Business Education Research Articles

Orchestrating Resources in Green Startups: Learning from Case Studies

This study examines the characteristics of green startups and the progression of their resource utilization patterns during the pandemic emergency, focusing on case studies from the Startup Incubation and Innovation Centre (SIIC) of the Kanpur Indian Institute of Technology (IITK). This study explores how these startups overcame lockdown challenges and identified the resources they utilized throughout various development stages. The findings reveal that the green startups in the sample share characteristics of visionary and inventive startups, often lacking formal business education but possessing strong technical skills and social engagement. They rely heavily on human and social resources in the early stages, leveraging their networks and stakeholder support to define and develop their green innovations. The research also highlights the importance of open innovation strategies, particularly in the product development stage, where startups leverage research labs and expertise within the IITK ecosystem. This study increases the literature on green startups and offers practical recommendations for young green entrepreneurs, emphasizing the importance of operating in familiar industries, building stakeholder networks, and utilizing open innovation strategies for successful green innovation development.

Overview of the problems of VET education: an Attempt for Classification and Cross-Mapping the Problems from 2024: A Case study

This study systematically examines the multifaceted challenges facing vocational education and training (VET) in Bulgaria, highlighting the persistent issues that undermine the effectiveness of the system. Through a comprehensive classification of these challenges, the research identifies key areas such as inadequate funding, outdated curricula, insufficient industry linkages, and a lack of qualified teaching personnel. The analysis reveals that long-term neglect, frequent political shifts, and ineffective policy measures have contributed to a significant skills gap among graduates compared to their predecessors. It summons cores of the multi-layered long-standing problems in Vocational education in Bulgaria. Long-term neglect, frequent changes in the views of various political entities with a strong influence on vocational education, inadequate malapropos and untimely fragmented half-measures, as well as the lack of the participation of serious business and expertise in vocational education are among the many reasons for the low level of technical and professional skills of the modern graduate of a vocational high school compared to his predecessor from the time of Polytechnicism. The absence of a cohesive framework for cooperation between educational institutions and industry stakeholders exacerbates the disconnect between VET programs and labor market needs. The paper also aims to provide a structured overview of the current state of VET in Bulgaria, offering insights that can inform future policy development and strategic interventions.

Business Educators’ Critical Reflection on Leadership

It is axiomatic: Leadership is pivotal for positive organisational results. Pervasive literature can guide, yet many organisations suffer unsatisfactory results. It is a question of the gap between intent and execution. Mountains of leadership literature obfuscate versus clarify. This distortion demands scrutiny. Our research question is: “What is leadership?” Our research methodology was reflection (Dewey and others), attempting clarification to improve understanding and guide successful action. Our findings demonstrate that literature inconsistently defines leadership which impacts understanding and practice. Leadership is often studied from the perspective of either (a) the person, specifically their competence, i.e., knowledge, skills, attitude, experience, and behaviour about (i) themselves, (ii) cultivating positive relationships with others, (iii) nurturing effective teams, and (iv) business/technical/job-related content, or (b) function, i.e., attaining organisational results by goal achievement through coordination of organisation-wide activities supported by the free-willed cooperation of all organisational members, or (c) social influence, that is leadership behaviour impacting the functioning of the organisation. Research primarily examines leadership as social influence. These three perspectives are seldom integratively studied, suggesting mutually exclusive domains. However, person, function, and social influence are interconnected. Our findings imply leadership as an interplay between the person, the collective, and contextual conditions impacting organisational results. Therefore, studying leadership from the combined perspectives of person, function, and social influence is more useful. Doing so provides a holistic understanding that ensures attaining positive organisational results. The value of the study includes that reflection, an underused research method examining leadership, can limit proliferation of superfluous literature that often produces confusion. Both academics and practitioners can question their thinking, assumptions, and actions to guide better actions and to approach better results. We recommend further study to hone reflective practice and learning.

