Pub Date : 2023-07-14DOI: 10.1080/08832323.2023.2232923
Donald D. Conant
Abstract For years, researchers have recognized the expectation within the business community that business school graduates possess a working knowledge of spreadsheet applications. Academics continue to seek effective ways to teach these skills in an academic setting. This exercise uses Wordle, a five-letter word guessing game, to teach students problem-solving and Excel skills. In this exercise, I provide instruction on the use of conditional formatting, data validation, cell referencing, error handling, and several Excel functions. This exercise allows students to explore and understand a system or problem and then use Excel to find a solution.
{"title":"A classroom exercise: Teaching problem-solving and Excel features and functions using Wordle","authors":"Donald D. Conant","doi":"10.1080/08832323.2023.2232923","DOIUrl":"https://doi.org/10.1080/08832323.2023.2232923","url":null,"abstract":"Abstract For years, researchers have recognized the expectation within the business community that business school graduates possess a working knowledge of spreadsheet applications. Academics continue to seek effective ways to teach these skills in an academic setting. This exercise uses Wordle, a five-letter word guessing game, to teach students problem-solving and Excel skills. In this exercise, I provide instruction on the use of conditional formatting, data validation, cell referencing, error handling, and several Excel functions. This exercise allows students to explore and understand a system or problem and then use Excel to find a solution.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1080/08832323.2023.2232924
Jennifer Susan Malarski, E. Berte
Abstract This research aimed to develop a model for implementing the principles of Responsible Management Education (RME) into business programs to educate future business leaders. A qualitative single case study was conducted by implementing participative action research at a two-year college. The result of this research was the development of a four-step model for implementing RME aligned to a critical theory pedagogy. Our research results demonstrated that the course design elements incorporated in the two-year college as a result of the RME principles implementation increased students’ positive perceptions of their cultural assets, ethics, social responsibility, and sustainability.
{"title":"Shaping future business leaders through responsible management education: A model of RME implementation","authors":"Jennifer Susan Malarski, E. Berte","doi":"10.1080/08832323.2023.2232924","DOIUrl":"https://doi.org/10.1080/08832323.2023.2232924","url":null,"abstract":"Abstract This research aimed to develop a model for implementing the principles of Responsible Management Education (RME) into business programs to educate future business leaders. A qualitative single case study was conducted by implementing participative action research at a two-year college. The result of this research was the development of a four-step model for implementing RME aligned to a critical theory pedagogy. Our research results demonstrated that the course design elements incorporated in the two-year college as a result of the RME principles implementation increased students’ positive perceptions of their cultural assets, ethics, social responsibility, and sustainability.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44070506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1080/08832323.2023.2209832
J. R. Balmori de la Miyar, Daniel Prudencio, Adan Silverio‐Murillo
Abstract This paper calculates the effects of the COVID-19 pandemic on educational outcomes for undergraduate business programs in Mexico. We use administrative data from the National Association of Universities and Institutions of Higher Education and a difference-in-differences empirical strategy to estimate the impact. We find a negative effect on intake, enrollment, and graduation outcomes. We also examine heterogeneous effects, showing that top business schools increased the number of intakes with respect to non-top schools. Furthermore, public schools were more negatively impacted than private schools in terms of graduation outcomes, while synchronous-learning programs reported a higher decrease on graduation rates than asynchronous-learning programs.
{"title":"Estimating the impact of the COVID-19 pandemic on educational outcomes for undergraduate business programs in Mexico","authors":"J. R. Balmori de la Miyar, Daniel Prudencio, Adan Silverio‐Murillo","doi":"10.1080/08832323.2023.2209832","DOIUrl":"https://doi.org/10.1080/08832323.2023.2209832","url":null,"abstract":"Abstract This paper calculates the effects of the COVID-19 pandemic on educational outcomes for undergraduate business programs in Mexico. We use administrative data from the National Association of Universities and Institutions of Higher Education and a difference-in-differences empirical strategy to estimate the impact. We find a negative effect on intake, enrollment, and graduation outcomes. We also examine heterogeneous effects, showing that top business schools increased the number of intakes with respect to non-top schools. Furthermore, public schools were more negatively impacted than private schools in terms of graduation outcomes, while synchronous-learning programs reported a higher decrease on graduation rates than asynchronous-learning programs.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43814252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1080/08832323.2023.2224544
Lizbeth Puerta-Sierra, Rogelio Puente‐Díaz
Abstract Co-creation involves giving students an active role in the design of entrepreneurial courses, with important consequences in terms of autonomy support and entrepreneurial intention. In study 1, we manipulated cocreation and hypothesized a positive influence on autonomy support and entrepreneurial intention. Results showed a positive influence of the experimental manipulation on entrepreneurial intention by increasing autonomy support. In study 2, we examined the relationships between autonomy support, satisfaction, curiosity, and entrepreneurial intention. Results showed positive relationships between autonomy support and class satisfaction, curiosity, and entrepreneurial intention. Class satisfaction and curiosity had positive relationships with entrepreneurial intention. The implications were discussed.
