfolio affects undergraduates’ entrepreneurial intentions: A cross-cultural study of China and Japan 创业教育组合对大学生创业意向的影响：中日两国的跨文化研究
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-08-27 DOI: 10.1016/j.ijme.2025.101259
Lei Cao , Tatsuya Kusakabe
This study examines the entrepreneurial intentions of undergraduate students and investigates the key factors in the entrepreneurship education portfolio that influence their willingness to engage in entrepreneurial activities. The analysis is based on a theoretical model known as the knowledge–attitude–behaviour model. In addition, this study incorporates Hofstede's culture dimensions theory to examine how undergraduates from diverse cultural backgrounds understand entrepreneurship, with culture acting as a moderator. Data were collected via a structured questionnaire administered to 692 undergraduate students from top universities in China and Japan. The data were analysed via partial least squares structural equation modelling with SmartPLS 4.0, including confirmatory factor analysis, bootstrap analysis, and multi-group analysis. The findings show that both teaching and practical experience significantly influence students' entrepreneurial perception, which in turn strongly predicts EIs. Multi-group analysis confirms that cultural background moderates the relationship between entrepreneurial perception and EIs: the effect is stronger among Chinese students than among Japanese students. However, no significant cultural differences in the influence of teaching, practice, or competition on perception were found. These results support the KAB model and highlight the importance of culturally contextualized entrepreneurship education.
本研究考察了大学生创业意愿，并探讨了创业教育组合中影响大学生创业活动意愿的关键因素。这种分析是基于一种被称为知识-态度-行为模型的理论模型。此外，本研究还结合Hofstede的文化维度理论，考察了不同文化背景的大学生如何理解创业精神，其中文化起到了调节作用。数据通过结构化问卷收集，调查对象为692名来自中国和日本顶尖大学的本科生。使用SmartPLS 4.0软件对数据进行偏最小二乘结构方程建模，包括验证性因子分析、bootstrap分析和多组分析。研究结果表明，教学和实践经验都显著影响学生的创业感知，而创业感知反过来又强烈地预测了创业指数。多群体分析证实，文化背景对创业感知与创业绩效之间的关系具有调节作用，中国学生的影响强于日本学生。然而，在教学、实践或竞争对感知的影响方面，没有发现显著的文化差异。这些结果支持了KAB模型，并强调了文化情境化创业教育的重要性。
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引用次数: 0
Key antecedents and consequences of study engagement among university business students in the UAE 阿联酋大学商科学生学习投入的主要前因和后果
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-08-27 DOI: 10.1016/j.ijme.2025.101263
Khaldoun I. Ababneh , Khawlah Ahmed , Raed Ababneh , Mohammed A. Al-Waqfi
To address a gap in research in non-Western context, this study examines the antecedents and consequences of academic engagement among undergraduate business students in the United Arab Emirates (UAE). Building on the Job Demands-Resources (JD-R) and Study Demands-Resources (SD-R) models, the study explores how instructor support, peer support, and study characteristics influence study engagement, and how study engagement subsequently affects psychological well-being, perceived employability, and academic dishonesty. Using an online questionnaire with validated scales, data were collected from 256 undergraduate business students in two major UAE universities. Descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM) were used to analyze the data and test the proposed hypotheses. The findings reveal that instructor support and study characteristics significantly enhance study engagement, which in turn positively impacts psychological well-being and perceived employability, while reducing dishonest academic behaviors. Contrary to prediction, peer support did not impact study engagement. Importantly, the results also demonstrate that study engagement mediates the effects of instructor support and study characteristics on the three outcome variables under investigation. These findings highlight the role of supportive academic environments and engaging coursework in enhancing student success. This study contributes to the limited research on business student engagement in non-Western contexts and offers practical implications for enhancing student outcomes in higher education, particularly in business programs.
