【SSCI】教育学期刊《The International Journal of Management Education》最新论文推送（2024年10月）
《The International Journal of Management Education
》共26篇，祝大家阅读愉快。
《Leveraging TikTok for active learning in management education: An extended technology acceptance model approach》
《在管理教育中利用 TikTok 进行主动学习: 一种扩展的技术接受模型方法》
作者：Shaofeng Wang · NULL AUTHOR_ID · Mengti Li · NULL AUTHOR_ID · Ahmed Hosny Saleh Metwally
英文摘要：This study investigates the role of TikTok, a prominent short-form video platform, in facilitating active learning intention within management education. Employing an extended Technology Acceptance Model (TAM), the research examines how perceived ease of use, usefulness, playfulness, interactivity, immersion, and virtual reward enhance students' active learning intention. Data collected from 414 students majoring in international business across two universities in China reveal that perceived ease of use and usefulness significantly influence interactivity, while virtual rewards impact immersion and playfulness, further influencing students' active learning intention. The study developed a new scale to measure active learning intention in TikTok usage, rigorously validating its reliability and validity through pre-testing and statistical analyses. Furthermore, the research uncovers the moderating role of novelty experience in the relationship between these factors and active learning intention. The findings offer significant implications for integrating emerging technologies like TikTok into management education, highlighting the need for pedagogical strategies that leverage the unique features of social media platforms for creating and sharing short videos to enhance student engagement and learning outcomes. By providing empirical evidence and a discussion of the practical implications, this research contributes to advancing the understanding of digital pedagogies in management education and encourages exploring innovative teaching methods to promote management learning in the digital era.
中文摘要：本研究探讨 TikTok，一个著名的短格式视频平台，在促进管理教育中的主动学习意愿中的作用。采用扩展的技术接受模型(TAM) ，研究了易用性、有用性、好玩性、互动性、沉浸感和虚拟奖励感知如何增强学生的主动学习意愿。通过对我国两所大学414名国际商务专业学生的数据分析，发现易用性和有用性对交互性有显著影响，而虚拟奖励对沉浸感和玩乐性有显著影响，进一步影响学生的主动学习意愿。该研究开发了一个新的量表来衡量 TikTok 使用中的主动学习意图，通过预先测试和统计分析严格验证其信度和效度。此外，本研究还揭示了新奇体验在这些因素与主动学习意图之间的关系中所起的调节作用。研究结果为将 TikTok 等新兴技术纳入管理教育提供了重要启示，强调了利用社交媒体平台的独特功能创建和分享短视频以增强学生参与和学习成果的教学策略的必要性。本研究透过提供经验证明及讨论其实际意义，有助加深对数码管理教育教学法的认识，并鼓励探讨创新的教学方法，以促进数码时代的管理学习。
https://doi.org/10.1016/j.ijme.2024.101009
《Taking a stand or standing aside? How to conceptualize the emerging phenomenon of university activism》
《站在一边还是袖手旁观? 如何对正在兴起的大学行动主义现象进行概念化》
作者：Antonella Cammarota · Francesca Avallone · Vittoria Marino · Riccardo Resciniti
英文摘要：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.
中文摘要：这项研究旨在概念化一个新兴的和仍然被忽视的现象，定义为大学行动主义。学术机构似乎正在遵循与激进企业相同的道路，因此，进入了一个复杂但非常有趣的政治舞台。今天，随着世界各地冲突不断，地缘政治局势紧张，大学的作用比以往任何时候都更加重要。基于两个结构化和重要的文献领域——即企业行动主义和公众参与——本研究采用了多个案例研究方法，使用溯及基础理论方法收集和分析来自五十所美国高等院校的数据。研究结果为大学行动主义提供了一个全面的定义，并确定了其关键的解释因素。这些都是深入讨论和综合到解释框架的“大学行动主义的4W”，其中描述了活动家的努力，潜在的参与者，目标受众，以及在哪里行动主义是沟通。最后，本研究为学者指导未来关于这一新课题的研究，为大学理解和实施行动主义战略，以及为决策者理解大学行动主义的潜力和支持其实施提供了重要的启示。
https://doi.org/10.1016/j.ijme.2024.101014
《How entrepreneurial role models impact on entrepreneurial outcomes: A gender perspective》
《创业榜样如何影响创业成果: 性别视角》
作者：Carmine Passavanti · Simonetta Primario · Pierluigi Rippa
英文摘要：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.
中文摘要：本文研究了男女学生在以男性为主或以女性为主的榜样环境中的反应是否不同。运用社会认知职业生涯理论，探讨个体对创业榜样的展示是否能显著影响其创业意图、创业自我效能感和创业学习。我们收集了2019/20年度参加创业项目的106名工程学学生的数据，其中包括一个普遍的男性创业角色模型的展览，以及2022/23年度参加同一项目的88名工程学学生的数据，其中展览是一个普遍的女性创业角色模型。这两年都进行了课前和课后调查，以衡量在经济自由化、环境影响指数和环境影响指数方面的差异。研究结果显示，女性角色榜样在情绪智力中具有性别效应，能够提高女大学生的自信心和创业意愿。EL 随性别独立增加。最后，女性榜样影响女大学生的自我效能感，而男性榜样影响两者。本研究通过结合性别结构性障碍扩展了基于意向的分析，阐明了性别结构性障碍对创业成果的显著影响。
https://doi.org/10.1016/j.ijme.2024.101011
《The impact of narcissism on entrepreneurial intentions: The roles of entrepreneurial alertness, entrepreneurial passion, and internal locus of control》
《自恋对创业意愿的影响：创业警觉性、创业激情和内部控制感的角色》
作者：Giang Hoang · Lưu Trọng Tuấn · Quan Tran · Mingjun Yang
英文摘要：This study investigates the effects of narcissism on entrepreneurial intentions through entrepreneurial alertness, entrepreneurial passion, and internal locus of control. The data for our research model is collected from a sample of 422 business students from nine universities in Vietnam. The findings from structural equation modelling reveal that the relationship between narcissism and entrepreneurial intentions was fully mediated by both entrepreneurial alertness and entrepreneurial passion. Moreover, internal locus of control is found to moderate the relationships between entrepreneurial alertness and entrepreneurial passion and entrepreneurial intentions. Our study provides important theoretical and practical implications.
