Management Education Research Research Articles

RESEARCH AREAS IN THE DEVELOPMENT OF EDUCATIONAL MANAGEMENT

The objectives of this study are elaboration research areas in the development of educational management at the teacher and educational science faculty. Elaboration of research areas significant for the development of competitiveness study program, and can be references candidates for the topic choices of thesis and dissertation or lecturer research at the teacher and educational science faculty. The study will be done to literature analysis on educational management as a dimension process and substances in education. As a dimension, process management has explored while on planning, organizing, staffing, directing, budgeting, controlling, evaluating, and reporting. Substantial management included the curriculum, student, teacher, staff, money, facilities, and participation in educational management. The organization level can be analyses on global, regional, local, and institutional levels. The organizational function can be analyses on leadership, planning, supervision, communication, decision making, and innovation in the management process. The area's research in educational management has used for institutional innovation and student achievement.

Understanding pedagogical essentials of employability embedded curricula for business school undergraduates: a multi-generational cohort perspective

ABSTRACT The concepts of employability and generational effects are emerging disciplines within the context of business education management research, but their complementary role in curriculum development and enrichment is yet to be explored. The study employs a work-related employability course for a business school undergraduate cohort (N = 267) consisting of various generations to examine the generational effects from the student stakeholder perspective of work-related learning outcomes in employability embedded curricula. This research shows the differences in students’ perceptions based on age generations as shown to be marked by the Generations X, Y and Z, which also produces a different inter-generational learning opportunity with distinct characteristics. We established that undergraduate multi-generational cohorts expect contextualised employability-related teaching to accompany designing and embedding work-related employability curricula. We show that an employability embedded curriculum is likely to improve students’ employability decisions when different inter-generational learning environments are factored into programme development, delivery, and assessment.

From pedagogy to andragogy: Assessing the impact of social entrepreneurship course syllabi on the Millennial learner

ABSTRACT Although course syllabi serve a variety of important roles in higher education contexts, they are largely overlooked in management education research. We propose that educators can influence the attitudes of learners toward their courses through the andragogical design of learner-centered syllabi, before they even meet with their students in class. We review social entrepreneurship syllabi from universities from around the world. Our findings demonstrate that, over time, there has been a move from instructor-oriented to more learner-centered teaching philosophies. Further, we demonstrate that educators can influence the attitudes of learners toward their courses before classes even begin. Implications for entrepreneurship education theory and practice are discussed.

Business and Management Education Research: Developing and Assessing Research Streams Using Legitimation Code Theory

We examine the business and management education (BME) research field along three dimensions of the legitimation code theory (LCT). These dimensions (Specialization, Semantics, and Autonomy) showed...

متطلبات تحقیق التمیز فی بحوث الإدارة التربویة بجامعات المملکة العربیة السعودیة فی ضوء معاییر التصنیف العالمی Excellence Achievement Requirements in Educational Management Research in the Kingdom of Saudi Arabia Universities in the Light of the International Classification Standards

هدف البحث إلى تحديد متطلبات تحقيق التميز البحثي في هذه المجالات، وذلک في ضوء معايير التصنيف العالمي للجامعات، وبناء أداة لقياس مستوى التميز في بحوث الإدارة التربوية بالأقسام الأکاديمية بالجامعات السعودية، وتوصل البحث إلى مجموعة من المتطلبات الحيوية لتحقيق التميز في بحوث الإدارة التربوية، جاء على رأسها في مجال تنفيذ البحوث: توفير البنية التحتية ومصادر المعلومات الحديثة. وفي مجال البحوث المنشورة: توفير قاعدة بيانات للبحوث المنشورة في الإدارة التربوية على مستوى کل جامعة. وفي مجال الحجم البحثي: صرف مکافآت لأعضاء هيئة التدريس المنتظمين في إنتاجهم البحثي المتميز The current aimed to identify the requirements of achieving excellence in some areas in the light of the international classification standards of universities. The also aimed to design an instrument for measuring the level of excellence in the of educational administration in the academic departments in the Saudi universities. The identified a set of vital requirements for achieving excellence in the educational management research, namely, in the field of research implementation, providing infrastructure and up-to-date information sources. Furthermore, in the field of research publishing, the suggested providing database of published in the educational management in every university. On the other hand, in the field of research amount, the suggested paying rewards to the staff members who provide regularly their product.

The problems of creative management development and creative education in modern world

The article deals with the topicality of the creative management notion employment within the effective usage of human resources potential. The aim of the article is to research problems of creative management development on the basis of creative education. An analysis of scientific sources is carried out. It is a core issue of creative management and creative education research. Moreover, the main interrelations of creative management and creative management-education are outlined. In this respect, the scope of unsolved matters are determined.