为了解决非西方背景下研究的空白，本研究考察了阿拉伯联合酋长国（UAE）本科商科学生学术参与的前因和后果。在工作需求-资源（JD-R）和学习需求-资源（SD-R）模型的基础上，本研究探讨了教师支持、同伴支持和学习特征如何影响学习投入，以及学习投入如何影响心理健康、感知就业能力和学术不诚实。使用在线问卷和有效的量表，收集了来自阿联酋两所主要大学的256名本科商科学生的数据。使用描述性统计、验证性因子分析（CFA）和结构方程模型（SEM）来分析数据并检验提出的假设。研究发现，教师支持和学习特征显著提高了学生的学习投入，进而对心理健康和就业能力产生积极影响，同时减少了不诚实的学术行为。与预测相反，同伴支持并不影响学习投入。重要的是，研究结果还表明，学习投入在教师支持和学习特征对研究中的三个结果变量的影响中起中介作用。这些发现强调了支持性的学术环境和参与课程在提高学生成功方面的作用。本研究对非西方背景下商科学生参与的有限研究做出了贡献，并为提高高等教育，特别是商科课程的学生成果提供了实际意义。
{"title":"Key antecedents and consequences of study engagement among university business students in the UAE","authors":"Khaldoun I. Ababneh ,&nbsp;Khawlah Ahmed ,&nbsp;Raed Ababneh ,&nbsp;Mohammed A. Al-Waqfi","doi":"10.1016/j.ijme.2025.101263","DOIUrl":"10.1016/j.ijme.2025.101263","url":null,"abstract":"<div><div>To address a gap in research in non-Western context, this study examines the antecedents and consequences of academic engagement among undergraduate business students in the United Arab Emirates (UAE). Building on the Job Demands-Resources (JD-R) and Study Demands-Resources (SD-R) models, the study explores how instructor support, peer support, and study characteristics influence study engagement, and how study engagement subsequently affects psychological well-being, perceived employability, and academic dishonesty. Using an online questionnaire with validated scales, data were collected from 256 undergraduate business students in two major UAE universities. Descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM) were used to analyze the data and test the proposed hypotheses. The findings reveal that instructor support and study characteristics significantly enhance study engagement, which in turn positively impacts psychological well-being and perceived employability, while reducing dishonest academic behaviors. Contrary to prediction, peer support did not impact study engagement. Importantly, the results also demonstrate that study engagement mediates the effects of instructor support and study characteristics on the three outcome variables under investigation. These findings highlight the role of supportive academic environments and engaging coursework in enhancing student success. This study contributes to the limited research on business student engagement in non-Western contexts and offers practical implications for enhancing student outcomes in higher education, particularly in business programs.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101263"},"PeriodicalIF":7.4,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144902845","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}
引用次数: 0
The role of grit in idea planning for accounting education: A multi-context study 毅力在会计教育创意策划中的作用：一项多情境研究
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-08-27 DOI: 10.1016/j.ijme.2025.101262
Chih-Hsing Liu , Tse-Ping Dong , Bernard Gan , Ho Tran Vu
With the increasing emphasis on enhancing students' future employability, the integration of accounting and financial knowledge has become a critical objective in tourism and hospitality education. In this study, we examine how accounting and financial knowledge foster students’ ability to engage in idea planning, a cognitive process that involves generating, organizing, and refining innovative concepts for academic or professional problem solving, using a sample of 555 tourism and hospitality majors. The findings reveal that “grit” serves as a fundamental trait that indirectly influences idea planning through goal-oriented monitoring and social behaviour within peer interactions. Additionally, emotional regulation, test processing, and metacognitive strategies play significant moderating roles in the development of students' idea planning capabilities. Alternative models and practical implications are discussed to offer deeper insights for educational enhancement.