中文摘要：这项研究通过创业警觉性、创业激情和内部控制点来调查自恋对创业意图的影响。我们的研究模型的数据是从来自越南9所大学的422名商科学生的样本中收集的。结构方程模型的研究结果表明，自恋与创业意图之间的关系完全受到创业警觉性和创业激情的中介作用。此外，研究发现，内部控制点会调节创业警觉性、创业激情和创业意愿之间的关系。我们的研究提供了重要的理论和实践意义。
https://doi.org/10.1016/j.ijme.2024.101021
《ESPRIT adventure: Assessing hybrid fuzzy-crisp rule-based AI method effectiveness in teaching key performance indicators》
《ESPRIT 冒险: 评估基于模糊-清晰规则的混合 AI 方法在教学关键绩效指标方面的有效性》
作者：Tanja Milić · Bojan Tomić · Sanja Marinković · Veljko Jeremić
英文摘要：Key performance indicators (KPIs) are a fundamental tool for understanding the outcomes of business policies. Teaching these indicators is conventionally accomplished through verbal lecturing using mathematical equations, accompanied by presentation graphics and tabular information representing the company's operational, financial, and strategic achievements. The conventional teaching method enables the student to understand what a KPI means and how it is calculated, however, it does not enable the student to understand easily how to interpret it. Here, a hybrid fuzzy-crisp rule-based AI system is presented and its effectiveness when applied with a group of management and organization students at the University of Belgrade, Faculty of Organizational Sciences, during the 2022/2023 academic year is evaluated. The potential of this tool is reflected in its ability to simulate adaptive and realistic business economic situations, its high interactivity and user-friendly interface, and intuitive graphical and tabular results that are easy to interpret enhanced with natural-language-inference-explanations. Univariate analysis along with some complementary statistical tests was used to examine students' satisfaction with the system and to distinguish between students who used the system, and students who attended conventional classes, both in terms of acquiring knowledge and retaining knowledge. In general, the results showed high students' satisfaction with the system. The scores obtained by the former group on the objective knowledge assessment test were on average significantly higher compared to those of the latter, proving the positive effect of the hybrid fuzzy-crisp rule-based AI teaching approach.
中文摘要：关键性能指标(KPI)是理解业务策略结果的基本工具。这些指标的教学通常是通过使用数学方程式的口头讲座来完成的，同时伴随着展示图表和表格信息，这些信息代表了公司的经营、财务和战略成就。传统的教学方法使学生能够理解 KPI 的含义和计算方法，但不能使学生容易地理解如何解释它。本文介绍了一个基于模糊-清晰规则的混合人工智能系统，并对其在2022/2023学年应用于组织科学学院的一组管理和组织贝尔格莱德大学学生时的效果进行了评估。这一工具的潜力反映在它能够模拟适应性和现实的商业经济情况，它的高交互性和用户友好的界面，以及直观的图形和表格结果，这些结果很容易通过自然语言推理解释加以解释。采用单变量分析和一些补充性统计检验，检验学生对该系统的满意度，并从获取知识和保留知识两方面区分使用该系统的学生和参加常规课程的学生。总的来说，结果显示高学生对该系统的满意度较高。前者在客观知识评价测验中的得分平均显著高于后者，证明了基于模糊-清晰规则混合的人工智能教学方法的积极效果。
https://doi.org/10.1016/j.ijme.2024.101022
《The effect of online class attendance on academic performance in finance education》
《网络课堂出勤对金融教育学习成绩的影响》
作者：María‐Isabel Martínez‐Serna · J. Samuel Baixauli‐Soler · María Belda‐Ruiz · José Yagüe
英文摘要：This study presents new evidence on how attending class –particularly synchronous virtual lessons– affects academic performance in higher education. We analyse data from over 500 undergraduate students enrolled in four finance courses at the University of Murcia, a Spanish public university where attendance is non-mandatory. After controlling for the student's previous admission grade, academic experience, and demographic factors, the results show that online class attendance significantly increases the likelihood of taking the exam and improves the success rate as well as the final grades. Moreover, when the analysis distinguishes between attending lectures and practical lessons, there is a similar (positive) effect on student performance.
中文摘要：这项研究提供了新的证据，上课-特别是同步的虚拟课程-影响高等教育的学习成绩。我们分析了西班牙公立大学莫夕亚大学金融学院招收的逾500名本科生的数据。在控制了学生以前的入学成绩、学习经历和人口统计因素后，结果显示在线课堂出勤显著增加了考试的可能性，提高了成功率和最终成绩。此外，当分析区分听课和实践课时，对学生的表现也有类似的(积极的)影响。
https://doi.org/10.1016/j.ijme.2024.101023
《A systematic mapping of social entrepreneurship education: A call for increased collaboration, ethics, and research frameworks》
《社会创业教育的系统地图: 呼吁加强合作、道德和研究框架》
作者：Hussein-Elhakim Al Issa · Mai Thi Thanh Thai · Hang Nguyen
英文摘要：Purpose This study aims to provide a comprehensive overview of Social Entrepreneurship Education (SEE) by examining the evolution, current state, and future research directions. It seeks to identify key themes, best practices, and the integration of social entrepreneurship principles within educational frameworks. Methodology The research uses a systematic mapping approach incorporating bibliometric citation and content analysis to analyze 161 articles from 2002 to 2021, identifying trends, themes, and gaps in SEE literature. Findings The results reveal three main clusters of research areas: integrating social entrepreneurship principles into educational models, social entrepreneurship intentions and antecedents, and challenges and competencies development in SEE. A taxonomy scheme for categorizing SEE research is proposed, enhancing understanding through six prepositions and 18 possible future research inquiries. Implications This classification system provides a comprehensive overview of SEE, promoting global collaboration and innovative teaching methodologies. It encourages a holistic approach to educational programs, using visualizations and maps for policy enactment. Originality This paper enhances SEE understanding through a taxonomy scheme, addresses review fragmentation, and provides a consolidated framework highlighting educational, theoretical, and methodological gaps, setting a comprehensive research agenda.