From theAMLEEditorial Team:BeinganAMLEReviewer

Academy of Management Learning & EducationVol. 18, No. 1 From the EditorsFrom the AMLE Editorial Team: Being an AMLE ReviewerPublished Online:29 Mar 2019https://doi.org/10.5465/amle.2019.0021AboutSectionsView articleView Full TextPDF/EPUB ToolsDownload CitationsAdd to favoritesTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail View articleREFERENCESAMLE. 2018. From the AMLE editorial team: Disciplined provocation: Writing essays for AMLE. Academy of Management Learning and Education, 17(4): 397–400. Google ScholarBallinger, G. A., & Johnson, R. E. 2015. Editors’ comments: Your first AMR review. Academy of Management Review, 40(3): 315–322.Link , Google ScholarBrown, K. E. 2012. From the editors: Thoughts on effective reviewing. Academy of Management Learning and Education, 11(2): 152–154. Google ScholarCarpenter, M. A. 2009. Editor’s comments: Mentoring colleagues in the craft and spirit of peer review. Academy of Management Review, 34(2): 191–195.Link , Google ScholarClair, J. A. 2015. Procedural injustice in the system of peer review and scientific misconduct. Academy of Management Learning & Education, 14(2): 159–172.Link , Google ScholarCurrie, R. R., & Pandher, G. 2013. Management education journals’ rank and tier by active scholars. Academy of Management Learning & Education, 12(2): 194–218.Link , Google ScholarDobrow, S. R., Chandler, D. E., Murphy, W. M., & Kram, K. E. 2012. A review of developmental networks: Incorporating a mutuality perspective. Journal of Management, 38(1): 210–242. Google ScholarFornaciari, C. J., Arbaugh, J. B., Asarta, C. J., Bento, R. F., Hwang, A., & Lund Dean, K. 2017. Key institutions in business and management education research. Journal of Education for Business, 92(5): 220–229. Google ScholarFoster, W. M. 2018. Our big table approach. Academy of Management Learning & Education, 17(1): 1–3.Link , Google ScholarKuhn, T. S. 1970. The structure of scientific revolutions. Chicago, IL: University of Chicago Press. Google ScholarLepak, D. 2009. Editor’s comments: What is good reviewing? Academy of Management Review, 34(3): 375–381. Google ScholarLund Dean, K., & Forray, J. M. 2018. On positioning, domains, and readerships: Some thoughts on management education journals. Journal of Management Education, 42(6): 695–703. Google ScholarRagins, B. R. 2015. Editor’s comments: Developing our authors. Academy of Management Review, 40(1): 1–8.Link , Google ScholarRagins, B. R. 2017. Editor’s comments: Raising the bar on developmental reviewing. Academy of Management Review, 42(4): 573–576.Link , Google ScholarRagins, B. R. 2018. From boxing to dancing: Creating a developmental editorial culture. Journal of Management Inquiry, 27(2): 158–163. Google ScholarSanders, W. G. 2009. What it means to be a developmental action editor. Academy of Management Journal, 52(4): 640–642.Link , Google ScholarSchminke, M. 2002. From the editors: Tensions. Academy of Management Journal, 45(3): 487-490. Google ScholarSims, H. 2016. Response on AOM entrepreneurship listserv. Permission obtained from author. Google ScholarSmith, W. 2016. Developmental reviewer Wendy Smith shares her field guide to reviewing. https://www.youtube.com/watch?v=rBIHkqirhCI&feature=youtu.be. Google ScholarFiguresReferencesRelatedDetails Vol. 18, No. 1 Permissions Metrics in the past 12 months History Published online 29 March 2019 Published in print 1 March 2019 Information© Academy of Management Learning & EducationDownload PDF

What causes a Business and Management Education article to be cited: Article, author, or journal?

Discipline-specific research has a rich history in assessing journal article impact and factors that affect article citation patterns. In contrast, Business and Management Education (BME) research lacks such a history due to its relative youth as an independent discipline, its still fragmented literature, and significant variations in the types of articles it publishes. If BME scholarship is to advance as a unified and impactful domain, its scholars need to uncover factors that affect citations of its articles, as has been done in traditional business disciplines. This paper offers guidance to BME authors about factors that can potentially affect the citations of their research. It also offers advice to BME editors on ways to improve the stature of their journals. Inspired by Judge, Cable, Colbert, & Rynes' (2007) work on citation predictors in management research, we developed a model to predict citations of BME articles. Our findings showed that an author's h-index, a journal's recent h-index, and the number of references in an article are significant predictors of BME article citations. Article type, such as literature reviews and conceptual pieces did not predict BME article citation, in part because so few of them have been done for this field.