Assessing Students’ Perceptions of Moodle Usage for Teaching and Learning: A Case of College of Business Education, Dar es Salaam Campus, Tanzania

The advancement of Information Communication Technologies (ICT) has stimulated the development of new learning experiences through using software applications or platforms that deliver, manage and track educational or training programs in the universities. Through the use of blended learning, e-learning platforms like moodle have improved learning experience by integrating virtual classes, video conferencing, presentations, and testing in education delivery. This study aims to show how students perceive the use of moodle for teaching and learning at the College of Business Education (CBE) Dar es Salaam Campus in Tanzania. The study was guided by was guided by the Connectivism Theory (CT). The study adopted a case design because it used a short period of time and constructed at a single case study at College of Business Education (CBE). The target population was 11,924 students from the College of Business Education (CBE) who used moodle as their learning platform. Probability sampling specifically simple random sampling was used to attain the sample size of 374 respondents. Both qualitative and quantitative approaches were employed in the study.The quantitative data was collected through the Likert scale questionnaire was processed through coding, tabulating and analysis using MS excel. Further, the processed and analyzed results for research questions two and three were produced statistically using tables and figures. Apparently, the qualitative data were recorded and immediately transcribed, shared with the respondents for collection in case there were mistakes made, edited, summarized, tabulated and presented in the narrative. Also, the thematic-content analysis was undertaken to analyze the qualitative data obtained through the semi-structured interview and then presented using Tables of summaries and narratives. In addition, the presentation and discussion of the findings were triangulated during the presentation of the responses for each research question. The findings revealed that the integration of moodle into the learning process has enhanced the overall quality of teaching and learning and blended learning through moodle has improved understanding of the course materials. The study recommended that the curriculum designers and policymakers at the college should develop policies that promote the effective use of technology in education including guidelines for implementing moodle in blended learning environments to ensure equitable access to quality education for all students.

Pedagogic Excellence in Massified Higher Education: Strategies for Inclusive Business Teaching in Thai Universities

Background and Aim: The rapid expansion of higher education, known as massification, has greatly increased student diversity in Thai universities, particularly in business schools. This increase presents new challenges for educators striving to maintain pedagogic excellence while addressing diverse student needs. The study aims to explore effective strategies for inclusive teaching that can enhance student engagement and improve learning outcomes in massified business education contexts in Thai universities. Materials and Methods: A comprehensive literature review was conducted to identify key inclusive pedagogical practices suitable for diverse business classrooms. The effectiveness of these strategies was analyzed based on their ability to promote inclusivity and student engagement in higher education. Results: The review identified several effective strategies, including active learning, context-mediated pedagogy, and adaptive teaching methods. These approaches were found to enhance student participation and learning outcomes in diverse classrooms. Achieving pedagogic excellence in massified higher education requires adopting inclusive teaching methods that cater to the diverse needs of students. By implementing these strategies, Thai universities can improve the quality of business education and ensure that students are well-prepared to succeed in a globalized world. Conclusion: Pedagogical excellence in massified higher education requires the adoption of inclusive teaching practices that cater to the diverse needs of students. Implementing these strategies can improve the quality of education in Thai universities and support student success in a globalized world.

Institutionalizing Sustainability: The Role of Multiple Logics in B Corp Course Integration

AbstractSustainability has gained increased importance in business schools, yet its full institutionalization within the curricula remains challenging. To address this gap, business schools are increasingly collaborating with alternative organizations, such as B Corporations. However, the factors driving the integration of these B Corp courses into the curricula are not well understood. This study employs an institutional logic approach to examine in what way institutional logics coexist and shape the integration of B Corp courses within business school curricula. A qualitative analysis of 31 U.S. business schools revealed how the coexistence and hybridization of industry, social institution, and sustainability logic shape B Corp course framing, implementation, and perception. Industry logic drives career readiness and market alignment, social institution logic emphasizes community engagement and ethical responsibility, and sustainability logic promotes long-term impact and transformative education. This research contributes to the discourse on sustainability in business education by illustrating how multiple institutional logics can coexist constructively, offering a model for enhancing the effectiveness of sustainability initiatives in higher education.

Ein Rückblick auf die Korruption in Russland

Summary Empirical research, especially on sensitive topics such as corruption, has always been a challenge – and not only in Russia. Since February 24, 2022, research on corruption has become almost impossible; after three decades of courage and innovation, the topic is now on hold. Anti-corruption research is becoming “undesirable”, along with many of the organizations that are involved in such research, such as Transparency International. This paper, which was written before the full-scale invasion of Ukraine, addresses the challenges of the current corruption paradigm. Using informality as an alternative approach, it focuses on two key areas of post-Soviet life where corruption is often endemic and where anti-corruption practices can best be studied: business and higher education. Russia’s history teaches us that it can be difficult to make accurate predictions, but the country remains an important subject for future research.