中文摘要：目的 本研究旨在透过检视社会创业教育的演变、现况及未来的研究方向，提供一个全面的概览。它旨在确定主要的主题、最佳做法，以及在教育框架内整合公益创业原则。研究方法 本研究采用文献计量引文与内容分析相结合的系统映射方法，分析了2002-2021年间161篇文献，确定了文献的发展趋势、主题和差距。调查结果 研究结果揭示了三个主要的研究领域: 将公益创业原则融入教育模式、公益创业的意图和前提、以及东南欧的挑战和能力发展。本文提出了一个分类方案，用于对文献进行分类，并通过6个介词和18个可能的未来研究查询来加强理解。影响 本分类方案全面介绍视学、促进全球协作和创新教学方法。它鼓励对教育项目采取全面的方法，利用可视化和地图制定政策。独创性 本文通过一个分类方案提高了对欧洲东南亚地区的认识，解决了评论碎片化问题，并提供了一个突出教育、理论和方法差距的综合框架，设置了一个全面的研究议程。
https://doi.org/10.1016/j.ijme.2024.101025
《Influence of the problem-based learning methodology on the intrapreneurial intentions of university students》
《问题导向学习方法对大学生创业意向的影响》
作者：Pedro Baena‐Luna · Isadora Sánchez Torné · Esther García‐Río · Macarena Pérez Suárez
英文摘要：This paper analyzes the impact of the Problem-Based Learning (PBL) methodology, a teaching method that involves working with real-world problems and developing skills for their resolution, on university students' Intrapreneurial Intentions (IIN). A sample of 267 students participated in the study, and their responses were collected at two different times. The data were analyzed using statistical regression analysis and the fs-QCA technique. The results revealed that the PBL methodology significantly improved the behavior of variables associated with potentially intrapreneurial behaviors. Specifically, three components, namely Subjective Norms, Perceived Behavioral Control, and Risk-Taking Capacity, positively influenced undergraduate students' IIN. These findings suggest that the PBL methodology can be a valuable tool for universities in developing initiatives to improve graduate employability.
中文摘要：本文分析了问题导向学习教学法(PBL)对大学生创业意图的影响。PBL 是一种教学方法，包括处理现实世界中的问题和培养解决问题的技能。本研究以267名学生为样本，分两次收集他们的回答。数据分析采用统计回归分析和 fs-QCA 技术。结果表明，PBL 方法显著改善了与潜在创业行为相关的变量的行为。具体而言，主观规范、知觉行为控制和冒险能力三个因素对大学生个体智力有正向影响。这些研究结果表明，PBL 方法可以成为一个宝贵的工具，为大学发展的倡议，以提高毕业生的就业能力。
https://doi.org/10.1016/j.ijme.2024.101024
《Rethinking entrepreneurship and management education for engineering students: The appropriateness of design thinking》
《工科大学生创业与管理教育的再思考: 设计思维的适切性》
作者：Imran M. Ilyas · Juha Kansikas · Alain Fayolle
英文摘要：The study argues that the educational needs of engineering students for entrepreneurship and managerial education are specific and evolving over time toward a set of skills and knowledge needed in digital and dynamic world. Existing research largely ignored the distinct and evolving nature of these educational needs and their implications for entrepreneurship and managerial education of engineering students. Using design thinking and teaching model literature, we proposed teaching model framework and derived propositions from conceptual arguments to address these educational needs effectively. The proposed conceptual teaching model framework elaborates on the incorporation of cognitive acts of design in various aspects at ontological, didactical, and contextual levels. The framework views education as a process of co-construction, centered on students, where the role of the teacher is similar to that of a coach. Students work in teams and practice the cognitive acts of design that lead to the development of interpersonal, entrepreneurial, and managerial skills. For this purpose, open-ended questioning, real-life customer problems, design thinking methodology, and lean methodology are proposed as effective content and pedagogies to promote the entrepreneurial behaviors required in the current industrial scenario.
中文摘要：该研究认为，工程专业学生对创业和管理教育的教育需求是具体的，并随着时间的推移不断向数字化和动态世界所需的一套技能和知识发展。现有的研究基本上忽视了这些教育需求的独特性和不断演变的性质及其对工科学生创业和管理教育的影响。运用设计思维和教学模式文献，提出了教学模式框架，并从概念论证中得出命题，有效地解决了这些教育需求。提出的概念教学模式框架阐述了设计认知行为在本体论、教学论和语境层面的整合。该框架将教育视为一个以学生为中心的共同建构的过程，其中教师的角色与教练的角色相似。学生在团队中工作，实践设计的认知行为，从而发展人际关系、企业家精神和管理技能。为此，开放式提问、现实生活中的客户问题、设计思维方法论和精益方法论被提出来作为有效的内容和教学方法，以促进当前工业情景下所需要的创业行为。
https://doi.org/10.1016/j.ijme.2024.101029
《The interdisciplinary curriculum alignment to enhance graduates' employability and universities’ sustainability》
《跨学科课程整合提升毕业生就业能力及大学可持续发展》
作者：Pervaiz Akhtar · Muhammad Moazzam · Aniqa Ashraf · Muhammad Naveed Khan
英文摘要：The employability of university graduates mainly depends upon the skillset they acquire through curriculum, subject specializations, and pedagogical practice. Contemporary analytical, big data-driven, and IT-based skills are imperative for supply chain graduates and business schools' sustainability. This study aims to provide directions and guidelines on the curriculum framework that offers an equilibrium of qualitative and quantitative skills for supply chain management graduates' employment and relative sustainability for universities. We utilized a three-pronged methodology to identify analytical, big data-driven, and IT-based skills. First, literature review was used to identify 18 criteria organized into 3 themes. Second, we conducted interpretive content analysis of the curricula of 38 Association to Advance Collegiate Schools of Business (AACSB) accredited supply chain management programs across the world. Third, in-depth interviews with 16 leading academics and industry experts were conducted to conclude the study and draw meaningful insights. Specific solutions aimed at combating the contemporary challenges and the implications of redesigning interdisciplinary curricula for students in specialized business programs – such as supply chains, logistics, and operations – are also offered. This research provides new insights to continuously improve interdisciplinary curricula, enhancing students' employability and contributing to universities’ financial sustainability.
中文摘要：大学毕业生的就业能力主要取决于他们通过课程、学科专业和教育实践获得的技能。当代分析、大数据驱动和基于 IT 的技能对于供应链毕业生和商学院的可持续发展至关重要。本研究旨在为供应链管理专业毕业生就业与大学相对可持续发展提供定性与定量技能平衡的课程架构指导与指引。我们采用了三管齐下的方法来识别分析、大数据驱动和基于 IT 的技能。首先，通过文献综述确定了3个主题的18个标准。其次，我们对世界各地38个国际商管学院促进协会(AACSB)认证的供应链管理课程进行了解释性内容分析。第三，对16位知名学者和行业专家进行了深入访谈，以总结研究并得出有意义的见解。还提供了旨在应对当代挑战的具体解决方案，以及为专业商业课程(如供应链、物流和运营)的学生重新设计跨学科课程的影响。这项研究提供了新的见解，不断改善跨学科课程，提高学生的就业能力和有助于大学的财政可持续性。
https://doi.org/10.1016/j.ijme.2024.101037
《Development and validation of the adolescent's entrepreneurial attributes inventory: A mixed-methods approach》
《青少年创业特质量表的开发与验证: 混合方法研究》
作者：Chun Sing Maxwell Ho · Ming Ming Chiu · Stephen Wing Kai Chiu · Lucas Chiu Kit Liu
英文摘要：This study introduces the Adolescent Entrepreneurial Attributes (AEA) scale, designed to measure key entrepreneurial attributes among adolescents within an educational context. Employing a mixed-methods approach, the research involved four distinct studies: a Delphi study to refine the measurement items, a survey of youth entrepreneurship course graduates to gather perceptions of entrepreneurial attributes, a psychometric assessment to test the reliability and validity of the AEA scale, and a SEM validation study to correlate the AEA with established measures of entrepreneurial self-efficacy and intention. The findings revealed that the AEA scale is a reliable and valid tool that captures a nested profile of adolescents' entrepreneurial attributes, including innovativeness, opportunity recognition, risk-taking propensity, proactiveness, vision-driven thinking, ethical thinking, and communication and collaboration. The scale's development contributes to the field by providing a nuanced understanding of adolescents' entrepreneurial attributes. The scale supports educational efforts to assess entrepreneurship education (EE) with aims to nurture adolescents' generic entrepreneurial attributes, differentiating from existing measurements of entrepreneurial self-efficacy, and entrepreneurial intentions to evaluate entrepreneurship education programs.
