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We find that male participants in Harvard Business School's New Venture Competition who were randomly exposed to more venture capital (VC) investors on their panel were substantially more likely to start a VC-backed startup post-graduation, indicating that access to investors impacts fundraising independent of the quality of ideas. However, female participants experience no benefit from exposure to male or female venture capitalists (VCs), which appears related to a reduced propensity to reach out to VCs to whom they were exposed. Our results therefore also demonstrate gender-based differences in the degree to which increased exposure to investors can address networking frictions in venture capital. [ABSTRACT FROM AUTHOR]

In this essay, we argue that economic inequality is reproduced because business students uncritically accept the neoliberal myth of meritocracy. This myth advances values and beliefs suggesting that hard work and innate talent lead to equally accessible opportunities and corresponding rewards. These ideas are embedded in the narratives (e.g., stories, exercises, cases, or guest speakers) prevalent throughout the business school but remain “hidden” to students because they are implicit rather than surfaced. We explain that these narratives are attractive to students and, because they are implicit within the curriculum, they limit business students’ abilities to make the systemic changes needed to address economic inequality. In our call to action, we propose a set of tools—literary analysis, plural vocality, and historical learning—that can disrupt this attraction and enable students to critically engage with the myth of neoliberal meritocracy. It is our opinion that a more critical outlook will raise students’ awareness to economic inequality and encourage them to ameliorate this type of inequality as they move through their professional lives. [ABSTRACT FROM AUTHOR]

Copyright of Contemporary Accounting Research is the property of Canadian Academic Accounting Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article reviews two recent books, "Privilege: The Making of an Adolescent Elite at St. Paul's School" by Shamus Khan and "The Tyranny of Merit: What's Become of the Common Good?" by Michael J. Sandel. Both books explore socioeconomic inequalities and their impact on society. Khan argues that attending elite schools does not create a more equitable society, while Sandel critiques the concept of meritocracy and its role in disempowering ordinary citizens. The article also suggests that business schools may contribute to inequality by prioritizing wealth accumulation and promoting neoliberalism. It calls for a better understanding of privilege and inequality in different contexts and questions the exportation of Western norms by business schools. [Extracted from the article]

Students often choose to pursue a business major during their postsecondary education to increase their chances of securing employment after graduation. However, evidence suggests that many recent business degree graduates struggle with underemployment, highlighting the importance of examining how postsecondary institutions can better prepare students for the transition to work. In the current study, we investigated how including a personal strengths-driven intervention, the Reflected Best Self Exercise, in management curricula may help better prepare students for securing employment by increasing students' confidence in their ability to succeed in an employment interview (i.e., by enhancing interview self-efficacy). Using a pretest–posttest quasi-experimental design with a control group (N = 190 undergraduate students), we found that the Reflected Best Self Exercise increased students' interview self-efficacy and that this effect was moderated by pretest levels of general self-efficacy and career choice confidence. Moreover, we found that students with lower levels of general self-efficacy and career choice confidence experienced greater benefits from the Reflected Best Self Exercise. Our results contribute to the management education literature by demonstrating how strengths-based interventions with a reflection component can be leveraged to develop interview self-efficacy in business students. [ABSTRACT FROM AUTHOR]

While research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives on what is meaningful in higher education to inform the design of authentic and transformative learning experiences. Focus groups were conducted to gain insights into students' most meaningful learning experiences across four postgraduate business subjects. We conducted a thematic analysis of the student data by inductively coding the transcripts and comments. Students derived the most value from learning experiences that incorporated real-world connections, social encounters, or productive challenges. We also found that students' discussions of meaningfulness were relatively superficial, suggesting that postgraduate students may not be primed to consider meaningfulness in relation to their learning. We thus problematise the term meaningful and conclude by proposing 'learning highs' as a new tentative conceptual frame for future research identifying learning situations in which meaningful experiences occur. [ABSTRACT FROM AUTHOR]

Field research is an important site for engagement between academics and practitioners, and a stepping stone for collecting data, publishing outputs, and fostering impact. Despite a long-standing recognition that academic research should be relevant for practitioners, academic–practitioner relationships have been stymied through stereotypes around the binary expectations of both groups. Drawing on rich illustrations from a global research project, we show some of the challenges that can characterize field research. We illustrate how academic and practitioner tensions can become salient at different stages and impact on the trajectory of a research project. We argue for a dynamic rather than a binary perspective to manage academic–practitioner relationships. This highlights how tensions emerge between academics and practitioners, and offers lessons and reflections on how they can be overcome to achieve mutual positive outcomes. [ABSTRACT FROM AUTHOR]

