Journal of Management and Business Education

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EISSN : 2605-1044
Total articles ≅ 85
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Journal of Management and Business Education, Volume 5, pp 118-136; https://doi.org/10.35564/jmbe.2022.0008

Abstract:
Hybrid model, online synchronous model, synchronous and blended model: over the last year, teachers have had to adapt to a series of regulatory changes because of the pandemic caused by the SARS-CoV-2 virus, especially in the university environment. In this sense, planning classes has become a suggestion, since in a single semester, different ways of teaching have been employed ranging from 100% synchronous to hybrid. This raises the following question: how have teachers adapted to the changes? Have they changed the way they teach, what are the most commonly used teaching methodologies today? Similarly, has the technological leap been a real problem when changing from the 100% face-to-face model to the different varieties that the health authorities have allowed us to use? For all these reasons, the present study aims to analyze the impact of the application of the different educational models at the university in order to discover the main obstacles teachers have found during this period, and, above all, to study the main methodologies used during this period. To do this, we have carried out a survey among the teachers of the ESIC Business and Marketing School in Barcelona, which has allowed us to collect quantitative and qualitative aspects. As for the conclusions, initially, we can say that there has been a radical change in the way in which classes are being taught. Lectures have almost completely been abandoned and great value is being given to group work and projects. Finally, one of the most outstanding aspects in the conclusions is that teachers emphasize the importance of recycling and methodological innovation in order to continue implementing new teaching methodologies.
, Maria Luisa Medrano García, Jaime Veiga Mateos
Journal of Management and Business Education, Volume 5, pp 156-168; https://doi.org/10.35564/jmbe.2022.0010

Abstract:
In March 2020, the students of the Master's Degree in Financial Advice and Planning (MAPF) at the Rey Juan Carlos University suffered the uncertainty of how the health security restrictions that had to be adopted due to the irruption would affect their academic performance of COVID-19 in Spain. In this study, the evolution of the time series of the success rates of all subjects of this master's degree has been analyzed, taking a study period that begins in normal times and ends after these last two courses affected by COVID-19. The results show that the academic performance of the students in the last two years has not been worse at all, even observing an improvement in the academic performance of the students in the online mode. This can only be interpreted as a success for the university, teachers and students in the face of the challenge posed by the emergence of COVID-19 and the adaptation of teaching. Resumen En marzo de 2020 los alumnos del Máster Universitario en Asesoramiento y Planificación Financiera (MAPF) de la Universidad Rey Juan Carlos sufrían la incertidumbre de cómo les iba afectar en su desempeño académico las restricciones por seguridad sanitaria que se tenían que adoptar a causa de la irrupción del COVID-19 en España. En este estudio se ha analizado la evolución de las series temporales de las tasas de éxito de todas las asignaturas impartidas en este máster, tomando un periodo de estudio que se inicia en tiempos de normalidad y que finaliza tras estos dos últimos cursos afectados por el COVID-19. Los resultados muestran que el desempeño académico de los alumnos estos dos últimos cursos no ha sido en absoluto peor, observándose incluso una mejora en el rendimiento académico de los alumnos de la modalidad online. Esto solo puede ser interpretado como un éxito de la universidad, profesorado y alumnos ante el reto que supuso la irrupción del COVID-19 y la adaptación de la docencia.
Journal of Management and Business Education, Volume 5, pp 169-197; https://doi.org/10.35564/jmbe.2022.0011

Abstract:
Entrepreneurship plays a pivotal role in economic growth for Indonesia. Unfortunately, the number of entrepreneurs in Indonesia is still lagging behind other ASEAN countries. The emergence of knowledge-based entrepreneurship makes universities become one of the vital supply sources for creating entrepreneurs. Even though it has institutional support from the Indonesian government, entrepreneurship is still not considered a promising alternative career choice. Therefore, this study aims to analyze the effect of university institutional support (perceived educational support, concept development support, and concept development support) and personal traits variables (self-efficacy and proactive personality) on Indonesian students' entrepreneurial intention. This study was conducted using a judgmental sampling technique on 302 active university students in Indonesia who have received entrepreneurship education. Data analysis in this study was carried out using the PLS-SEM. The findings of this study indicate that perceived educational support directly affects entrepreneurial intention. While, perceived concept development support and perceived business development support positively shape self-efficacy, leading to entrepreneurial intention. This study also confirms self-efficacy and proactive personality as predictors of entrepreneurial intention. Furthermore, the study also shows that self-efficacy mediates the relationship between proactive personality and Indonesian students' intentions to be entrepreneurs.
Yi-Ju Wang
Journal of Management and Business Education, Volume 5, pp 137-155; https://doi.org/10.35564/jmbe.2022.0009