中文摘要：本研究引入了青少年创业属性量表(AEA) ，旨在测量教育背景下青少年创业的关键属性。采用混合方法，研究涉及四个不同的研究: 德尔菲研究，以完善测量项目，调查青年创业课程毕业生收集企业家属性的认知，心理测量评估，以测试的可靠性和有效性的 AEA 量表，以及扫描电子显微镜验证研究，以关联的 AEA 与企业家自我效能和意图的既定措施。研究结果显示，AEA 量表是一个可靠和有效的工具，捕获青少年创业属性的嵌套概况，包括创新，机会识别，冒险倾向，主动性，视觉驱动思维，伦理思维，沟通和协作。该量表的发展有助于该领域提供了一个微妙的理解青少年的企业家属性。该量表支持教育工作评估创业教育(EE) ，目的是培养青少年的一般企业家特质，区别于现有的衡量企业家自我效能的指标，以及评估创业教育项目的企业家意图。
https://doi.org/10.1016/j.ijme.2024.101033
《Rethinking entrepreneurial competencies: A gender-focused analysis of students’ perceived competencies》
《重新思考创业能力: 基于性别的学生创业能力感知分析》
作者：Tatiana Somià · Luke Pittaway · Paul C. Benedict
英文摘要：This study addresses a research gap in understanding the gender dimensions of perceived entrepreneurial competencies among undergraduate and MBA entrepreneurship students. It aims to unravel the underlying abilities shaping these competencies and explore potential gender variations in perceptions, ultimately contributing to the enhancement of entrepreneurship courses. The research uses quantitative and qualitative methods to gather data from students who participated in entrepreneurship courses over four years. A competency survey, rooted in Morris et al.'s framework, captures self-assessments of entrepreneurial competencies. The study complements these quantitative findings with a systematic analysis of students' self-reflections, providing a comprehensive understanding of perceived competencies and potential gender differences. The research identifies specific entrepreneurial competencies—opportunity recognition and conveying a compelling vision—and their underlying abilities perceived as crucial by male and female students. It explores the extent to which gender influences these perceptions. The dual-method approach enriches insights, offering a nuanced understanding of how competencies are perceived and varying influences based on gender. This research uniquely explores the intricate dynamics of perceived entrepreneurial competencies, taking gender variations into account. It contributes to entrepreneurship course design and assessment, fostering students’ belief in entrepreneurial abilities and significantly contributing to self-concept development.
中文摘要：本研究旨在探讨本科生与 MBA 创业学生创业能力的性别差异。它旨在揭示塑造这些能力的基本能力，并探讨在观念上可能存在的性别差异，最终促进加强创业课程。该研究采用定量和定性的方法，从参加过四年创业课程的学生那里收集数据。一个能力调查，植根于莫里斯等人的框架，捕捉企业家能力的自我评估。该研究通过对学生自我反思的系统分析补充了这些定量研究结果，提供了对感知能力和潜在性别差异的全面理解。该研究确定了具体的创业能力ーー机会识别和传达令人信服的愿景ーー以及男女学生认为至关重要的基本能力。它探讨了性别在多大程度上影响了这些观念。双重方法方法丰富了见解，提供了一个细致入微的了解如何认识能力和不同的影响基于性别。这项研究独特地探索了企业家能力感知的复杂动态，考虑到性别差异。它有助于创业课程的设计和评估，培养学生对创业能力的信念，对自我概念的发展起到重要作用。
https://doi.org/10.1016/j.ijme.2024.101038
《Exploring the impact of ChatGPT on education: A web mining and machine learning approach》
《探索 ChatGPT 对教育的影响: 一种网络挖掘和机器学习方法》
作者：Abderahman Rejeb · Karim Rejeb · Andrea Appolloni · Horst Treiblmaier · Mohammad Iranmanesh
英文摘要：ChatGPT, an artificial intelligence model, has garnered significant interest within education. This study examined public sentiment regarding ChatGPT's influence on education by utilizing web mining and natural language processing (NLP) techniques. By adopting an empirical approach and leveraging machine learning models to process 2003 web articles, the study extracts valuable insights. The results indicate that ChatGPT has emerged as a crucial educational tool, offering advantages for both students and educators. Notably, the study emphasized ChatGPT's role in enhancing students' writing abilities and fostering dynamic, interactive learning environments. ChatGPT's capacity to address a broad spectrum of questions demonstrates its versatility and adaptability, contributing to more inclusive and personalized educational experiences. However, the study also uncovered challenges tied to academic integrity, such as plagiarism and cheating, which stem from incorporating AI-driven tools like ChatGPT into education. This raises concerns regarding ethical aspects, including responsible AI usage and data privacy, and highlights the need for institutions to develop guidelines and policies for AI tool implementation in education. This study's findings hold theoretical and practical implications for integrating ChatGPT into educational settings. It is the first to employ web mining and NLP techniques to analyze public opinions on ChatGPT's impact on education comprehensively.