Analysis of Structural Equation Modeling as a Measuring Tool for Educational Management Research

In management education and psychology there are certain concepts that cannot bewell defined and then various discussions arise about the true meaning of the concept.Concepts such as management intelligence, personality, attitudes, interests, ambitions, socialprejudice and social status are hypothetical constructs that are not available in operationalmethods that can directly measure them. Concepts such as intelligence, personality, attitudes,interests, ambitions, social prejudice, social status are hypothetical constructs that are notavailable operational methods that can directly measure them. This study aims to determine thebackground of the use of Structural Equation Modeling (SEM), understanding SEM, basicconcepts of SEM: constructs, manifest variables, validity, reliability, factor analysis, polycoriccorrelation, causal relationships, LISREL: Linear Structural Relationship, SEM procedures :definition of variance and covariance, model specifications, model identification, modelestimation, model formation, model compatibility test, model specification, LISREL programoutput. Symbols in SEM and SEM mathematical equations. The method used during this studytook place, namely using a literature study method which functions so that in research,researchers continue to add insight.

Seeing and Understanding Implications of Social Class Differences in the Undergraduate Management Classroom

Ample research exists addressing the implications of social class differences and its impact on a student’s college experience. However, research in management education rarely addresses social class. This paper reviews the results of quantitative surveys administered to management students at two Northeastern four-year institutions with large clusters of working-class students. The data and discussion highlight differences between the two groups, how they respond to certain learning approaches and the distractions they face due to living arrangements. Key findings include the students’ view towards their education – relational versus transactional – based on the institution they attend. Implications for pedagogical approaches are included.

What to do about how to do: Reflections on the future direction of hospitality education and research

Hospitality management provision in higher education in the UK is well established, though most courses are overly concerned with developing “how to do” skills in graduates. This paper argues that this “how to do” culture is reinforced by student learning needs, as well as the industrial experiences and learning preferences of staff. This “how to do” agenda is also reflected in much research output. The paper reports briefly on the 2018 Council for Hospitality Management Education (CHME) research conference, and confirms that much research is practitioner linked and overly reliant on a narrow band of research methods. A more research-active academic culture would lead to more critical thinking in research methods as well as in course delivery and assessment. The inclusion of increased social science content in hospitality management programmes would also create a scientific underpinning to these courses that engage critical thinking. Finally, the paper suggests that programmes might benefit from the deliberate inclusion of topics that are purposely not relevant to the vocational mission.

The Scholarship of Teaching and Learning: Changing the Dominant Narrative About (and In) Research Institutions

Despite calls for and advances in the scholarship of teaching and learning (SOTL) over the years, research-intensive institutions have a persistent reputation as preferring and demanding Boyer’s “scholarship of discovery” at the expense of SOTL work. In this article, we challenge the dominant narrative that research-focused institutions—the Carnegie “R1”and “R2”—do not engage in or value SOTL research in business and management education (BME). In a previous empirical study, we found evidence that a surprising proportion of R1 and R2 schools are already creating and disseminating innovative and impactful BME work. Using diffusion of innovations theory, we argue that those institutions can provide leadership due to their BME work, and examine what this might mean in terms of the prospects for diffusion of BME research among all research-intensive institutions. Due to external stakeholder pressures for excellent, evidence-based instruction, we assert that institutions that do subordinate SOTL to discipline-based scholarship will be forced to reframe their research portfolios. We end the article with solutions for how faculty could include BME work within their overall research efforts and challenge institutions to reconsider how BME scholarship may help them craft a more inclusive research narrative.

Online and Hybrid Learning

Online and hybrid learning research in business and management education has grown in the 21st century. This curated collection of articles highlights some emerging themes, including online/virtual teamwork and learning outcomes, importance of instructor and student interactions, research methods in this area, and future research direction. Ongoing works by early pioneers in the business and management education online and hybrid learning area, such as Ben J. Arbaugh, have helped draw interest into this research area. This set of articles should further grow that interest.

A “Novel” Discovery: Exploring Women’s Literary Fiction for Use in Management and Leadership Education

We contribute to management and leadership education research by arguing that women’s literary fiction has been largely ignored in both scholarship and practice. We provide a systematic approach to...

