Business School Students Research Articles

Intrinsic and extrinsic motivations on business school students’ aspirations: The gender role models perspective

This study aims to explore the effect of intrinsic and extrinsic motivation on business school students’ aspirations to become entrepreneurial managers in the future and whether the gender of their university instructor affects such a relationship. Gender equivalence proved to devour an instructive advantage over students (Aragonés-González, Rosser-Limiñana, & Gil-González, 2020), in addition to the idea that gender competence is a key element in the educational field (Palmén et al., 2020). The hypothesized paradigm is tested through multiple regression and univariate tests based on the responses of 321 Jordanian university students who finished entrepreneurship courses to pursue nexuses between the endogenous and exogenous variables. Results indicated that both intrinsic and extrinsic motivations affect students’ aspirations to become entrepreneurial managers in the future in favor of their role models. Additionally, both intrinsic and extrinsic motivations are affected by female instructors. However, male instructors only inspired the intrinsic motivation of the students. As female academic instructors face challenges attributed to gender bias, especially in the Arab and Middle Eastern countries, the results of the study hope to help change the discerning negative perceptions of female instructors in Jordanian and Arab universities. Such problems in gender inspiration affect the prospect of the outcomes required and may have an indirect effect on the educational field in general. The study recommends focusing more on the effect of motivation and innovation efficiency based on gender type in addition to converging entrepreneurship educational research due to the COVID-19 pandemic (Ratten & Jones, 2021).

An exploratory study of the information security awareness of business school students in UAE

The objective of this paper is to understand the status of information security awareness among business school students in the Middle East. Based on the literature review, the authors developed a questionnaire to understand the attitude of business college students about information security. Universities and companies, especially in the Middle East, can identify the awareness level of students. This is an ongoing work and needs a better understanding of how future-leaders of business look at this serious issue. Besides universities, firms must, therefore, manage these concerns and opportunities promptly. Overall, the empirical results show that the impact of technology and awareness coefficients is insignificant while students are comfortable answering technology and fraud related issues.

A Seven Step Framework for Encouraging Deeper Learning in Business Education

This essay examines what is necessary for business school professors to encourage deeper learning in their students. Business faculty (and academia in general) are improving student involvement by using pedagogies of engagement (e.g., problem-based learning, team-based learning, POGIL) or integrating techniques that improve engagement (e.g., flipped classes, reflective writing). Adoption of these approaches is a step forward, but little has been written about the specific factors across techniques and pedagogies that can actually deepen learning. This essay utilizes a seven-point framework for deeper learning, applies it to the teaching of managerial decision-making, and makes recommendations for fostering deeper learning among business school students. The authors cite specific examples of business school teaching that illustrate traditional methods and deeper learning methods. The goal of this paper, therefore, is to present seven factors (Ambrose, et al., 2010) that work to deepen student learning—independent of any specific pedagogy or adopted technique. These solutions span across any business school discipline and can be easily integrated into a college class to foster deeper learning.

Employer brand attractiveness: the effect of demographic variables on career goals

Purpose: This research aimed to observe the differences between respondents’ characteristics based on their career goals as part of employer brand, and to identify effective employer branding. It was important since many businesses failed to attract the best talent due to limited knowledge on organizational attractiveness and employer branding strategy. Design/methodology/approach: The data were collected through self-administered questionnaire. There were 16 items used to represent career goals attributes in employer branding. The data was ordered based on the characteristics’ relative importance and assigned points accordingly (the first rank is scored the highest = 6) and analyzed using a K-related samples test and weighted-mean average computation with ANOVA tables. K-independent samples and a One-Way ANOVA test to identify the differences of career goals preferences. Findings: Results showed that there were various significant different across respondents’ characteristics such as gender, marital status, academic achievement, work experience, and economic background. The differences between each group for the most and the least important career goals can still be observed. The findings for career goals items are generally consistent with the known theories of organizational attraction. Research limitation/implications: The data were collected from business school students. It is limited in that it may not have captured the reflections of potential employees groups in Indonesia whose characteristics combinations of experience and attitudes toward employer brand differed from the sample used. Applying these research findings should be done meticulously. Practical implications: This research offered an interesting insight on the relations of employer brand's attractiveness dimensions, career goals, and individual differences. Based on this research findings, organizations may consider emphasizing on the attributes that are attractive to high-achievers or to one specific gender. Originality/value: This research contributed to identifying how respondents perceive the dimensions ranking of employer brand attractiveness and analyzing the detail characteristics attractiveness (career goals) based on demographic variables. Keywords Employer branding, career goals, gen

Indonesian Private University Students’ Entrepreneurial Intention

The study focuses on the entrepreneurship education at a private business school in Indonesia due to the accelerate impact through the country economy that by implementing entrepreneurship education, one of the factors driving entrepreneurial growth in a country is the higher education institutions' role. The study took places at Telkom University, Indonesia, by surveying 458 business school students. The data analysed using a path analysis technique with SmartPLS ver. 3. Our result shows that the factors affecting entrepreneurial orientation show significant and positive effects which eventually cause a similar effect on entrepreneurial intention. Therefore, higher education institutions, especially business schools, should consider these factors as driving forces towards entrepreneurial intention. Practical implications for the development of the entrepreneurship curriculum also drawn in this study.