中文摘要：ChatGPT，一个人工智能模型，已经引起了教育界的极大兴趣。这项研究通过利用网络挖掘和自然语言处理(NLP)技术检验了公众对 ChatGPT 对教育的影响的看法。通过采用实证方法和利用机器学习模型来处理2003年的网络文章，该研究提取了有价值的见解。结果表明，ChatGPT 已成为一种重要的教育工具，为学生和教育工作者提供了有利条件。值得注意的是，该研究强调了 ChatGPT 在提高学生写作能力和培养动态互动学习环境方面的作用。ChatGPT 解决广泛问题的能力显示了它的多功能性和适应性，有助于更具包容性和个性化的教育经验。然而，这项研究也揭示了与学术诚信相关的挑战，如剽窃和作弊，这些挑战源于将 ChatGPT 等人工智能驱动的工具融入教育。这引起了对道德方面的关切，包括负责任地使用人工智能和保护数据隐私，并突出表明各机构需要为在教育中使用人工智能工具制定准则和政策。这项研究的结果对于将 ChatGPT 整合到教育环境中具有理论和实践意义。它是第一个使用网络挖掘和自然语言处理技术来全面分析公众对 ChatGPT 对教育的影响的意见。
https://doi.org/10.1016/j.ijme.2024.100932
《Assessment and development of coachability in entrepreneurship education》
《评估及发展创业教育的教练能力》
作者：Tatiana Somià · Christian Lechner · Luke Pittaway
英文摘要：As coaching and alumni mentoring are used to develop student startup talent the coachability of students becomes an enabling factor for reflection- and action-based learning methods in entrepreneurship education. There is limited research on how to assess and develop coachability, especially in entrepreneurship education. This paper aims to narrow the gap. This study adopts a competency-based approach by devising competency assessment tools, undertaking a coachability survey and using Behavioral Event Interviews. It thus adopts a mixed method design, combining quantitative and qualitative techniques. Our exploratory research shows that coachability has a positive relationship with educational outcomes and that coachability competencies, such as self-awareness and flexibility, are important. We show that coachability can be developed through experiential learning and that such learning enables the acquisition of competencies, such as transferring learning into action and taking initiative. The opportunity to develop coachability through entrepreneurship education fosters the design of experiential learning and strengthens students' coachability competencies, thereby aiding graduates’ capacity to attract venture funding. We make an original contribution to assessing coachability by adopting a multi-method and multi-perspective approach and provide a way of creating greater impact when assessing and developing coachability.
中文摘要：随着辅导和校友指导被用来培养学生的创业才能，学生的可指导性成为创业教育中反思和行动的学习方法的一个有利因素。关于如何评估和培养教练能力的研究很有限，尤其是在创业教育方面。本文旨在缩小这一差距。本研究采用以能力为基础的方法，设计能力评估工具，进行可训练性调查及使用行为事件访谈。因此采用定量与定性相结合的混合设计方法。我们的探索性研究显示，教导能力与教育成果有正向关系，而教导能力，例如自我意识和灵活性，是非常重要的。我们表明，可以通过经验学习发展辅导能力，这种学习能够获得能力，例如将学习转化为行动和采取主动。透过创业教育培养辅导能力的机会，可促进体验式学习的设计，并加强学生的辅导能力，从而协助毕业生吸引创业基金的能力。我们通过采用多方法和多视角的方法，为评估辅导能力做出了独创性的贡献，并提供了一种在评估和发展辅导能力时产生更大影响的方法。
https://doi.org/10.1016/j.ijme.2023.100921
《The ideathon as an instrument for entrepreneurial education in university contexts》
《思想马拉松作为大学创业教育的工具》
作者：Jorge García-Castanedo · Diego Corrales-Garay · José-Luis Rodríguez-Sánchez · Thais González-Torres
英文摘要：The purpose of this study is to provide support for the use of ideathons as a useful tool in entrepreneurial education, enhancing the practical perspective of students and constituting a sound basis for generating collaborative ecosystems in universities. The objectives include exploring and describing the main steps and issues in organising this type of event. Considering the descriptive nature of the phenomenon and the first-hand information available, the case study approach has been used. To do so, a number of interviews have been conducted with high-level management positions with extensive experience in the university and in private companies. As a result, we provide a set of guidelines for organising and running successful ideathons in social sciences: (1) planning, (2) budgeting, (3) training, (4) running the competition, and (5) networking and benefits. A successful ideathon should help improve the reputation of the institution. Students can also increase their employability due to enhanced entrepreneurial skills and their interaction with real companies during the competition. Considering the scarcity of studies addressing ideathon, from a theoretical and empirical point of view, we offer a social sciences approach to idea-generation events, which have traditionally been covered from technical areas (IT domain).
中文摘要：本研究的目的是支持将思想马拉松作为创业教育的有用工具，提高学生的实际观点，并为在大学中创造协作生态系统奠定坚实的基础。目标包括探讨和描述组织这类活动的主要步骤和问题。考虑到这一现象的描述性质和可获得的第一手资料，采用了案例研究方法。为此，与在大学和私营公司具有丰富经验的高级管理职位进行了一些面谈。因此，我们提供了一套指导方针，组织和运行成功的思想马拉松社会科学: (1)计划，(2)预算，(3)培训，(4)运行竞争，(5)网络和利益。一个成功的创意马拉松应该有助于提高机构的声誉。学生还可以通过提高创业技能以及在竞争期间与真正的公司进行互动来提高他们的就业能力。从理论和实证的角度来看，我们考虑到缺乏研究思想马拉松，我们提供了一个社会科学的方法来解决思想产生的事件，这传统上是从技术领域(信息技术领域)。
https://doi.org/10.1016/j.ijme.2023.100926
《Focus on education: Taking stock of key themes, topics, trends and communities in international business and international management education research》
《关注教育: 评估国际商业和国际管理教育研究中的关键主题、主题、趋势和社区》
作者：Angelito Calma · Gabriele Suder · Thomas P. Kenworthy
英文摘要：This paper sheds light on education in International Business (IB) and International Management (IM) by identifying the main topics, themes, trends and subdomain clusters in their education-focused literature. Using a combination of text- and network-based analysis, only recently introduced for data analysis in IB/IM, we reveal themes focused mainly on five areas: global focus; learning and skill development; teaching and curriculum development; economic and management issues; and student types and experience. Further, we examine the extent to which keywords associated with critical perspectives enter the education literature to gain insight into the embrace of issues related to sustainability, ethics, empathy and gender.