In this essay, we question evaluative practices concerning 'scientific excellence' as solely captured in so-called 'A journals', because they can entail a disconnection between the measure and its contents. Where this occurs, we start writing for our own immediate 'survival' and long-term social standing among our peers. Along the way, however, there is a risk that we lose sight of what 'meaningful' research can feel and look like. While research must be reliable or trustworthy, we advocate the use of complementary evaluative practices that involve learned societies, along with employee or employer-focused organisations and their assessment of the meaningfulness of published research in their respective contexts. Our proposal (a) encourages diverse forms of research contribution, (b) enables researchers to develop a collaborative approach that supports engagement and dialogue between researchers and the appropriate audiences for their work and (3) ensures that the impact of research can be developed more intentionally after publication. [ABSTRACT FROM AUTHOR]

This article explores the dismantling of professional autonomy during a change management programme at a business school in the United Kingdom. The change programme proposed the disinvestment from research in Critical Management Studies (CMS) and Political Economy and resulted in compulsory redundancies. The study reconstructs the managerial processing of this 'case for change' with a particular focus on the mechanisms behind the dismantling of professional autonomy. Specifically, three mechanisms of degradation are highlighted: first, a managerial attitude of censorship and anti-intellectualism that serves to demean academic scholarship, second, the regulation of time, space and information that deprives academics of the means to defend themselves and, finally, the isolation of professionals and the creation of docile academic subjects. By focussing on the micro-physics of power and understanding the mundane processes through which it takes effect and circulates, the ways in which it routinely undermines the autonomy of those it wants out, the article offers further avenues to discuss ways to resist the dismantling of professional autonomy in the managerial university. [ABSTRACT FROM AUTHOR]

Much progress has been made with respect to improving our understanding of organizational learning. However, important gaps remain with respect to understanding barriers to learning flows that are rooted in bounded rationality and how such barriers can be reduced. We show how manifestations of bounded rationality in the form of framing effects and cognitive biases can act as barriers to learning at the individual, group, and organizational levels. We theorize that organizations can cope with these barriers to learning by deploying managerial practices that function as organizational repairs. More specifically, we add 3Is to the 4I framework by showing how intervening, inducing, and inquiring practices can attenuate these cognitive barriers to organizational learning. The three kinds of organizational repairs differ in terms of how directly they engage with the learning behaviors of organizational members. They range from direct managerial interventions (intervening) to incentivizing or nudging organizational members to engage in learning behaviors (inducing) to building a culture of reflexivity (inquiring). Throughout the paper we critically reflect on the explicit and implicit assumptions in the 4I framework as well as our extension of it. [ABSTRACT FROM AUTHOR]

In gratitude toward those who have paved the way for a multitude of academic writing genres, we continue to de-stabilize writing conventions to propose, so as to put forward, ways of writing ethnographic research differently. We do this through an exploration of how the poetics of materiality can be written in ethnographic research. By means of Bachelard's work on material imagination and poetic instants, as well as re-visiting ethnographic clay-and-wood fieldwork, we suggest the subgenre of vertical ethnography. This is a genre that enables a shift from the often taken-for-granted thick description, which focuses on interpretations of meaning of what happened in the field, to deep inscription, a writing that breaks through the surface when our entanglement with materiality is awakening poetic sensibilities, enabling a vertical writing of ethnographic accounts. [ABSTRACT FROM AUTHOR]

This essay is written to provoke a reaction against the Association to Advance Collegiate Schools of Business. When a business school's administration is criminally convicted of conspiracy to commit fraud and yet it retains its accreditations, something is wrong. Accreditors expect that we enforce ethical standards like "no cheating" on our students but do not enforce those standards on deans, even in cases of publicly-admitted years-long submissions of misrepresentative rankings data. That inconsistency is not lost on us, given the explicit statements such accreditors have about quality, social responsibility, and serving students—all of which are violated in their inactions when their paying members (or their graduates) are involved in harmful behaviors. Management learning is negatively affected as a result; whatever we state in the classroom about ethics is effectively drowned out by what standards are actually enforced in the real world by those who claim to provide legitimacy to our programs and give us a license to operate. So, it is time to address that. An implementable solution is proposed, one which if not adopted should lead to serious consideration of the dissolution of the Association to Advance Collegiate Schools of Business and any other accreditor who fails to provide the public service expected of it. [ABSTRACT FROM AUTHOR]