Protean Career Orientation and Perceived Employability: The Mediating Role of Career Self-Management

The study examines the relationship between protean career orientation and perceived employability along with the engagement in proactive career behavior. The main objective of this paper is to understand how protean career orientation would form perceptions of student's employability with career self-management as a mediator. Data was collected with the help of a questionnaire from 182 business school students at Panjab University, Chandigarh. The result of correlation analysis indicates that a positive relationship exists between protean career orientation and perceived employability. PROCESS macro given by Hayes has been used to test the mediation. Analysis by bootstrapping method reveals that career self-management fully mediates the relationship between the two variables. Theoretically, this study extends the presence of protean career orientation beyond the work domain into the student life. It also adds on to the cross-cultural research by examining protean career orientation that is a US rooted concept in the Indian scenario. The practical implication of this study is that it improves perception of students towards their employability by indulging in career self-management initiatives. Further, business school management should aim at interventions to increase the self-directed and values-driven nature of students to make them more proactive with regards to their career management.

The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country

Purpose This study aims to investigate factors affecting students’ satisfaction with online learning during the COVID-19 pandemic. Design/methodology/approach This study uses quantitative data. A survey of 280 respondents, representing undergraduate students in business schools in Cairo, Egypt is conducted. The survey includes both public and private universities. The participants are questioned about their opinions and attitudes toward satisfaction with online learning amidst the COVID-19 pandemic. Findings The findings of this study reveal that Egyptian university students prefer to use synchronous teaching methods using different platforms. Attending virtual sessions and real-time conference call classes are the most preferred mode of delivery as perceived by the respondents. Also, the results of this study found that the internet, platform, class time, loss of interest, motivation and self-motivation and use of online exams as an assessment can be considered as the factors that significantly affect students’ satisfaction with online learning in Egypt. Originality/value To the best of the knowledge, this study is among the first group of studies in Muslim emerging countries that explore the factors affecting students’ satisfaction with online learning during the COVID-19 pandemic.

“We Don’t Need Another One in Our Group”: Racism and Interventions to Promote the Mental Health and Well-Being of Racialized International Students in Business Schools

This article is grounded in the premises that racism is a significant predictor of mental health outcomes and that racialized international students experience a great deal of race-based discriminatory treatment. In highlighting how this takes shape in the context of business schools and describing some pedagogical interventions, our purpose is to invite management educators to reflect upon the ways in which they engage with racialized international students and to encourage educators to cultivate approaches that are relevant to their own specific positionalities and institutions. This is especially important as international students comprise a substantial percentage of total enrollment in many business schools and student health and well-being are intimately tied to academic and achievement outcomes. Pedagogical interventions require an understanding of the precarity and exclusion experienced by students while acknowledging the economic and political power structures that are at play as students move around the world to study in countries such as the United States, Canada, and Australia.

Engaging with responsible management in development economics using a student-led pedagogic tool

This paper proposes the development of a student-led pedagogic tool in an undergraduate development economics module offered in a UK business school. It uses the developing country informal sector as an illustrative example. The informal sector plays a huge role in contributing towards job creation, income generation, and poverty alleviation in developing countries. The overall goal of the tool is to propose recommendations of mechanisms that can be used to incentivise the informal sector to embed responsible management in their practice. The tool is to be jointly developed with students and other stakeholders in a developing country. Students are expected to acquire skills related to researching pertinent topics in the development economics field, critiquing policies and frameworks developed by global intergovernmental organizations such as the United Nations, and engaging with global stakeholders who are directly and indirectly impacted by these policies and frameworks. The paper highlights the connection between development economics, the 2030 Sustainable Development Goals (SDGs), and the United Nations (UN) Principles for Responsible Management Education (PRME). The development of the tool also provides an avenue for business school students to bridge current gaps in educational institutions in developing countries in engaging with the PRME. The activities discussed in the paper present opportunities for business schools to be innovative and flexible in how they deliver responsible management education. This can ultimately expand the diversity of stakeholder involvement in contributing towards the SDGs and responsible management.