中文摘要：本文通过对国际商务(IB)和国际管理(IM)教育中的主题、主题、趋势和子领域集群的分析，揭示了 IB 和 IM 教育的特点。我们结合文本分析和网络分析，揭示了主要集中在五个领域的主题: 全球焦点; 学习和技能发展; 教学和课程发展; 经济和管理问题; 学生类型和经验。此外，我们审查了与批判性观点相关的关键词进入教育文献的程度，以深入了解与可持续性、道德、同理心和性别有关的问题。
https://doi.org/10.1016/j.ijme.2023.100902
《Tournament rituals and experiential competence development in higher education: A case of a unique conference series》
《高等教育中的赛事仪式与体验能力培养——以一个独特的系列会议为例》
作者：László Koloszár · Ágnes Wimmer · Katalin Takácsné György · Ariel Zoltán Mitev
英文摘要：The Hungarian Student Research Society (HSRS) movement is a unique, experience-based tournament ritual promoting student-centered learning via instructors working as facilitators. Within the framework of this 70-year-old conference series, students conduct mentor-supported research activities on self-chosen topics, prepare academic papers, and present their research work to peers and expert juries within their institutions. The best research is included in the National Student Research Conference (NSRC), organized by discipline. The present study reviews and analyzes this process from the perspective of tournament rituals, skill development, and student experience. The study utilizes student opinions, perceptions, and feedback from a Student Research Conference in Economics to illustrate the method's effectiveness. Findings suggest that such conference event series – which function as tournaments, professional conferences, and festivals via community events – effectively develop the soft skills that are becoming increasingly important in the 21st century. In addition to professional competencies, Student Research Conferences (SRC) provide student participants with positive experiences.
中文摘要：匈牙利学生研究协会(HSRS)运动是一个独特的，以经验为基础的比赛仪式，通过教师作为辅导员促进以学生为中心的学习。在这个有70年历史的系列会议的框架内，学生们就自己选择的主题开展由导师支持的研究活动，准备学术论文，并向其机构内的同行和专家评审团介绍他们的研究工作。最好的研究包括在全国学生研究会议(NSRC) ，组织的学科。本研究从比赛仪式、技能发展和学生体验三个角度对这一过程进行了回顾和分析。该研究利用学生的意见，感知和反馈从学生研究会议在经济学来说明该方法的有效性。研究结果表明，这样的会议活动系列-功能作为锦标赛，专业会议，并通过社区活动的节日-有效地发展软技能，正在变得越来越重要，在21世纪。除了专业能力，学生研究会议(SRC)为学生参与者提供了积极的经验。
https://doi.org/10.1016/j.ijme.2023.100929
《A meta-analysis of the influence of case method and lecture teaching on cognitive and affective learning outcomes》
《案例教学和讲座教学对认知和情感学习效果影响的元分析》
作者：Jaime Andrés Bayona · William Fernando Durán
英文摘要：The widespread use of case method around the world, coupled with conflicting evidence about its effectiveness compared to the traditional lecture method, motivated this study. We meta-analyzed 22 investigations that report 86 effect sizes aggregated in two types of outcomes: cognitive (i.e., knowledge and skills), and affective (i.e., motivation and attitudes). For case method, meta-analytic results were significant for cognitive outcomes, but not for affective outcomes. Furthermore, the case method demonstrated a higher effect than lecture method in the teaching of cognitive outcomes. We also evaluate the effect of two moderators on these relationships, reporting significant effects in undergraduate students and non-significant moderation in cultural values. We discuss and interpret these findings considering different learning theories and propose both theoretical and practical implications.
中文摘要：案例教学法在世界范围内的广泛应用，加上与传统讲座教学法相比，关于其有效性的相互矛盾的证据，激发了这项研究。我们对22项调查进行了荟萃分析，报告了两种结果的86种效应大小: 认知(即知识和技能)和情感(即动机和态度)。对于病例分析法，荟萃分析结果对认知结果有显著影响，但对情感结果无显著影响。此外，案例教学法在认知结果教学中的效果显著高于讲座教学法。我们还评估了两个主持人对这些关系的影响，报告显着的影响在大学生和非显着的文化价值观的中和。我们结合不同的学习理论对这些发现进行了讨论和解释，并提出了理论和实践上的启示。
https://doi.org/10.1016/j.ijme.2024.100935
《Using cluster analysis to identify procrastination and student learning strategies in a flipped classroom》
《利用数据聚类识别拖延症和学生学习策略的翻转课堂》
作者：John N. Walsh
英文摘要：Flipped classrooms are becoming increasingly important in higher education. While their value over traditional practices has been identified, it is possible to implement a flipped classroom in many ways. Therefore, research needs to consider the distinct ways flipped classrooms are structured to identify their relative effectiveness. The usefulness of flipped classrooms is reduced when students’ procrastination in the pre-class phase, resulting in a lack of student engagement with online resources. This paper uses a cluster analysis of log-file data from three cohorts of a flipped classroom module, involving 169 undergraduate business students, to identify their learning strategies. It considers when students first begin to access online material and relates this to the timing of their classes and assessments. Two distinct learning strategies were identified. Prepared students accessed online resources as expected in advance of flipped classes. Assessment-focused students used the available resources after class to prepare for impending assessments. Prepared students performed significantly better than those that were assessment focused. In addition, there was more engagement with video-based material over text-based resources and also more engagement when assessments were weekly and low-stakes rather than terminal and higher-stakes. Concsequently, the way in which flipped classrooms are structured can reduce the level of student procrastination present and improve the effectiveness of this method.
中文摘要：翻转式教室在高等教育中变得越来越重要。虽然它们相对于传统做法的价值已经得到确认，但在许多方面实施翻转课堂是可能的。因此，研究需要考虑不同方式的翻转教室的结构，以确定其相对有效性。当学生在课前阶段拖延时，翻转教室的有用性就会降低，从而导致学生缺乏对网络资源的参与。本文使用一个数据聚类翻转课堂模块的三个队列的日志文件数据，包括169名本科商学院学生，以确定他们的学习策略。它考虑了学生何时开始访问在线材料，并将其与他们上课和评估的时间安排联系起来。两种不同的学习策略被确定。准备好的学生在翻转课之前按预期访问在线资源。注重评估的学生利用课后可用的资源为即将进行的评估做准备。有准备的学生比那些有评估重点的学生表现得更好。此外，与基于文本的资源相比，人们更多地参与基于视频的材料，而且当评估是每周和低风险而不是终端和高风险时，人们也更多地参与。因此，翻转教室的设计方法可以减少学生的拖延现象，提高教学效果。
https://doi.org/10.1016/j.ijme.2024.100936
《Entrepreneurship education and established business activities: An international perspective》
《创业教育和已建立的商业活动: 国际视角》
作者：Liangxing He · Leven J. Zheng · Piyush Sharma · Tak Yan Leung
英文摘要：This paper introduces a conceptual model with perceived opportunity and perceived capability as mediators in the process by which entrepreneurship education helps improve the established business activities. Specifically, we hypothesize that the prevalence of entrepreneurship education relates positively with the rate of established business activity, and that perceived opportunity and capability mediate this relationship. We find support for all our hypotheses using Poisson regression with the Global Entrepreneurship Monitor data collected from 826 participants across 107 countries during the 2001–2018 period. Our findings confirm that entrepreneurship education has a significant positive impact on the performance of established businesses by helping the entrepreneurs improve their perceived capabilities and opportunities. These findings extend the current research on the impact of entrepreneurship education on entrepreneurial activities at different stages of development for entrepreneurial businesses.