Integrating real-world entrepreneurship with international learning: insights from a blended intensive programme

Purpose This study aims to illustrate how a university can leverage a Blended Intensive Programme (BIP) to act as a boundary spanner in international collaborations and multi-stakeholder value co-creation. This research explores the potential of a reimagined study abroad program to connect disparate entrepreneurial ecosystems and enhance the university’s role in fostering international collaborative projects. Design/methodology/approach This study uses a case study methodology to investigate an Erasmus+ BIP aimed at integrating real-world entrepreneurship with international learning. Data were collected through surveys, interviews and participant observation, providing a robust analysis of how such programs can bridge entrepreneurial ecosystems internationally. Findings The study shows how a blended study-abroad program not only enhances students’ learning outcomes but also can bridge local and international entrepreneurial ecosystems. By facilitating rich exchanges and value co-creation among students, faculty, industry and government stakeholders, the blended format of the program—integrating virtual and in-person elements—proved crucial in maintaining continuity and engagement amid global disruptions. The study highlights the university’s pivotal role both as a facilitator of global business education and international collaboration. Research limitations/implications The study’s findings are based on a single BIP, so they may not apply to all similar programs worldwide. To understand the broader applicability and impact across different contexts, future research should include diverse BIPs from various regions and sectors. Practical implications This research highlights the multifaceted benefits of blended intensive study-abroad programs. The collaborative model serves as a template for enhancing the practical value of higher education globally. Originality/value The study provides insights into the potential of blended intensive programs for universities to extend their role as boundary-spanners through a unique model for international collaboration and multi-stakeholder engagement. This approach addresses the challenges of global disruptions and sets a precedent for future educational practices in international business.

Development Digital Maturity Attributes Based on Higher Education Business Processes

Transformation in the digital aspect is a crucial part of the higher education development in digital age transformation. The oject of this study is to identify the transformation of digital maturity requirements in universities as higher education institutions from Indonesia, which will later be used as criteria for forming a digital maturity model. The research method is mixed, involving both qualitative and quantitative analyses. The type of research applied is the Exploratory Sequential Design, where the data is collected and analyzed with the qualitative method, then follows up the results with a quantitative one to explore a phenomenon. The content validity index applied in this study is used to validate digital maturity requirements. It has been applied to various digital technology companies, government policies in higher education systems, and management applied to multiple universities. The results can guide universities in navigating digital transformation in their institutions. This study highlights that previously proposed digital maturity models need to sufficiently consider the business processes of higher education and the need for security and privacy dimensions, which have not been extensively discussed in the literature.

Education for sustainable development: an assessment of Australian and Canadian business schools

Purpose This study aims to investigate whether and how business schools in Australia and Canada advocate for education for sustainable development. Design/methodology/approach This exploratory study used a sequential mixed methods design, using a combination of qualitative content analysis and thematic analysis. During phase 1, sustainability reports developed by Australian and Canadian business schools (SIP reports), which are signatories to the Principles for Responsible Management Education (PRME), were reviewed using qualitative content analysis methods. Following that, a thematic analysis of semi-structured interviews with nine representatives from selected business schools from Australia and Canada were conducted to triangulate and interpret the findings from phase 1. Findings Australian and Canadian business schools incorporate sustainability into their teaching practices through mandatory courses designed around sustainability and its relationship with business and linking sustainability with other business-related courses by including relevant aspects of sustainability with course contents. Sustainability education in Australia and Canada is being addressed through a variety of degree and non-degree programs showing an increasing relevance for sustainability across business schools. However, results also show differences between the two countries, dependence on leadership, at times lack of support and infrastructure and not always clear strategies to place sustainability at the core of business education. Originality/value Despite previous attempts at examining sustainability practices across business schools, there is a dearth of research looking into a cross-country comparison of integrating sustainability in learning and teaching for business education.

Vioces Against Violence: Empowering Students To Address Domestic Terrorism Through Digital Activism

ABSTRACT This research explores the impact of an innovative social media-based project on students’ digital activism and their perspectives on societal issues, particularly domestic terrorism. A mixed methods approach, combining structural equation modeling and qualitative data, revealed that higher levels of ethnocultural empathy led to increased engagement in digital activism, strengthening students’ belief in their ability to effect meaningful societal change. Results show that students’ belief in their project contribution dips initially due to unexpected challenges but later recovers and strengthens, underscoring the importance of sustained engagement. Qualitative data also highlight enhanced awareness, ethnocultural empathy, and activism skills. This research demonstrates the pedagogical potential of integrating social media with societal impact campaigns, offering a replicable framework for business educators seeking to link marketing education with social responsibility.