Engaging with responsible management in development economics using a student-led pedagogic tool

This paper proposes the development of a student-led pedagogic tool in an undergraduate development economics module offered in a UK business school. It uses the developing country informal sector as an illustrative example. The informal sector plays a huge role in contributing towards job creation, income generation, and poverty alleviation in developing countries. The overall goal of the tool is to propose recommendations of mechanisms that can be used to incentivise the informal sector to embed responsible management in their practice. The tool is to be jointly developed with students and other stakeholders in a developing country. Students are expected to acquire skills related to researching pertinent topics in the development economics field, critiquing policies and frameworks developed by global intergovernmental organizations such as the United Nations, and engaging with global stakeholders who are directly and indirectly impacted by these policies and frameworks. The paper highlights the connection between development economics, the 2030 Sustainable Development Goals (SDGs), and the United Nations (UN) Principles for Responsible Management Education (PRME). The development of the tool also provides an avenue for business school students to bridge current gaps in educational institutions in developing countries in engaging with the PRME. The activities discussed in the paper present opportunities for business schools to be innovative and flexible in how they deliver responsible management education. This can ultimately expand the diversity of stakeholder involvement in contributing towards the SDGs and responsible management.

Exploring factors influencing online classes due to social distancing in COVID-19 pandemic: a business students perspective

PurposeThis study explores the factors responsible for influencing online classes for business school during the COVID-19 pandemic. This study also examines the level of influence of these factors on online classes.Design/methodology/approachPrimary data were collected online from 716 business school students using a questionnaire developed by the researcher. Smart PLS3 software was used to analyze the data.FindingsAttitude, curriculum, motivation, technology and training were found to have an impact on online classes. Three variables (attitude, motivation and training) have a positive impact on online classes, whereas two variables (curriculum and technology) have a negative impact on the online classes. All the factors have been found to be significant except technology which is found to have an insignificant impact (p = 0.356) on online classes.Research limitations/implicationsOnly one university’s students were surveyed.Practical implicationsOutlines the factors which have a positive and significant impact on online classes during COVID-19 pandemic. This study can be generalized through a student's community across the world as the students face similar problems associated with online classes during the COVID-19 pandemic.Social implicationsSuggest factors that can be considered while COVID-19 pandemic during social distancing to make online classes more effective and to reduce the impact of this pandemic.Originality/valueNo study has documented the factors associated to impact the online classes during the COVID-19 pandemic.

The Performance of Business School Student using Massive Open Online Courses (MOOCs) at Universiti Teknikal Malaysia Melaka (UTeM)

The Performance of Business School Student using Massive Open Online Courses (MOOCs) at Universiti Teknikal Malaysia Melaka (UTeM)

Effects of the Application of STEM Curriculum Integration Model to Living Technology Teaching on Business School Students’ Learning Effectiveness

Learning area integrated teaching, teaching unit topics and the contents of various subjects with team teaching and cooperative learning to have students learn better integrated concepts, is emphasized domestically. Nevertheless, it is discovered that subject-specific teaching is still used in living technology teaching area. The integration and application of knowledge content learned in classes could enhance the problem solving opportunity. To effectively achieve research objectives and test research hypotheses, nonequivalent test experimental design is applied to the experimental research in this study. Aiming at 312 business school students of Parahyangan Catholic University (UNPAR), Indonesia, as the experimental objects, the research results are summarized as below. 1. STEM curriculum integration model presents significant effects on learning effect. 2. STEM curriculum integration model shows remarkable effects on learning gain. 3. Living technology teaching reveals notable effects on learning effect. 4. Living technology teaching appears significant effects on learning gain. 5. STEM curriculum integration model integrated living technology teaching presents remarkable effects on learning effect. 6. STEM curriculum integration model integrated living technology teaching shows notable effects on the promotion of learning gain. According to the results to propose suggestions, it is expected to have students analyze problems from more aspects and develop diverse solving strategies to effectively enhance living technology learning effectiveness.

My Mental Health Struggle in Academia: What I Wish All Business School Faculty, Students, and Administration Knew

This article deals with my experience of struggling with mental health while trying to succeed in a management department. I will explore the realities of working as an academic in a business school, my experience as a new faculty member with mental health issues, the stigma I encountered, and how mental illness has challenged my opportunity for advancement. Finally, I will discuss some ideas on how to create a better environment for all and especially for people who struggle with mental health issues as well as the benefits of that environment for both universities and students.