Abstract:
The international mobility of university students is one of the bases to enhance international competitiveness. This study aims to further understand the trends in Taiwanese international education. The case study was conducted at Providence University (PU), which have practiced internationalized education for years. This study adopts qualitative methodologies: documentary analysis and semi-structured interviews. The article analyzes the perceptions of PU students about their experiences as participants in an international mobility process in Thailand. We conduct questionnaires and in-depth interviews with them, in order to understand the satisfaction of students in terms of motivation, funding resources, cultural communication, team cooperation, and cross-border learning. This study shows joining cross-border learning does greatly improve on international mobility, especially in the acceptance in another culture and global exploration. Through communication between different cultures, the students have an improved understanding of Thai people’s communication behaviour.
Journal of Management and Business Education, Volume 5, pp 97-117; https://doi.org/10.35564/jmbe.2022.0007

Abstract:
Dropout intention is critical information for universities to help them avoid the misuse of financial, social, and personal resources. COVID-19 has forced universities to adapt their face-to-face teaching-learning processes to distance education, something neither they nor their students were prepared for. Despite being digital natives, students are not used to the online teaching-learning model that has been imposed. Therefore, knowing the effects of this situation on significant variables for universities and students, such as university experience, motivation, satisfaction, and commitment, can help universities understand why students drop out. This preliminary empirical research with university students has three objectives. First, we ascertain students’ perceptions about the possible causes of dropout intention after the outbreak of COVID-19. Second, we determine other variables affecting intentions to drop out, such as university experience, academic motivation, academic satisfaction, satisfaction with blended and distance education, and student commitment. Third, we examine whether these variables affect dropout intention in an exploratory way. Through an online questionnaire, 191 responses from university students were obtained at a Spanish public university. Empirical analyses identify little practical training, teaching methods that fail to motivate students, the absence of commitment to students on the part of the university, and a lack of information and support from the university as the main reasons students consider dropping out. These results are the same in the general sample and in the sub-sample of those who seriously considered leaving university. For the last group, other causes could be considered, such as students’ emotions, assessment systems, and relationships with teachers. All the mean assessments of the variables used in this study are medium-low. Academic motivation is the best-valued (3.38 out of 5), whereas satisfaction with blended and distance education is the worst (2.31 out of 5). Dropout intention is estimated at 2.56 out of 5. Although this is not a low result, this and the rest of the results may have been affected by the pandemic. Additionally, the study justifies that the better the university experience, academic motivation, general academic satisfaction, and satisfaction with blended and distance education, the lower the dropout intention rate. Surprisingly, student commitment does not influence students’ decisions to leave university. The main contribution of this study is to offer guidelines to reduce dropout intention. Training courses for students and teachers seem to be the best way to reduce dropout rates, but other aspects, such as university experience, motivation, and satisfaction, which help to maintain student expectations even in difficult situations, are also important. Although more research is needed, the proposed model offers the possibility of applying and comparing it with other Spanish and European universities, or even high schools, with students who are about to graduate and enter university.
Journal of Management and Business Education, Volume 5, pp 76-96; https://doi.org/10.35564/jmbe.2022.0006

Abstract:
Global competition and digital market forces imply opportunities and threats in an increasingly fast and competitive job market. In this context, motivated learning through collaboration or cooperation have been extensively studied to develop necessary skills to be competitive. However, in undergraduate teaching little attention has been given to learning through competition and co-opetition, which is more common in entrepreneurial education. This paper proposes and tests a new classroom methodology where undergraduate students in the course Microeconomics interact in teams playing out features of the four C’s of game-based learning in an entrepreneurial environment: cooperation, collaboration, competition and co-opetition. The pedagogical pilot-project, dubbed as “Micro-Challenge”, is a peer-based student challenge which has been implemented in face-to-face classes as well as in a hybrid classroom. A posterior analysis of survey data and academic results, using regression analysis, reveals that the development of collaborative skills and team-based skills depend on personal characteristics and expertise while there is no significant effect of academic performance. Moreover, women are more likely to improve team-working or collaborative skills through the proposed challenge than men and engagement in terms of induced learning effect is found to be higher for students who are already endowed with a high level of competitive or collaborative attitude.
Journal of Management and Business Education, Volume 5, pp 63-75; https://doi.org/10.35564/jmbe.2022.0005