The idea(l) of 'legitimate peripheral participation' remains at the heart of debates over the nature and potential of communities of practice. Yet the question of how the legitimacy or otherwise of participation is actually established is seldom addressed. In this article, we focus on 'legitimacy' as figure instead of ground. We attend to the 'displays of competence', and their associated 'labours of division', by means of which 'practitioners' claim recognition and are made recognisable to each other as members, or non-members, of an 'us'. We seek to understand how members come to recognise particular 'doings' and forms of knowledge as belonging (or not belonging) to a particular practice. How is the common 'domain' (communis) of practice settled (or un-settled) in the course of specific performances of membership? Empirically, the article draws upon a 2-year investigation of how community of practice boundaries and participation were negotiated in 'UltraGlass Plc', a multinational manufacturing company, and specifically of the failure of 'community' to cohere around practices. [ABSTRACT FROM AUTHOR]

Using the case of the COVID-19 lockdown as a disruptive event, this article aims to show the paradox of improvisation by investigating students' experiences of transitioning from in-person to digital learning spaces across three select business schools in Pakistan. Using Foucault, we analyse the discursive strategies deployed by students as they oscillate between different subject positions under improvised digital conditions. Our analysis reveals contradictory views about the agency of the improvised subjects which is often considered as enterprising in the sense that individuals are willing agents of change. Findings suggest that improvisation can also be paradoxically experienced as it misaligns with predispositions of agents. We show this through the struggles of students in getting to grips with the digital move, giving rise to uncertainty. This study, therefore, makes three distinct, yet interrelated, contributions to the literature on management learning by identifying: the risks of taming embodied subjectivities, the changing positionality of learners and the paradox of improvisation. Our work has implications for understanding improvisation in business schools during disruptive events, as overlooking the predispositions of students can lead to an enterprising agency of a different kind (e.g. resistance) that forfeits the purpose of improvisation. [ABSTRACT FROM AUTHOR]

Managerial education and managerial research are still deeply emplaced and emplacing phenomena. They are expected to be emplaced somewhere, in bounded space-times and in the powerful subjectivities of students and colleagues, awaiting their expression and expansion. This constitutes a strange extensive continuum which remains the heart of academic work. In this provocative essay, we invite organization scholars to de-place managerial phenomena and to become processual. We use one-block auto-ethnographic vignettes to show that existentiality matters and can lead to different life paths, in particular processual ones. In a final discussion, we offer a manifesto for those interested in cultivating processuality in their work as teachers and academics. [ABSTRACT FROM AUTHOR]

Understanding effective internal control is vital for accounting and business students. Examples of fraud and loss through poor internal control are widespread in practice. The learning objectives of this teaching case focus on improving students' ability to comprehensively evaluate internal control practices and suggest and justify new practices where applicable. The McDonald's Monopoly fraud is a real-life example of a situation where multiple internal control failures had substantial financial and reputational consequences for McDonald's, particularly its outsourcing partners involved in operationalizing the monopoly game. We use this factual case to illustrate control system shortcomings, allowing students to evaluate internal control and suggest internal control techniques with reference to all five components of the Committee of Sponsoring Organizations of the Treadway Commission (COSO) Internal Control—Integrated Framework. JEL Classifications: A22. [ABSTRACT FROM AUTHOR]

Purpose: Higher educational institutions, such as universities of applied sciences, have a significant role in promoting progress towards a sustainable future as defined by the United Nations (UN) sustainable development goals (SDGs). This paper aims to identify how the UN SDGs are featured in master's theses set in work–life contexts. Design/methodology/approach: Using a descriptive review and content analysis, this study identified the number of SDGs appearing in 31 master's theses. Sustainable development (SD) and corporate social responsibility were reflected using the approaches and models in the literature. Finland's eight objectives for committing to SD were used to examine the commitments made by the business school of the university of applied sciences to achieve Agenda 2030. Findings: Emphasising the value of higher education for SD, this study found that SDGs three, eight and 12 appeared most frequently in the theses. Sustainable and responsible dimensions reflected several issues concerning both the worlds of business and industry among the firms and organisations investigated by the master's degree students in the business school at the Jyväskylä University of Applied Sciences. Practical implications: This research holds practical and pedagogical value, serving to encourage master's and PhD students to further explore research on SDGs and to shape public policy. Originality/value: Sustainability was looked at in a new way as investigated by the theses. Ways to integrate the SDGs into management degree programmes and conduct research in the fields of business administration, tourism and hospitality management were identified. [ABSTRACT FROM AUTHOR]