{"title":"Co-creation in entrepreneurship education: How autonomy support enhances the intention to develop entrepreneurial ideas","authors":"Lizbeth Puerta-Sierra, Rogelio Puente‐Díaz","doi":"10.1080/08832323.2023.2224544","DOIUrl":"https://doi.org/10.1080/08832323.2023.2224544","url":null,"abstract":"Abstract Co-creation involves giving students an active role in the design of entrepreneurial courses, with important consequences in terms of autonomy support and entrepreneurial intention. In study 1, we manipulated cocreation and hypothesized a positive influence on autonomy support and entrepreneurial intention. Results showed a positive influence of the experimental manipulation on entrepreneurial intention by increasing autonomy support. In study 2, we examined the relationships between autonomy support, satisfaction, curiosity, and entrepreneurial intention. Results showed positive relationships between autonomy support and class satisfaction, curiosity, and entrepreneurial intention. Class satisfaction and curiosity had positive relationships with entrepreneurial intention. The implications were discussed.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48406181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1080/08832323.2023.2232921
G. Hoang, T. Luu, Thuy Thu Thi Le, Nghi Tran, Anh Kim Thi Tran
Abstract Drawing on social cognitive theory, we developed a research model in which entrepreneurial alertness mediates the effect of entrepreneurship education on entrepreneurial intentions, and this process is moderated by resilience. The data for our research model were collected from 612 undergraduate students majoring in business from six universities in Vietnam. Structural equation modeling was used to test the hypotheses. Our findings reveal a positive association between entrepreneurship education and entrepreneurial intentions, and this association is mediated by entrepreneurial alertness. Additionally, resilience is found to moderate the relationship between entrepreneurial alertness and entrepreneurial intentions. Our study advances the stream of research on entrepreneurship education and entrepreneurial intentions and provides important practical implications for universities and policy makers to facilitate access to entrepreneurship education for students.
{"title":"Examining the effects of entrepreneurship education on entrepreneurial intentions of Vietnamese business students: The roles of entrepreneurial alertness and resilience","authors":"G. Hoang, T. Luu, Thuy Thu Thi Le, Nghi Tran, Anh Kim Thi Tran","doi":"10.1080/08832323.2023.2232921","DOIUrl":"https://doi.org/10.1080/08832323.2023.2232921","url":null,"abstract":"Abstract Drawing on social cognitive theory, we developed a research model in which entrepreneurial alertness mediates the effect of entrepreneurship education on entrepreneurial intentions, and this process is moderated by resilience. The data for our research model were collected from 612 undergraduate students majoring in business from six universities in Vietnam. Structural equation modeling was used to test the hypotheses. Our findings reveal a positive association between entrepreneurship education and entrepreneurial intentions, and this association is mediated by entrepreneurial alertness. Additionally, resilience is found to moderate the relationship between entrepreneurial alertness and entrepreneurial intentions. Our study advances the stream of research on entrepreneurship education and entrepreneurial intentions and provides important practical implications for universities and policy makers to facilitate access to entrepreneurship education for students.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48780633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1080/08832323.2023.2208811
A. N. Asthana
Abstract This study explores the relation between yoga and prosocial behavior (PSB) of business students and evaluates the impact of yoga on their academic performance in an MBA program. The mediating role of mindfulness is also examined. The study covers a cohort of 255 MBA students. Individual MBA student’s yoga practice, mindfulness, PSB, and performance in management case studies was measured before and after a 20-week yoga programme. The study found that yogic practices significantly increase PSB and academic performance. To assess the mediating role of mindfulness, PROCESS macro was used for regression analysis. It was found that mindfulness acts as a mediator between yoga and PSB. As a result of partial mediation, half the effect on PSB comes from higher mindfulness while the remaining half comes directly from the practice of yoga. Mindfulness also acts as a mediator between yoga and academic performance. In case of the grades obtained by the MBA students, 58% of increase comes through mindfulness whereas the remaining 42% comes from yogic practices directly. Increasing PSB among business school students would be a logical step toward promoting future management practices that are more comprehensive, socially responsible, value-based, and ethically-oriented. This study demonstrates how yoga can benefit MBA students who practise it as well as meet social demands.