Abstract:
This research develops an exploratory study on the impact of brainstorming on students' creativity and innovation. Therefore, the purpose of this research study is to advance on: how much the creativity and innovation of students increases with the use of brainstorming; how contextual variables influence creativity and innovation when brainstorming is applied, and; how the legitimacy given by students to the brainstorming methodology influences the results achieved in creativity and innovation. The results show that the application of brainstorming, among a sample of 89 students of the technology and operations management course, leads to significant increases in creativity and innovation. They also show that there are no significant differences according to age, study background and gender. Finally, it demonstrates the importance of the degree of acceptability and desirability of brainstorming in the teaching and learning process to improve student outcomes. Having legitimacy is positive because it conveys confidence to students, encouraging learning. Future research could analyse the role of legitimacy of teaching methods on student outcomes. Resumen En esta investigación se desarrolla un estudio exploratorio sobre el impacto del brainstorming en la creatividad y la innovación de los estudiantes. Nuestro propósito es avanzar sobre: cuánto aumenta la creatividad y la innovación de los estudiantes con la utilización del brainstorming; cómo influyen las variables contextuales sobre la creatividad y la innovación cuando se aplica el brainstorming y; cómo influye la legitimidad otorgada por los estudiantes a la metodología del brainstorming sobre los resultados alcanzados en la creatividad y la innovación. Los resultados evidencian que la aplicación del brainstorming, entre una muestra de 89 estudiantes de la asignatura de tecnología y dirección de operaciones, conduce a incrementos importantes de la creatividad y la innovación. También muestran que no existen diferencias significativas en función de la edad, estudios de procedencia y género. Por último, se demuestra la importancia del grado de aceptabilidad y deseabilidad del brainstorming en el proceso de enseñanza aprendizaje para mejorar los resultados de los estudiantes. Tener legitimidad es positivo porque transmite confianza a los estudiantes, favoreciendo el aprendizaje. Futuras investigaciones podrían analizar el papel de la legitimidad de los métodos de enseñanza sobre los resultados de los estudiantes
Shellyanne Wilson
Journal of Management and Business Education, Volume 5, pp 48-62; https://doi.org/10.35564/jmbe.2022.0004

Abstract:
This study investigates student perception of learning versus student performance in a project management undergraduate course. Student perception of project management learning is examined using a retrospective survey of 147 students from two academic years. The students’ performance is measured by their final grade. Data are analysed using Wilcoxon signed rank and Chi-square tests. The results show students reported increased perceived knowledge of all project management process groups, where the lowest and highest mean increases were Executing and Initiating respectively. The results, however, show there were no significant relationships between students’ perception of learning and student performance. The students’ perception results, however, can inform teaching strategies regarding where emphasis maybe needed in the process groups with the lowest perceived mean scores.
Journal of Management and Business Education, Volume 5, pp 1-19; https://doi.org/10.35564/jmbe.2022.0001

Abstract:
With new, diverse, and complicated challenges facing contemporary leaders in today’s ‎changing and distinct environment, it is essential for organizations to move away from ‎old and traditional leadership practices and embrace new ones. This study focused on ‎adopting the concept of “Chameleon Leadership”, the capacity to be able to amend ‎your tactics, much as a chameleon does to improve organizational performance. The ‎study relied on the descriptive deductive approach; this approach comprises of ‎formulating the hypotheses and tests them during the study process. The sample consists ‎of 126 randomly selected staff from various faculties at Albaath University, Syria. ‎The objective was to show if the adoption of chameleon leadership could improve ‎university performance. The result showed that there is a significant relationship between ‎‎the chameleon style of leadership ‎‎and outstanding university performance. Also, the adoption of chameleon leadership ‎characteristics can enable organizations to achieve outstanding performance in their ‎work. For success and development of chameleon operations, the ‎researcher suggested that universities must conduct extensive training about ‎chameleon leadership methods in line with the reality of the university despite the ‎existence of laws that hinder the development process.
Journal of Management and Business Education, Volume 5, pp 38-47; https://doi.org/10.35564/jmbe.2022.0003

Abstract:
The ‘rule of 72’ provides a useful approximation of when an investment or debt will double. Students can apply it for an estimate, avoiding mistakes later when using technology for a precise answer. On standardized tests, moreover, such devices may be disallowed. In job interviews, too, quickly approximating the doubling answer demonstrates the impressive problem-solving ability. Illustrations abound online and in traditional media showing how to use it. This is not the same as explaining why it works or the limitations. Inquiring students want to know. This paper combines familiar territories in math and application to provide a relatively simple mathematical explanation.
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