Incorporating augmented reality into teaching marketing strategies: Perspectives from business education teachers and students

This study investigates the perceptions of business education instructors and their students regarding using augmented reality (AR) for teaching marketing strategies. Given the changes in education technologies in recent times, teaching strategies and approaches have changed. The study foresees that using AR, a digital resource essential for exposing students to real-life learning experiences, may improve students' learning experiences. The study employed a mixed-method research design to gather information from 112 individuals on the study's objectives. The researchers collected and evaluated data to investigate the participants' perspectives on utilizing augmented reality. The findings of this study reveal that although most studies assert that AR is effective in improving students' learning experiences, students and teachers acknowledged several drawbacks. This study indicates that if AR is used without effective teaching procedures and methodologies, it may not achieve the desired learning outcomes. Other findings were used to make conclusions on the study's objectives.

GEM&L birth and development: A contribution to the ever-expanding field of language-sensitive IB research

The article provides an overview of GEM&L (Research Group on Management & Language), exploring its origins, objectives, and influence within language-sensitive international business (IB) research. Founded in 2012, GEM&L emphasizes the importance of language in management, fostering interdisciplinary collaboration among linguistics, communication studies, and business education to address global workplace needs. The paper traces the evolution of language-sensitive IB research, highlighting GEM&L’s contributions through conferences, publications, and special issues that explore the role of language in corporate strategy, knowledge transfer, and multinational team dynamics. Key developments and publications in this field illustrate the shift towards viewing language as a core element of management, beyond mere communication. GEM&L's initiatives emphasize language’s strategic role in organizational behavior, offering insights for further interdisciplinary convergence in research and practice.

The Effect of Digital Literacy, Technological Adoption, and Collaborative Learning on Student Engagement in Business Education

This study explores the influence of digital literacy, technological adoption, and collaborative learning on student engagement in business education. Utilizing a quantitative research design, data were collected from 300 undergraduate students enrolled in business programs through a structured questionnaire. The analysis employed descriptive statistics, correlation analysis, and multiple regression techniques to investigate the relationships between the variables. The results revealed that digital literacy, technological adoption, and collaborative learning significantly contribute to student engagement, with collaborative learning emerging as the strongest predictor. The findings underscore the importance of enhancing digital literacy and promoting technology use in educational settings, alongside fostering collaborative learning experiences, to improve student engagement in business education. These insights have implications for educators and curriculum designers seeking to create more effective and engaging learning environments.

From bean to market: exploring the chemical and production dynamics of high-quality Indonesian vanilla

Indonesia’s vanilla industry requires continuous efforts to enhance its quality and safety to ensure its sustainability. The objective of this research is to identify the chemical composition, production constraints, and post-harvest practices impacting vanilla quality. This research investigates the quality of Indonesian vanilla through in-depth interviews with vanilla growers and exporters, as well as quality analysis in the laboratory. Purposive sampling targeted key producers across seven provinces from May to August 2023. Vanilla samples were collected for chemical analysis after a direct interview with each producer. The result shows that the physical and chemical qualities of vanilla products fulfill Indonesian standards (SNI). The vanillin content ranged from 1.21 to 3.50. Establishing universal standards requires considering various vanilla varieties and determining minimum quality attribute values. Due to the risk of theft, vanilla pods are often picked when they are less than 9 months old, before the fruit is fully ripe. This practice results in a drop in quality, particularly in vanillin concentration. Sustainable growth, stakeholder involvement, inclusive business models, education, and contract farming arrangements help navigate challenges like theft and premature harvesting. Advancements in processing methodologies and the selection of clonal materials reinforce the industry’s commitment to enhancing quality.

ESG risk, CEO education and gender: Evidence from Southeast Asia

AbstractThis study explores the impact of a CEO's educational background from a top university on reducing corporate ESG risk and the potential moderating role of CEO gender. Using the QS World University Rankings (QS WUR) to define reputable universities, the research focuses on companies in ASEAN (Association of Southeast Asian Nations) countries, known for elevated ESG risks. Through Ordinary Least Squares (OLS) regression analysis, the results show that CEOs educated at top universities reduce ESG risk, while CEO gender does not moderate this relationship. The findings represent the importance of reputable universities as habitus to support the globalization of business and responsible management education, regardless the gender. The results also highlight the influence of educational background on corporate ESG performance, with significant implications for corporate strategy and CEO appointments.