Navigating the changes in management education through content analyses of papers published in JME

The purpose of this paper was to analyze the published research in the field of management education by focusing specifically on the Journal of Management Education (JME). As the criticisms of management education have changed dramatically over time, analyzing the focus of the JME over the past quarter-century will help us understand which criticisms have been addressed, and which still require attention. We extracted all abstracts and titles of papers published in JME since 1991, which consisted of 894 abstracts that included more than one hundred thousand words. We used the text mining software, Leximancer, which employs an unstructured machine learning approach, to extract the fundamental concepts of management education in those abstracts and determine whether research in management education addresses the current concerns in the field.

Using Legitimation Code Theory (LCT) to Categorize Business and Management Education (BME) Research

We seek to extend Legitimation Code Theory (LCT) from its present primary use as a tool for classifying academic fields of study that help instructors to convey course content and shape program curricula, to being a framework for assessing the development of research streams in educational research. We executed this extension by developing a listing of 250 highly-cited articles from business and management education (BME) research using Harzing’s (2013) Publish or Perish, and then categorizing abstracts from these articles into research streams using TxtViz clustering software. We developed new operational definitions and/or further refined existing operational definitions for three of LCT’s five dimensions: specialization, autonomy, and semantics. We then used these to position and assess the relative maturity of research streams in the BME realm. We expect this study to become a framework from which to move studies of BME research beyond simple counts of authors and citations, help BME researchers take a more cross-disciplinary approach to their work, and help scholars who are interested in LCT see new ways to apply this emerging framework.

Foundational Sources For Business and Management Education Research: Works, Journals, and Themes

This paper identifies the most highly referenced bibliographic works in the top 250 cited business and management education (BME) journal articles by employing Hambrick's (1990) bibliometric analysis. Uncovering these bibliographic works will help BME researchers understand foundational pieces that go into building the top 250 cited BME articles from 1978 to 2016. Not surprisingly, 25 out of the 50 most highly referenced bibliographic works were also part of the top 250 BME journal list. These 50 works had eight research themes: Online Learning and Technology (23), Business Education Development (10), Entrepreneurship Education (9), Experiential Learning (3), Online Group Process (2), Learning Psychology (1), Positive Organization Scholarship (1), and Research Methods (1). Implications of our findings are discussed in the paper.

Key institutions in business and management education research

ABSTRACTThe authors investigate institutional productivity in business and management education (BME) research based on the analysis of 4,464 articles published by 7,210 authors across 17 BME journals over a 10-year period, involving approximately 1,900 schools worldwide. Departing from traditional disciplinary silos, they examine the BME research field as a whole by including all traditional business disciplinary areas and producing two top 100 rankings, one based on raw number of author publications and the other based on weighted scores reflecting journal quality and coauthorship.

Key Authors in Business and Management Education Research: Productivity, Topics, and Future Directions

ABSTRACTPrevious studies of author productivity in business and management education (BME) research have focused on single disciplinary areas, and even single journals. This study is the first to examine the productivity of BME scholars across multiple disciplinary areas (i.e., accounting, economics, finance, information systems, management, marketing, and operations/supply chain management). We analyzed a pool of 17 BME journals with the highest hg‐index, by including the top three journals in the accounting and information systems areas, the top two journals in each of the other disciplinary areas, and an interdisciplinary BME journal. This examination covered a 10‐year period (2005‐2014), 4,464 articles and 9,617 article co‐authors. We identified 7,209 unique authors in this pool and ranked their productivity to create a “Key Authors” list. Each of the top 99 authors had five or more articles in our database. Our findings indicate the potential for cross‐disciplinary dissemination of research ideas and opportunities for scholars to enhance their research profile, because even a small increase in productivity can lead to substantial movement in the BME rankings of authors.

Sensitivity Analysis of Extra Credit Assignments

In post-secondary management education, students receive course grades that often include points for extra credit assignments (ECAs). Although ECAs abound on college campuses we found that the literature lacks specific guidelines for faculty on how to use ECAs effectively to facilitate students' learning. To address this gap, the study examines the relationship between students' effort needed to complete an assignment and the number of extra credit and points student expect to get in return. Based on data collected from a sample of 102 college students, we calculated acceptable point ranges for faculty to use for four commonly found ECA types in management education. We employed a technique used in research pricing referred to as Van Westendorp's price sensitivity analysis and modified it to the extra credit setting. Further, our results indicate that there is a non-linear relationship between effort and expected credit points, and this effect is varied by difficulty of course. We conclude with key observations and suggestions for management education and future research.