中文摘要：本文介绍一种概念模型，它可以感知机会和感知能力，作为过程中的调解创业教育，帮助改善既定的商业活动。具体来说，我们假设创业教育的流行程度与已建立的商业活动的速度呈正相关，并且感知到的机会和能力调节了这种关系。我们利用《全球创业观察》(Global Entrepreneurship Monitor)的数据，在2001年至2018年期间从107个国家的826名参与者那里收集泊松回归，发现了对我们所有假设的支持。我们的研究结果证实，创业教育可以帮助企业家提高他们感知到的能力和机会，从而对现有企业的业绩产生显著的积极影响。这些发现扩展了目前关于创业教育对创业企业在不同发展阶段的创业活动的影响的研究。
https://doi.org/10.1016/j.ijme.2023.100922
《How Dutch higher HRM education prepares future HR professionals for the impact of technological developments》
《荷兰高等人力资源管理教育如何使未来的人力资源专业人员为技术发展的影响做好准备》
作者：Jeske Van Beurden · Irmgard Borghouts · Sjanne Marie van den Groenendaal · Charissa Freese
英文摘要：Technological developments are on the rise and considered to make way to a fourth industrial revolution. However, the extent to which (future) human resource (HR) professionals feel prepared to translate what technological developments mean for organizations and work remains largely unclear. In this article, we explore how higher human resource management (HRM) education prepares future HR professionals for the influence of technological developments in organizations. In addition, we investigate how alumni feel prepared by these programs to translate the impact of technological developments to their organization, by looking at the context of Dutch higher HRM education programs and deploying a qualitative case study methodology. Findings indicate that HR professionals face changes in their role, which require enrichments of their knowledge and competencies in the areas of technology change management, data literary and ethics, and (line) management involvement in the implementation of technology related practices. Furthermore, results show that HR programs integrate the subject of technological developments in different degrees of depth and that there is room for (strategic) development. Practical implications focusing on how higher HRM education programs could integrate knowledge and competencies that arise from these developments to increase the strategic value of HR professionals are discussed.
中文摘要：技术发展正在上升，并被认为是为第四次工业革命让路。然而，(未来)人力资源(HR)专业人员在多大程度上准备好将技术发展对组织和工作的意义转化为现实，这一点在很大程度上仍然不清楚。在本文中，我们探讨了高等人力资源管理(HRM)教育如何培养未来的人力资源专业人才，以应对组织中技术发展的影响。此外，我们通过研究荷兰高等人力资源管理教育项目的背景和运用定性案例研究方法，调查了校友们对这些项目的准备情况，以便将技术发展的影响转化为他们的组织。研究结果表明，人力资源专业人员面临着角色的变化，这需要丰富他们在技术变革管理，数据文学和伦理学领域的知识和能力，以及(线)管理参与技术相关实践的实施。此外，研究结果显示，人力资源计划在不同程度上整合了科技发展的主题，并且有(战略)发展的空间。重点讨论了高等人力资源管理教育计划如何整合这些发展所产生的知识和能力，以提高人力资源专业人员的战略价值的实际意义。
https://doi.org/10.1016/j.ijme.2023.100916
《Transformation in the liminal space ‘in between’ student and entrepreneur》
《学生与企业家之间阈限空间的转换》
作者：Sigrid Westad Brandshaug
英文摘要：This paper builds on the literature on transformative learning in entrepreneurship education by drawing on the concept of liminality. Scholars have argued that entrepreneurship education should provide experiences that challenge students to think differently about their skills and abilities while developing entrepreneurial attitudes that render them capable of coping with rapid societal changes. The study takes a narrative approach to an in-depth exploration of students' liminal processes in a venture-creation programme: How do the students cope with and learn from being in the liminal space ‘in between’ student and entrepreneur? The findings suggest that students find different ways of coping with liminality and that peers play a vital role in students' transformational processes by providing feedback and stimulating reflection. By exploring the ‘black box’ of student learning processes in entrepreneurship education, this study contributes to the literature on transformational learning and how individuals become entrepreneurial. Moreover, this paper builds on the literature by suggesting how learning through entrepreneurship can help develop liminality competence.
中文摘要：本文以有关创业教育学习的文献为基础，引入阈限性的概念。学者们认为，创业教育应该提供一些经验，挑战学生以不同的方式思考自己的技能和能力，同时培养创业态度，使他们有能力应对迅速的社会变化。本研究采用叙事的方法，深入探讨学生在创业计划中的阈限过程: 学生如何处理和学习处于学生和企业家之间的阈限空间？研究结果表明，学生会找到不同的应对阈限性的方式，同伴通过提供反馈和激发反思在学生的转化过程中起着至关重要的作用。通过探索创业教育学生学习过程的“黑匣子”，这项研究有助于转化学习和个人如何成为企业家的文献。此外，本文建立在文献的基础上，提出通过创业学习如何有助于培养阈限能力。
https://doi.org/10.1016/j.ijme.2024.100962
《The role of teaching methods and students’ learning motivation in turning an environmental mindset into entrepreneurial actions》
《教学方法和学生学习动机在将环境心态转化为创业行为中的作用》
作者：María Soledad Arnau Ripollés · Andreu Blesa
英文摘要：The purpose of this research is to explore the relationship between students' environmental mindset and entrepreneurial actions, the role of different approaches to entrepreneurship education, and the impact of students' learning motivations on how entrepreneurship education influences the environmental mindset–entrepreneurial actions relationship. The analysis of the data from students at a Spanish university showed that environmental mindset can be considered a driving factor for students' entrepreneurial actions. Results also revealed that entrepreneurship teaching methods have the potential to moderate the environmental mindset–entrepreneurial actions relationship, with supply-side teaching methods having a negative influence, and demand and competency teaching methods strengthening the relationship. The study also found that students’ mastery-learning motivations only enhanced the moderating effect of competency teaching methods. This research advances entrepreneurship education scholarship and makes suggestions for a best practice model in entrepreneurship education, thereby confirming its importance in the field of student environmental entrepreneurship. It also supports the recommendation to adopt more active learning pedagogies in formal entrepreneurship education. Finally, the paper adopts an original approach to studying the influence of learning motivations based on the application of the constructive alignment principle to learning.