{"title":"Prosocial behavior of MBA students: The role of yoga and mindfulness","authors":"A. N. Asthana","doi":"10.1080/08832323.2023.2208811","DOIUrl":"https://doi.org/10.1080/08832323.2023.2208811","url":null,"abstract":"Abstract This study explores the relation between yoga and prosocial behavior (PSB) of business students and evaluates the impact of yoga on their academic performance in an MBA program. The mediating role of mindfulness is also examined. The study covers a cohort of 255 MBA students. Individual MBA student’s yoga practice, mindfulness, PSB, and performance in management case studies was measured before and after a 20-week yoga programme. The study found that yogic practices significantly increase PSB and academic performance. To assess the mediating role of mindfulness, PROCESS macro was used for regression analysis. It was found that mindfulness acts as a mediator between yoga and PSB. As a result of partial mediation, half the effect on PSB comes from higher mindfulness while the remaining half comes directly from the practice of yoga. Mindfulness also acts as a mediator between yoga and academic performance. In case of the grades obtained by the MBA students, 58% of increase comes through mindfulness whereas the remaining 42% comes from yogic practices directly. Increasing PSB among business school students would be a logical step toward promoting future management practices that are more comprehensive, socially responsible, value-based, and ethically-oriented. This study demonstrates how yoga can benefit MBA students who practise it as well as meet social demands.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"378 - 386"},"PeriodicalIF":1.2,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44222193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1080/08832323.2023.2224545
Lynn A. Fish, C. Snodgrass
Abstract Instructor and business students’ perspectives regarding online and face-to-face education during the pandemic were simultaneously surveyed. The study took place at an AACSB-accredited, Jesuit Catholic University with a strong focus on face-to-face teaching. Instructors and students who have experienced online education significantly differ on their perspectives of online education with respect to difficulty. No significant differences in their perspectives existed on student-to-student interaction, student-to-instructor interaction or cheating as both groups favored the face-to-face environment. This research offers insight into the differences in perspectives of the educational environment, which may affect student learning.
{"title":"Comparing instructor and student perspectives of online versus face-to-face education for program factors during the pandemic","authors":"Lynn A. Fish, C. Snodgrass","doi":"10.1080/08832323.2023.2224545","DOIUrl":"https://doi.org/10.1080/08832323.2023.2224545","url":null,"abstract":"Abstract Instructor and business students’ perspectives regarding online and face-to-face education during the pandemic were simultaneously surveyed. The study took place at an AACSB-accredited, Jesuit Catholic University with a strong focus on face-to-face teaching. Instructors and students who have experienced online education significantly differ on their perspectives of online education with respect to difficulty. No significant differences in their perspectives existed on student-to-student interaction, student-to-instructor interaction or cheating as both groups favored the face-to-face environment. This research offers insight into the differences in perspectives of the educational environment, which may affect student learning.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42831798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.1080/08832323.2023.2223891
Mohamed Mousa, Hala A. Abdelgaffar, Levy del Aguila
Abstract This paper aims to explore the extent to which Globally Responsible Humanism (GRH) is embedded in the management education offered by public business schools in Egypt. We conducted semi-structured interviews with 24 management educators working at three public business schools. The findings show an absence of socio-cultural, ethical, and eco-political themes in their courses and research activities. Moreover, only five of our respondents highlight a superficial embedding of the definitions of social responsibility, sustainability, environmental awareness, and ethics in economics, accounting, and management courses.