Living in an era based around business and the economy as the center-point for making a living, developing entrepreneurial aptitude (DEA) is necessary for the younger generations of entrepreneurs. This study aims to determine the DEA of the Accountancy, Business, and Management (ABM) students at Talisay City National High School. A descriptive research design was utilized in this study with a sample size of one hundred (100) respondents out of one hundred thirty-five (135) total population taken from four (4) sections of the ABM strand using a random sampling technique. The data collected were analyzed using a weighted mean and percentage. The research findings revealed an average weighted mean of three-point zero seven (3.07), which is interpreted as "Agree," implying that the students have learned and enhanced their entrepreneurial aptitude through business enterprise simulation (BES). The researchers concluded that the DEA of the students through BES has been learned through theoretical knowledge and hands-on learning modalities that simulate starting, running, and managing a business. The researchers concluded that students should partake in junior business managing events as much as possible. In contrast, the business simulation is closer to an expert level or real-life business managing program on a larger scale compared to the basic standard to enhance real-life-based experience being closer to founding an actual business. [ABSTRACT FROM AUTHOR]

The quality of the UK’s doctorate training system plays a fundamental role in fostering vibrant research outputs and attracting global talent. However, while maintaining a consistently high standard of quality remains static and challenging, little is known about how the employability of international doctorate students is shaped and at what juncture it is opportune to support their employability during their research studies. This paper aims to understand the employability of international doctoral students within business schools at British universities, drawing on Urie Bronfenbrenner’s ecological systems theory as a framework. The qualitative study involves 15 international doctoral students from 9 business schools. The findings uncover various environmental systems impacting their employability. In addition, this study theoretically extends employability research by applying Bronfenbrenner’s ecological systems theory to provide a multi-layered understanding of international doctorate employability, offering a novel framework for targeted career support interventions. Further, the implications highlight the urgent need for tailored support to build industrial connections, promote departmental collaboration to scaffold a dynamic research environment, proffer multiple resource channels, and create employment opportunities both inside and outside of the university. [ABSTRACT FROM AUTHOR]

This study examined the differences in motivation between two classes at Guangdong Communication Polytechnic. One class was taught using a traditional teaching method, while the other was instructed using a script teaching mode. This article will explore the motivational differences observed between the two groups. Students completed the Questionnaire of International Business Motivation, which consists of 30 Likert-type questions designed to assess their motivations for studying international business. This questionnaire, adapted from Glynn (2009), aims to provide valuable insights for international business educators and researchers. Motivation in this context was conceptualized through five dimensions: internal motivation and personal relevance, self-efficacy and test anxiety, autonomy, career motivation, and degree motivation (Glynn, 2009). Students initially filled out the questionnaire before the class began and then completed it again after the class had concluded. The results of this study indicate that there are significant differences between the two classes in terms of exam anxiety, selfconfidence, autonomy, personal relevance, external motivation, and internal motivation (p < 0.05). Class 3, which adopted the new teaching model, demonstrated superior performance across all these dimensions. In contrast, Class 4, which followed the traditional teaching model, showed notably lower levels in these areas. [ABSTRACT FROM AUTHOR]