The Role of Digital Accounting for SMEs in Facing Business Challenges in the Digital Era

Research Aims: This research aims to analyze the role of digital accounting in increasing operational efficiency and to examine how digital accounting supports MSMEs in adapting to the challenges of the digital era. Design/methodology/approach: The research employed direct observation and interviews with MSMEs in Malang, encompassing various business types, ages, and education levels. This approach provided a comprehensive understanding of the significance of digital accounting for MSMEs in navigating the business environment in the digital era. Additionally, the researchers conducted digital accounting training for MSMEs to further enhance their understanding. Research Findings: The findings indicate that the implementation of digital accounting offers significant advantages for MSMEs, particularly in improving operational efficiency and enabling quicker, more accurate business decisions. These benefits enhance the competitiveness of MSMEs in the digital era. However, the study also identified key challenges, such as the costs associated with digital accounting implementation and the limited understanding and knowledge among MSMEs regarding its use. Theoretical Contribution/Originality: This study adds to the growing body of literature by emphasizing the critical role of digital accounting in enhancing MSME performance in the digital business landscape. It highlights the need for comprehensive training and support to overcome the barriers associated with digital accounting adoption in MSMEs, offering practical insights for both academia and practitioners.

Information literate students are more engaged and successful: role of information literacy in higher education

PurposeThis research examined the effect of information literacy (IL) on academic engagement (AE), cognitive engagement (CE) and academic performance among business students in Pakistan.Design/methodology/approachA cross-sectional survey was conducted to collect data from business students, recruited through a proportionate stratified convenient sampling technique, of the top 13 business institutions in Pakistan. The questionnaire was personally administered by visiting each institution with permission for data collection. A total of 554 responses were received and analyzed using the partial least squire-structural equation modeling approach.FindingsThe results exhibited that these business students perceived themselves as information literate. Furthermore, IL of business students appeared to predict positively their AE, CE and academic performance.Research limitations/implicationsThese results provided empirical and pragmatic insights for business educators, business librarians and accreditation bodies about IL effectiveness in academia. These findings may also inform policy and practice for IL instruction programs being carried out in business-related educational institutions not only in Pakistan but also in other countries of South Asia as they share similar characteristics.Originality/valueThis research would be a great contribution to the existing literature on IL, especially in the academic context as the interrelationship between IL, AE, CE and academic performance has not been investigated so far.

The Impact of ICT on Fostering Creativity in Business Education Pre-service Teachers: A Comprehensive Literature Review

Creativity is a global issue in higher education in the 21st century since it has shifted teaching and learning into learner-centered approaches meant for skills development. Studies show that 21st century skills foster creativity through technology and change how teaching can be approached in higher education. Since the workforce demands that students be able to apply their creativity, higher education must recognize its critical role in helping students get ready for it. Despite the benefits of creativity to students, literature shows that there is a profound gap between the knowledge and skills that students learn in higher education and the knowledge and skills they need in 21st century community and workplaces. Hence, this study explores the impact of information and communication technology (ICT) on fostering creativity in Business Education pre-service teachers as well as suggests the strategies that could assist students to develop creative skills. The study followed the systematic literature review method PRISMA in selecting studies to be included and excluded in the synthesis of the study. The process commenced by identifying the problem and screening studies to include and exclude in the study. Only 30 studies conducted between 2013 and 2023 were screened for inclusion. Based on the literature and the two-tier model of creativity, it was identified that creativity empowers learning through interactive learning tools; can be used for personalized learning; can also be used for global collaboration; and cultivates innovative minds. The paper also suggests strategies that can effectively foster creativity, such as pedagogical training and support, professional development, mentorship programs, resource accessibility, an ICT-infused curriculum, cross-disciplinary collaboration, and technology-enhanced assessment.

The Return Journey: A Multivariate Analysis of Covid-19 Related Academic Pitfalls in Post-Secondary Business Education

Online instruction is not new and has not been such for over two decades. Despite this, it still presents challenges for faculty and students alike. Specifically, many faculty and students avoid online instruction because it does not fit their teaching or learning styles. A problem then occurs when this instructional methodology cannot be avoided. The current work looks at online instruction from before, during, and after COVID-19 (i.e., when faculty and students were not necessarily given a choice on the delivery of instruction) to assess any instructional quality gaps during this period. The results significantly impact a student’s classroom performance (i.e., grades earned) based on several factors. Results and future research are discussed.