{"title":"To what extent do management educators embed globally responsible humanism (GRH) in their courses and why? An exploratory study","authors":"Mohamed Mousa, Hala A. Abdelgaffar, Levy del Aguila","doi":"10.1080/08832323.2023.2223891","DOIUrl":"https://doi.org/10.1080/08832323.2023.2223891","url":null,"abstract":"Abstract This paper aims to explore the extent to which Globally Responsible Humanism (GRH) is embedded in the management education offered by public business schools in Egypt. We conducted semi-structured interviews with 24 management educators working at three public business schools. The findings show an absence of socio-cultural, ethical, and eco-political themes in their courses and research activities. Moreover, only five of our respondents highlight a superficial embedding of the definitions of social responsibility, sustainability, environmental awareness, and ethics in economics, accounting, and management courses.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49494227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-13DOI: 10.1080/08832323.2023.2212149
Greeni Maheshwari, O. T. K. Vu, T. Nguyen
Abstract The study investigates the relationship between educational factors (theoretical and empirical training), entrepreneurial personality (need for achievement, locus of control, risk propensity), innovativeness, and the entrepreneurial intentions from 399 students studying in tourism major from universities in Vietnam. The data were analyzed using confirmatory factor analysis and structural equation model. The study results suggest that, although educational factors do not directly affect the students’ entrepreneurial intentions, they have an indirect effect mediated via innovativeness. Educational factors also directly impact students’ entrepreneurial personalities and innovativeness, which further impacts their entrepreneurial intentions.
{"title":"Tourism students’ entrepreneurial intentions in Vietnam: Integration of educational factors, entrepreneurial personality and innovativeness","authors":"Greeni Maheshwari, O. T. K. Vu, T. Nguyen","doi":"10.1080/08832323.2023.2212149","DOIUrl":"https://doi.org/10.1080/08832323.2023.2212149","url":null,"abstract":"Abstract The study investigates the relationship between educational factors (theoretical and empirical training), entrepreneurial personality (need for achievement, locus of control, risk propensity), innovativeness, and the entrepreneurial intentions from 399 students studying in tourism major from universities in Vietnam. The data were analyzed using confirmatory factor analysis and structural equation model. The study results suggest that, although educational factors do not directly affect the students’ entrepreneurial intentions, they have an indirect effect mediated via innovativeness. Educational factors also directly impact students’ entrepreneurial personalities and innovativeness, which further impacts their entrepreneurial intentions.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47940081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.1080/08832323.2023.2208813
L. Mostafa
Abstract COVID-19 forced educational institutions to work digitally. Universities were not prepared for online assessment during the lockdown. Teachers faced many challenges when assessing students online; they were afraid that they produced inefficient or fake results. This study aims to understand the factors that affect the efficiency of e-assessment from the teachers’ perspective. Many factors affect the e-exam efficiency, such as university readiness, educator readiness, plagiarism, cheating, type of assessment, and technical issues. Two hundred sixty-eight teachers were invited to fill in the questionnaire. This study concludes that university readiness, educator readiness, and type of assessment have a positive significant impact on e-exam efficiency, while plagiarism, cheating, and technical issues negatively affect e-exam efficiency Implications for practice are discussed.
{"title":"Evaluating university E-assessment in Egypt: A teachers’ perspective","authors":"L. Mostafa","doi":"10.1080/08832323.2023.2208813","DOIUrl":"https://doi.org/10.1080/08832323.2023.2208813","url":null,"abstract":"Abstract COVID-19 forced educational institutions to work digitally. Universities were not prepared for online assessment during the lockdown. Teachers faced many challenges when assessing students online; they were afraid that they produced inefficient or fake results. This study aims to understand the factors that affect the efficiency of e-assessment from the teachers’ perspective. Many factors affect the e-exam efficiency, such as university readiness, educator readiness, plagiarism, cheating, type of assessment, and technical issues. Two hundred sixty-eight teachers were invited to fill in the questionnaire. This study concludes that university readiness, educator readiness, and type of assessment have a positive significant impact on e-exam efficiency, while plagiarism, cheating, and technical issues negatively affect e-exam efficiency Implications for practice are discussed.","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"98 1","pages":"395 - 403"},"PeriodicalIF":1.2,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45566943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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