English speaking has been seen as a challenge for many English as a foreign language (EFL) learners, since they have limited chances to practice English-speaking skills. Therefore, it is essential to provide learners with adequate English-speaking contexts. To address this issue, this study integrated virtual reality (VR) into English speaking classes and aimed to explore the effects of VR on English oral proficiency, speaking anxiety, and emotions, as well as students' perceptions. Forty university students from two classes were assigned as an experimental group and a control group. The students in the experimental group practiced English speaking with the VR tools, while those in the control group used PowerPoint. Data analysis revealed conflicting results. While ANCOVAs disclosed no significant difference between the two groups regarding their post-intervention oral proficiency, speaking anxiety, and emotions, qualitative analysis of semi-structured interviews indicated that the independent VR environment could reduce their speaking anxiety, and VR tools could act as effective tools to practice speaking before formal situations in real life. Furthermore, three themes characterized students' perceptions: "training simulation," "learning without time or space limitations," and "providing a safe learning environment." Finally, interpretations of such conflicting results are offered and implications are proposed. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Artificial intelligence (AI) holds the potential to revolutionize the way businesses operate. With the promise of generating creative solutions for complex problems, AI's transformative impact on the business landscape is undeniable. Against this backdrop, business schools become crucial in preparing future professionals with relevant tools and techniques associated with AI. This paper investigates the integration of GitHub Copilot in conjunction with Python libraries such as Pandas and Plotly, within two sections of an introductory information systems course. We examine how business students perceive GitHub Copilot's ease of use, utility, and relevance, particularly in tasks involving code generation for data analysis and visualization. Our findings indicate a generally positive perception of GitHub Copilot among business students in terms of its ease of use, utility, and relevance. However, notable gender differences emerged; male students reported finding GitHub Copilot easier to use and their interactions with the tool clearer and more understandable compared to their female counterparts. The paper also provides an overview of the course assignment and presents the visualizations produced, offering valuable insights into the practical application of GitHub Copilot in an information systems course setting. [ABSTRACT FROM AUTHOR]

The goal of this article is to examine and develop problem-posing case study teaching methods to promote business students' reflections on their premises around sustainability practices. Literature on transformative learning in sustainability informed our hypothesis that problem-posing instead of problem-solving case study teaching would yield greater incidences of students' premise reflections at the deepest level. For our quasi-experimental design, undergraduate students at a business school were presented with a teaching case of corporate sustainability then half were given problem-solving prompts for critical reflection while the other half were given problem-posing prompts. Resultant responses were classified to expose differences in the nature and levels of reflection between these two groups. This pedagogical research indicated that the problem-posing group reached deeper levels of reflections, though further research is needed to better understand this phenomenon. We advocate for the utility of a problem-posing approach in sustainability education. This study contributes a problem-posing protocol for business schools, curricula, and professors, as well as suggestions for further research for theoretical understanding of problem posing for transformative learning in sustainability. [ABSTRACT FROM AUTHOR]

The document is a call for papers for a special issue of the Journal of Management Education focused on management education in Africa. The aim of the special issue is to nurture the development of management education in Africa by providing a forum for research and scholarship that is sensitive to the unique cultural, historical, and institutional context of African business schools and universities. The call invites submissions on various topics, including pedagogies in African contexts, curriculum puzzles, academic careers for African management educators, and entrepreneurship learning and education in Africa. The timeline for submissions and publication is also provided. [Extracted from the article]

This study investigates the impact of connectivism on knowledge acquisition and the willingness of higher education students to apply that knowledge in practical settings. Using an experimental design, it investigates how connectivism manifests in learning processes, particularly focusing on a collaborative online international session (COIL) with 92 business management students from the UAE and South Korea. These students participated in a COIL session aimed at enhancing their understanding of diversity and inclusion management concepts. The study utilized an independent t-test to evaluate the effectiveness of COIL, comparing groups exposed to different modes of participation (connectivism mode and nonconnectivism mode). The results highlight connectivism's role in increasing students' willingness to utilize acquired knowledge. As a connectivism approach, COIL proves pivotal in applying learning practically. This research offers significant insights for curriculum designers, educators, and scholars, demonstrating the impact of social connectivism on learning enhancement. It provides valuable information for incorporating connectivism into traditional educational models, thereby enriching the theoretical and methodological understanding of the relationship between connectivism, COIL, knowledge acquisition, and application willingness. This study is particularly relevant for educators looking to integrate innovative methods in their teaching and expand the scope of knowledge and skill development for future work. [ABSTRACT FROM AUTHOR]