中文摘要：本研究旨在探讨学生的环境心态与创业行为之间的关系、不同创业教育的作用，以及学生的学习动机对创业教育如何影响环境心态与创业行为之间的关系的影响。对西班牙一所大学学生的数据分析表明，环境心态可以被视为学生创业行为的一个驱动因素。结果还表明，创业教学方法具有调节环境心态与创业行为关系的潜力，供给侧教学方法具有负面影响，需求与胜任力教学方法具有强化环境心态与创业行为关系的潜力。研究还发现，学生的掌握学习动机只是增强了能力教学法的调节作用。这项研究提高了创业教育的学术水平，并为创业教育的最佳实践模式提出了建议，从而证实了其在学生环境创业领域的重要性。委员会亦支持在正规创业教育采用更积极的学习教学法。最后，本文基于建构性对齐原则在学习中的应用，采用了一种新颖的方法来研究学习动机的影响。
https://doi.org/10.1016/j.ijme.2024.100961
《Improving project management skills by integrating a boardgame into educational paths》
《通过将棋盘游戏融入教育途径来提高项目管理技能》
作者：Stefano Armenia · Federico Barnabè · Fabio Nonino · Alessandro Pompei
英文摘要：The increasing demand for practical project management skills makes crucial the adoption of innovative educational approaches. This study presents an experiment carefully designed to assess the effectiveness of an innovative project management educational boardgame named PMBoG. Two samples from a class of university students, enrolled in a bachelor's degree management course, participated in the experiment. One sample joined PMBoG sessions playing with and against other colleagues, the other sample did not participate in the sessions. After game sessions, both groups took a project management test to evaluate their capacity to make decisions or countermeasures based on classical project management issues. The test also included a questionnaire about game evaluations and peer feedback. Preliminary analysis using multiple statistical tests (t-test, ANOVA, Tuckey and Effect Size) indicates that participants in the experimental group demonstrated statistically significant higher performance compared to those who did not participate in the game sessions. The results suggest that the adoption of PMBoG positively impacts on increase of students' project management competencies. The study underscores the importance of incorporating experience-based and student-centered education tools in project management education, enhancing students' readiness for real-world project scenarios.
中文摘要：对实用项目管理技能的需求日益增加，因此采用创新的教育方法至关重要。本研究提出一个经过精心设计的实验，以评估一个创新的项目管理教育棋盘游戏 PMBoG 的有效性。两个样本来自一个班级的大学生，参加了学士学位管理课程，参加了实验。其中一个样本参加了 PMBoG 会议，与其他同事一起玩耍和对抗，另一个样本没有参加会议。游戏结束后，两组都参加了项目管理测试，以评估他们根据经典项目管理问题做出决策或采取对策的能力。测试还包括一份关于游戏评估和同伴反馈的问卷。使用多种统计检验(t 检验，ANOVA，Tuckey 和影响大小)的初步分析表明，与那些没有参加游戏会议的参与者相比，实验组的参与者表现出统计学上显著的更高的表现。研究结果显示，采用项目管理模式对提升学生的项目管理能力有正向影响。该研究强调了在项目管理教育中结合基于经验和以学生为中心的教育工具的重要性，提高了学生对真实世界项目场景的准备。
https://doi.org/10.1016/j.ijme.2024.100969
《Educational experience, university satisfaction and institutional reputation: Implications for university sustainability》
《教育经验、大学满意度与制度声誉: 对大学可持续性的启示》
作者：Javier Mendoza-Villafaina · Natalia López-Mosquera
英文摘要：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.
中文摘要：劳动力市场的演变要求学生为进入职业做好更充分的准备。为了满足这一需求，大学必须提供被认为对未来有用的教育经验。本研究突出了大学生对就业能力技能获得的认知，以及这种认知如何影响对大学的满意度和忠诚度的文献差距。为了获得对大学的理论和管理影响的主要目标，已经开发了一个结构方程模型，其中考虑到满意度的先决条件; 以前的建议、期望和感知的质量; 以及诸如声誉、忠诚度和口碑意图等后果。通过对埃斯特雷马杜拉大学(西班牙)经济与商业研究分校515名学生的定量研究，证明了感知专业发展对学生满意度和大学声誉的显著影响，直接影响他们推荐该机构的意愿和对该机构的忠诚度。这项研究扩大了大学应满足的主要要求的范围，以便优化旨在吸引新学生、改善教育经验和建立机构声誉的战略，确保其可持续性。
https://doi.org/10.1016/j.ijme.2024.101013
《Developing cross-cultural competence in entrepreneurship education: What is the role of the university》
《培养创业教育的跨文化能力: 大学的角色是什么》
作者：Rosangela Feola · Chiara Crudele · Ricky Celenta
英文摘要：In the last few years, entrepreneurship has gained increasing attention among researchers and policy-makers because of its role in economic and social development. Since a growing number of entrepreneurs are starting new ventures in several countries or cultures simultaneously, they deal with several cross-cultural issues. For this reason, cross-cultural competence becomes a critical driver of new venture performance. In this context, entrepreneurship education is considered an effective way to stimulate entrepreneurship-related skills and cross-cultural competence and to develop students’ entrepreneurial intentions. The European Commission has also underlined the role of entrepreneurial culture and competence as key factors for the creation of a new generation of public and private workers who are more creative, proactive, and innovative. The aim of this study is to theoretically discuss why and how cross-cultural competence could and should be integrated in entrepreneurship education programs, suggesting the Italian model of C-Labs as a viable set of contamination between university students at different levels and from different disciplines that promotes a new learning model based on interdisciplinarity. The study contributes to the advancement of the literature on cross-cultural competence and entrepreneurship education offering some practical insights for the development of entrepreneurship programs characterized by a cross-cultural approach.
中文摘要：在过去几年中，创业因其在经济和社会发展中的作用而越来越受到研究人员和决策者的关注。由于越来越多的企业家同时在几个国家或文化中创办新企业，他们要处理几个跨文化问题。因此，跨文化能力成为新企业绩效的关键驱动因素。在这方面，创业教育被认为是激发创业技能和跨文化能力，以及培养学生创业意向的有效途径。欧洲联盟委员会还强调了企业家文化和能力的作用，认为它们是培养新一代更具创造性、积极主动和创新精神的公共和私营部门工作人员的关键因素。这项研究的目的是从理论上探讨为什么以及如何跨文化能力可以并且应该被整合到创业教育项目中，建议意大利的 C 实验室模式作为一个可行的大学生之间不同水平和来自不同学科的污染，促进一个新的学习模式的基础上的科际整合。这项研究有助于跨文化能力和创业教育文献的发展，为跨文化创业项目的发展提供了一些实用的拥有属性。
https://doi.org/10.1016/j.ijme.2024.101055
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