随着越来越重视提高学生未来的就业能力，会计和金融知识的整合已成为旅游和酒店教育的关键目标。在这项研究中，我们考察了会计和金融知识如何培养学生参与创意规划的能力，这是一个涉及产生、组织和提炼创新概念以解决学术或专业问题的认知过程，样本来自555名旅游和酒店专业学生。研究结果表明，“毅力”是一种基本特征，通过目标导向的监控和同伴互动中的社会行为间接影响想法规划。此外，情绪调节、测验加工和元认知策略对学生创意策划能力的发展有显著的调节作用。讨论了不同的模型和实际意义，为提高教育水平提供了更深入的见解。
{"title":"The role of grit in idea planning for accounting education: A multi-context study","authors":"Chih-Hsing Liu ,&nbsp;Tse-Ping Dong ,&nbsp;Bernard Gan ,&nbsp;Ho Tran Vu","doi":"10.1016/j.ijme.2025.101262","DOIUrl":"10.1016/j.ijme.2025.101262","url":null,"abstract":"<div><div>With the increasing emphasis on enhancing students' future employability, the integration of accounting and financial knowledge has become a critical objective in tourism and hospitality education. In this study, we examine how accounting and financial knowledge foster students’ ability to engage in idea planning, a cognitive process that involves generating, organizing, and refining innovative concepts for academic or professional problem solving, using a sample of 555 tourism and hospitality majors. The findings reveal that “<em>grit”</em> serves as a fundamental trait that indirectly influences idea planning through goal-oriented monitoring and social behaviour within peer interactions. Additionally, emotional regulation, test processing, and metacognitive strategies play significant moderating roles in the development of students' idea planning capabilities. Alternative models and practical implications are discussed to offer deeper insights for educational enhancement.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101262"},"PeriodicalIF":7.4,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144902844","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}
引用次数: 0
Digital business simulation games in higher education during armed conflicts 武装冲突期间高等教育中的数字商业模拟游戏
IF 7.4 2区 管理学 Q1 BUSINESS
International Journal of Management Education
Pub Date : 2025-08-23 DOI: 10.1016/j.ijme.2025.101261
Aleksandra Gaweł , Valentyna Ksendzuk , Oleksandr Patlatoi , Anna Wach
The aim of the paper is to assess the potential of using digital business simulation games as an innovative educational method in business higher education in the context of armed conflict. Education in emergency, as a new subfield related to education in unstable contexts such as natural disasters, civil and armed conflicts, is gaining increasing research interest worldwide. Armed conflicts pose a challenge to the entire education system; however, little is known about the situation of higher education in this context, especially how to sustain the education process to face the challenges. Our paper is based on qualitative research conducted in 2024 among students from two universities in Ukraine operating under the ongoing armed conflict. Based on the observation of an online business simulation game and in-depth interviews with participating students, we explore students' learning experiences with a business simulation game, considering their educational, social, emotional, and safety needs within the context of armed conflict. By focusing on a setting rarely explored in previous research, we demonstrate the potential of the business simulation game as a teaching method to sustain the quality and continuity of business higher education under conditions of conflict and disruption.
本文的目的是评估在武装冲突背景下，在商业高等教育中使用数字商业模拟游戏作为创新教育方法的潜力。紧急教育作为一个与自然灾害、内乱和武装冲突等不稳定环境下的教育相关的新分支领域，在世界范围内引起越来越多的研究兴趣。武装冲突对整个教育系统构成挑战；然而，人们对高等教育在这一背景下的情况知之甚少，特别是如何在教育过程中持续面对挑战。我们的论文基于2024年对乌克兰两所大学在持续武装冲突下运作的学生进行的定性研究。基于对在线商业模拟游戏的观察和对参与的学生的深度访谈，我们探讨了学生在商业模拟游戏中的学习经历，考虑了他们在武装冲突背景下的教育、社交、情感和安全需求。通过关注以往研究中很少探索的环境，我们展示了商业模拟游戏作为一种教学方法的潜力，可以在冲突和中断的条件下维持商业高等教育的质量和连续性。
{"title":"Digital business simulation games in higher education during armed conflicts","authors":"Aleksandra Gaweł ,&nbsp;Valentyna Ksendzuk ,&nbsp;Oleksandr Patlatoi ,&nbsp;Anna Wach","doi":"10.1016/j.ijme.2025.101261","DOIUrl":"10.1016/j.ijme.2025.101261","url":null,"abstract":"<div><div>The aim of the paper is to assess the potential of using digital business simulation games as an innovative educational method in business higher education in the context of armed conflict. Education in emergency, as a new subfield related to education in unstable contexts such as natural disasters, civil and armed conflicts, is gaining increasing research interest worldwide. Armed conflicts pose a challenge to the entire education system; however, little is known about the situation of higher education in this context, especially how to sustain the education process to face the challenges. Our paper is based on qualitative research conducted in 2024 among students from two universities in Ukraine operating under the ongoing armed conflict. Based on the observation of an online business simulation game and in-depth interviews with participating students, we explore students' learning experiences with a business simulation game, considering their educational, social, emotional, and safety needs within the context of armed conflict. By focusing on a setting rarely explored in previous research, we demonstrate the potential of the business simulation game as a teaching method to sustain the quality and continuity of business higher education under conditions of conflict and disruption.</div></div>","PeriodicalId":47191,"journal":{"name":"International Journal of Management Education","volume":"23 3","pages":"Article 101261"},"PeriodicalIF":7.4,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892090","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}
引用次数: 0
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