This case study was undertaken in a London-based business school and explores the cross-cultural challenges faced by students who have relocated from India to the UK for one-year postgraduate (PG) business master's courses. Primary data were collected in two stages: semi-structured interviews, followed by a survey. The paper draws on the literature related to socio-cultural theory. It then reviews the findings of the research as to the cultural challenges the students have faced in the UK, whether in their studies, or their wider social lives. Finally, it integrates these findings into the extant literature and proposes a set of recommendations for consideration by the business school. Some of these may also have relevance for other Higher Education (HE) institutions working with Indian students. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Globally, academics are encouraged to facilitate teaching excellence. Many business schools use teaching excellence awards to recognize exceptional efforts toward students’ learning, foster pedagogical innovation, and improve faculty motivation. However, prior literature has noted that many business schools lack clear and transparent criteria for TE awards, which can hinder the process and potentially reduce the motivational effects. Research has yet to fully incorporate student voices across a global setting into the evaluation criterion. As a result, this study seeks to identify universal criteria for TE awards based on a large-scale survey of 2,775 business students across eleven countries and five continents intending to capture global student perspectives. First, we reveal whether the possession of a TE award for an educator has any importance from students’ perspectives. Second, we find that students across the globe have a general agreement regarding the criteria for awarding an excellent educator by identifying 30 criteria for TE awards students noted across our global sample. Third, we reveal 15 criteria that are specific to some countries but not globally. Lastly, we explore the differences in TE award criteria across different study levels. Overall, our study makes a significant contribution by identifying global criteria based on student voice to inform the development of teaching excellence award criteria in business education or by higher education providers and professional bodies. [ABSTRACT FROM AUTHOR]

Despite growth in the number of women pursuing business and entrepreneurship careers, dominance of masculine traits associated with these occupations persists. If business schools use language that subconsciously reinforces gendered stereotypes, students might perpetuate sexist expectations. Using a natural language text processing tool to analyze the written responses of 247 undergraduate students in a US‐based university, we found that student perceptions of entrepreneurs are associated with more masculine characteristics compared to student perceptions of business people. To some degree, female students were more likely to make these associations than male students. Our findings suggest that business schools must do their part to break the cycles that elevate masculine characteristics of entrepreneurship. The negative effects of this manifest in the persistent gender pay gap, rising but still minority numbers of women entrepreneurs, continued practices of rewarding masculine traits in organizations, and ongoing underrepresentation of women students in schools of business. [ABSTRACT FROM AUTHOR]

Through the guidance of social presence theory, this study sought to understand how instructors' affirming messages and social presence behaviors affect students' writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect students' writing apprehension in the business communication classroom. Both models also indicate that students' burnout mediates that indirect effect. The results show how important it is for instructors to take the time to leave affirming message feedback when teaching business communication online. [ABSTRACT FROM AUTHOR]

This study focused on entrepreneurial readiness of undergraduate Business Education students in public universities in South-East Nigeria. Entrepreneurial readiness of the students was based on four indicators. Population comprised 277 final-year Business Education students in all public universities in South-East Nigeria. Questionnaire was used for data collection. Entrepreneurial readiness scores (ERS) were measured using four indicators: entrepreneurial career choice preference, intention, attitudes, and skills. Five research questions and four hypotheses guided the study. Data were analyzed using mean and t-test at a 0.05 level of significance. The indicators and ERS were interpreted based on real limits of numbers. The results indicate that the students had mean scores of 5.71, 5.62, 5.50 and 6.07 for entrepreneurial career choice preference, intention, attitudes and skills, respectively and were ‘ready’ with an ERS of 5.73. The ERS of the students did not differ significantly based on gender, having a parent/guardian entrepreneur, currently owning/managing a business (business experience), or academic ability level. It was therefore recommended, among others, that an entrepreneurship-friendly environment and provisions should be made available to enable the Business Education students to translate their entrepreneurial readiness into viable enterprises. [ABSTRACT FROM AUTHOR]

This article provides an in-depth analysis of the evolving landscape of business and marketing education, accentuated by technological advancements, globalization, and the emergence of digital competitors. I underscore the challenges confronting traditional educational institutions arising from tech giants like Google and innovative e-learning platforms such as Udemy. The exacerbation of these issues in the post-pandemic environment is marked by escalating mental health concerns, a deficiency in practical skills acquisition, shifting student preferences, and debates surrounding the value proposition of college tuitions and business qualifications. Despite efforts to integrate immersive technologies and experiential learning strategies, a noticeable absence of pragmatic skills and learner-centric pedagogies persists within higher education paradigms. I introduce MECCDAL—a holistic, execution-oriented seven-pillar framework tailored to navigate contemporary challenges within an AI-infused, mental wellness-aware post-pandemic context. MECCDAL is an acronym derived from Latin terminologies: M ens (mind), E xecutio (execution), C or (heart), C orpus (body), D igitus (digital), A nima (soul), and L ingua (language). Through a detailed case study conducted at the American Institute of Business Experience Design, I illustrate MECCDAL's efficacy in augmenting business and marketing educational delivery mechanisms while fostering both collective and individual well-being alongside enhanced innovation and implementation competencies among students. [ABSTRACT FROM AUTHOR]