Modeling Business Student Satisfaction: Utilitarian Value and Hedonic Value as Drivers of Satisfaction

ABSTRACT With changing demographics and the potential impact of COVID-19 on enrollment, understanding student satisfaction, student retention, and willingness to recommend a university to prospective students is critically important. Based on a survey of business school students from two universities, this paper illustrates the impact of utilitarian and hedonic value as drivers of student satisfaction. In turn, satisfaction is shown to heavily influence student intentions to remain at the current school, as well as recommend that school to others. The student’s year in college is found to moderate the relationship between utilitarian and hedonic values and student satisfaction.

The Ethics of Technology in Management Education

Cheating is commonplace amongst business school students and is possibly facilitated by the increase in smartphone technology. This study examines the issue of ethical perceptions of digital cheating using smartphone technology in a European Business School using a quasi-experimental methodology for two samples of undergraduate business administration students (295 & 627) before and after a creativity seminar. Participants were aware of what behaviours were considered cheating and on average partook in the intervention accordingly. Nevertheless, predefined ethics did not correlate with their reported actions and the intervention showed statistically significant changes ethical stance of participants. The study showed that the choice to cheat is different from the choice ‘not to cheat’ - the ethics described by the individual showed very little relationship with cheating or not, similarly smartphones were not considered pivotal in the cheating process. These findings have practical implications for the conceptualisation and teaching of ethics as well as the industry preconceptions of smartphone technology. This apparent disconnect between ethics and reported use calls for further research to address implementation of ethics in pressure situations impacted by technology.

Making Strategy Valuable to Undergraduate Students

This paper examines the most common methods used to teach strategic management to undergraduate business school students. It raises questions about the overly broad scope of strategy textbooks, the limitations of the case method within undergraduate contexts, and the non-optimal use of business simulations. Three principles are presented to guide the development of strategic management courses that provide true value to undergraduate students: (1) prioritize depth over breadth, (2) supervised practice, and (3) tailored cases.

The Relationships Among Social Media Intensity, Smartphone Addiction, and Subjective Wellbeing of Turkish College Students

Excessive use of new technologies appears to be potentially addictive for a minority of young people. The aim of the present study was to examine the relationship between personal environment factors (self-esteem and subjective wellbeing) and behaviors (social network site [SNS] intensity and smartphone addiction) drawing upon the Social Cognitive Theory and utilizing structural equation modeling. The sample comprised 734 undergraduate Business School students. Findings indicated that young people tend to use SNSs to enhance their extrinsic outcome expectation (network size) rather than intrinsic one (subjective well-being). Based on our knowledge, the present study is the first to address SNS usage behavior to assess extrinsic and intrinsic factors separately. Results also show that high SNS intensity is associated with high levels of smartphone usage, which decreases the individuals’ level of subjective wellbeing. It is also proved that low self-esteem causes smartphone addiction. Lastly, there is a weak but significant relation between SNS intensity and network size is also found. Overall, the present study contributes to our understanding of problematic smartphone and social media use.

Analisa Pengaruh Entrepreneurial Education Terhadap Entrepreneurial Intention Dengan Menggunakan Fintech Adoption Sebagai Variabel Intervening pada Mahasiswa Jurusan Bisnis-Manajemen

This study aims to measure the entrepreneurial intention among business school student in Jakarta, Indonesia .The numbers of unemployment raise significantly in recent years especially who graduate with business management major. This article presents the effect of Entrepreneurial Learning to Entrepreneurial Intention with Fintech Adoption as intervening variables. The results showed that Entrepreneurial learning is the strongest factors which affected competitiveness, but fintech adpotion could motivate student to start a new business after they studied Entrepreneurship. The model was tested using SEM- Path Analysis. A total of 64 valid questionnaires were collected from snowball sampling. This paper addresses the topic in a strategic and managerial point of view, and it can be used in entrepreneurial studies particularly those relating to entrepreneurial intention and financial technology

Antecedents of Entrepreneurial Intention: The Moderating Effect of the Family Entrepreneurial Background

This article extends the debate regarding entrepreneurial intention antecedents. It seeks to achieve an in-depth understanding of the direct influence of attitude, entrepreneurial education (EE), and gender on entrepreneurial intention (EI), but also of the moderator effect of family background on the EE–EI relationship in an international context. The study employs structural equation modeling (SEM) to test our hypotheses. Data analysis is based on the information of French and international postgraduate students in French business schools. The results suggest a positive and significant causal relationship between attitude and EI for both samples. However, the results also reveal that EE has a negative influence on EI development. As such, our results open interesting perspectives regarding EI antecedents, but also concerning the efficiency of the pedagogical approach adapted on EE.