The research paper experimentally examines the influence of corruption control (CC), lending interest rate (LIR), regulatory quality (RQ), government effectiveness (GE), and domestic credit to the private sector (DCPS) on the ease of doing business (EDB). To reach the expected objective, the investigation employs balanced data for all six countries of the Western Balkans, covering the period 2014-2020, employing regression analysis with fixed effects. The approach and parameter selection are guided by the insights from Nageri and Gunu (2020) as well as Belloumi and Alshehry (2021). The discoveries of the research provide evidence that CC, LIR, and RQ have a statistically significant negative influence, versus DCPS has resulted in a significant positive influence on the EDB. The originality and creativity of this investigation lay in the fact that it is a combination of economic and governing variables that are immediately reflected in the favorable environment for doing business. The discoveries of the investigation will be beneficial to the expansion of existing literature in the academic sphere and serve as avenues for proactive discussions among business managers, and students, as well as the policy-making structure concerning the possible implications that can be drawn based on the results of the research. [ABSTRACT FROM AUTHOR]

Ongoing seismic events in global society have increased demands on organizations to change their focus on profit maximization alone to becoming a social enterprise that follows humanistic management (serving the common good) principles. Coincidentally, business schools are under pressure to teach humanistic management principles in their curriculum to enable the future work force to become agents of world benefit. Data analytics offers a means to introduce these principles to undergraduate business students. The analytics module described in this paper introduces undergraduates in an introductory Information Systems course to humanistic management. It discusses the use of humanistic management analytics (HMA), and describes an assignment to design, develop and use a HMA dashboard. Through video, lecture, case study and assignments, students learn the value of incorporating humanistic management principles to analytics and human resource functions that embody concepts of data analytics for social good. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between individualistic values and the intent of sustainable entrepreneurship among students of Gedu College of Business Studies (GCBS) in Bhutan. The study employed quantitative research design with descriptive approach. A sample of 290 responses were analyzed using different statistical tools. The questionnaire for the study was adopted from Ndofirepi (2022). The findings suggests that complex factors influence sustainable entrepreneurship intention. The three models under investigation collectively highlight the critical role of individualistic values in moderating the relationships between various entrepreneurial predictors--attitude towards entrepreneurship (ATE), perceived behavioral control (PBC), and subjective norms (SN) and sustainable entrepreneurship intention (SEI). Each model underscores the significant positive effects of the primary predictors (ATE, PBC, and SN) on SEI, while also illustrating how these effects are either enhanced or diminished by individualistic values. Policymakers and educators aiming to promote sustainable entrepreneurship should consider these dynamics for fostering an environment that enhances perceived behavioral control, positive attitude towards entrepreneurship, and subjective norms, while acknowledging the varying influences of individualistic values. [ABSTRACT FROM AUTHOR]

The book "Debating Business School Legitimacy: Attacking, Rocking, and Defending the Status Quo" edited by Anders €Ortenblad and Riina Koris explores the ongoing criticisms and challenges faced by business schools. The book features 14 chapters divided into four parts, each examining the legitimacy of business schools from different perspectives. The contributors, who are senior academics and subject experts, engage in a debate format to share their diverse viewpoints and experiences. While the book provides a comprehensive review of the struggles faced by business schools, it is noted that the contributors are all Anglo-Saxon academics, and the perspectives of Asian scholars are not included. Overall, the book is considered a valuable reference for university administrators and stakeholders interested in preserving the legitimacy of business schools. [Extracted from the article]

How does personal identity multiplicity—a self-perception with more elements—help an individual connect with others? I argue that identity multiplicity increases the likelihood of establishing professional network ties through two mechanisms: individuation, or the tendency of a potential network partner to view one as an individual as opposed to a representative of a category; and identity homophily, or the attraction and interaction opportunities that emerge as a function of shared identity elements with a potential partner. The benefits of identity multiplicity are particularly strong for promoting interracial ties as individuation reduces racial stereotyping. I find support for these ideas in an analysis of the creation of network ties of mid-career professionals. [ABSTRACT FROM AUTHOR]

This study aimed to determine the relationship between entrepreneurial training and intention among Southeast Asian students who are influenced by Confucianism. The conceptual model was tested with a sample size of 281 students enrolled in a business administration program. The most significant findings from the study were: (i) students' entrepreneurial intention increased significantly; (ii) all research factors had a positive influence on entrepreneurial intention; (iii) students had lower confidence in their business abilities and capabilities; (iv) students' perceptions of peer and family support improved; and (v) there was no relationship between family characteristics (i.e. parents' occupation and students' place of residence) and entrepreneurial intention. These results provide a foundation for developing entrepreneurship training programs that promote students' entrepreneurial intention in Southeast Asian countries. [ABSTRACT FROM AUTHOR]

It is important that students across university disciplines and class years explore their attitudes about ageism, aging, and older adults. Yet few if any ageism interventions in academic settings are directed at business students, instead targeting disciplines such as health sciences. In this paper we offer requisite detail of ageism workshops we developed for use in an undergraduate entrepreneurship course, including discussion of our results. Business curricula at the university level can serve to reinforce age gaps through the study of functional areas such as marketing (target market segmentation) and finance (retirement planning). In entrepreneurship, stories of youthful startups persist despite recent findings that strongly reject the notion that youth is a key trait of successful entrepreneurs. In the context of workplace ageism, ageism interventions, and age in entrepreneurship, we modified the Disrupt Aging curriculum offered by A.A.R.P., which facilitates an examination of one's personal attitude about age and aging. Our twist was to focus the curriculum on entrepreneurship and have our students work in groups with an entrepreneur from the Baby Boom generation. This innovation to our curriculum provides promising evidence of effectiveness as measured in pre- and post-workshop attitudes about ageism and entrepreneurship. [ABSTRACT FROM AUTHOR]

Drawing upon a framework of "assemblage thinking," this article offers an approach to considering artificial intelligence (AI) and ethics that seeks to think relationally across the positions occupied as educators and students at a business school. To complement discussions of assemblage and examinations of ethics in the AI era, we draw upon the perspectives of a relatively understudied population in this conversation—students themselves navigating AI and writing within a business-focused context—and extend assemblage thinking to capture important thought toward the future of business communication, pedagogy, ethics, and AI. [ABSTRACT FROM AUTHOR]

Time management is essential for strong strategic business planning and marketing campaigns. Having sufficient time to complete essential planning is important, as is the punctuality of meeting deadlines. Temporal Motivation Theory (TMT) explains the relationship between deciding to perform a task and expected incentives, consequences, and the cost of delay. We analyzed the time (in seconds) that business students submitted weekly quizzes before Saturday night deadlines (1,587 quiz submissions). Self-discipline was measured as a student's self-evaluation of their ability to start tasks promptly. We find that self-discipline, by itself, was associated with lower average quiz scores. However, self-discipline combined with greater punctuality was associated with higher quiz scores. High self-discipline associated with low emotional stability resulted in earlier average quiz submissions, which resulted in higher quiz scores than submitting work closer to deadlines. These results indicate using internal pressure like anxiety to initiate studying and completing schoolwork can lead to better academic performance. Based on TMT, students appear to use deadlines to reverse calculate the amount of time before a consequential deadline. This translates into a form of negative reinforcement (avoidance), as opposed to positive reinforcement for punctuality. Implications for business marketing students and academicians are discussed. [ABSTRACT FROM AUTHOR]

Moral subjectivity (e.g., reflexivity, perspective-taking) is a necessary condition for moral development. However, widely used approaches to business ethics education, rooted in conceptualizations of ethical development as objective and quantifiable, often neglect students' subjective involvement in moral matters. In this case study, we investigated subjective aspects of moral development of MBA students in a business ethics course using an alternative pedagogy based on world literature as course material. The findings elucidated that the use of literary narratives stimulated the development of "moral muscle," a dynamic moral capability that needs to be developed through regular reflection and practice. Additionally, the development of moral muscle during the course showed heterogeneity among students with different starting positions, learning routes, and end states of their moral development. The findings contribute to a new theoretical understanding of moral development as a dynamic process—as moral muscle—with different individual change trajectories, and shed new light on how the use of literary narratives in business ethics education can stimulate this development. [ABSTRACT FROM AUTHOR]