Journal of Management and Business Education

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EISSN : 2605-1044
Total articles ≅ 73
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Ángel del Castillo
Journal of Management and Business Education pp 322-337; https://doi.org/10.35564/jmbe.2021.0019

Abstract:
In the year 2020 we live the irruption of an unknown virus that caused our life habits to change. The various means through which a consumer can connect to the Internet took on greater importance, increasing the daily use of smartphones and personal computers. E-learning or virtual teaching became the only option to continue training from home. The strict confinement that was established, due to COVID-19, closed all the centers considered non-essential, such as schools, institutes or universities. The increase in students in this type of education in recent years was already a fact, since one of the main problems of traditional education, geographic distance, was eliminated. The objective of the research is based on demonstrating, through experience in the Social Media Manager course, that in the face of the COVID-19 situation, online training, e-learning or virtual teaching facilitated the ability to continue training at people from home and that a high percentage completed the course satisfactorily. For this, we present the theoretical framework where e-learning is located, as well as the experience in virtual teaching in the Continuing Training Course "Social Media Manager", which was taught entirely online through the Virtual Classroom of the university in a situation of total confinement due to the COVID-19 virus. And although some studies indicate that there is low motivation and a high degree of abandonment in this type of study, in our case the results show that 82.5% did it satisfactorily with an “Apt” grade, and only there was one student (2.5%) who did not get to carry out any activity of the course. Research shows us that with optimal resources and good management, positive results can be achieved. Resumen La crisis del coronavirus en el ámbito de la educación universitaria ha dado lugar a una sucesión de cambios urgentes en la Universidad Rey Juan Carlos (URJC). Durante la primera mitad del 2020 se adaptó la docencia a la modalidad online, se transformaron las metodologías docentes y se llevó a cabo la evaluación online. La universidad contaba ya con una plataforma digital, aunque el cambio no estuvo exento de obstáculos ya que algunos profesores y/o alumnos carecían de medios tecnológicos adecuados o bien no contaban con las habilidades digitales necesarias para adaptarse de forma abrupta al nuevo contexto. Para afrontar el siguiente curso 2020-21, en el caso concreto de la Facultad de Ciencias Jurídicas y Sociales (FCJS), que acoge al 57% del total de estudiantes de la URJC, hubo que planificar el nuevo escenario en el que se optó por el regreso a las aulas según un sistema híbrido. Docentes y estudiantes han constatado la importancia de la docencia presencial por ventajas tales como la riqueza del entorno de estudio y la vida universitaria, con todas sus implicaciones. Dada la diversidad de los grados que se imparten en la FCJS, concluimos que la docencia online posibilita la interacción entre docente y estudiante, pero limita el desarrollo de ciertas habilidades de los estudiantes en aspectos clave propios de esta etapa formativa.
Mike Berrell, Jeff Wrathall
Journal of Management and Business Education pp 289-321; https://doi.org/10.35564/jmbe.2021.0017

Abstract:
This study of transferring management and business knowledge in China tapped the views and opinions of 43 expert management educators who had participated in the transfer of management knowledge in China from the mid-1990s to the present time. It traces the development of management education in China following the implementation of the 1978 Open Door Policy, demonstrates the impact of China’s national culture on knowledge transfer, identifies success factors in the process, and exposes the noncomparability of culture-specific approaches to managing people and organizations. We argue that the management values, attitudes, and practices of Chinese managers are diverging from those in the West, which has significant implications for the curriculum and pedagogy employed in the delivery of management education. Understanding the basis for this divergence will benefit expat and local manager alike as they negotiate their managerial roles in cross-border organizations like international joint ventures (IJVs).
Journal of Management and Business Education pp 275-288; https://doi.org/10.35564/jmbe.2021.0016

Abstract:
The coronavirus crisis has led to a succession of urgent changes in the field of university education. At Universidad Rey Juan Carlos (URJC), during the first half of 2020, teaching was adapted to the online modality, learning methodologies were transformed and online evaluation was implemented. The university already had a digital platform, although the change had to deal with certain obstacles as some professors and/or students lacked the adequate technological means or did not have the necessary digital skills to abruptly adapt to the new context. When facing next academic year planning, the 2020-21, in the specific case of the Faculty of Legal and Social Sciences (FCJS), which hosts 57% of the total number of students at the URJC, it was necessary to draw the new scenario in which it was decided to return to the classrooms according to a hybrid system. Teachers and students have noted the importance of classroom teaching due to advantages such as the richness of the study environment and university life with all its implications. Given the diversity of the degrees taught at the FCJS, we conclude that online teaching enables interaction between teacher and student but limits the development of certain skills of students in key aspects of this formative stage. Resumen La crisis del coronavirus en el ámbito de la educación universitaria ha dado lugar a una sucesión de cambios urgentes en la Universidad Rey Juan Carlos (URJC). Durante la primera mitad del 2020 se adaptó la docencia a la modalidad online, se transformaron las metodologías docentes y se llevó a cabo la evaluación online. La universidad contaba ya con una plataforma digital, aunque el cambio no estuvo exento de obstáculos ya que algunos profesores y/o alumnos carecían de medios tecnológicos adecuados o bien no contaban con las habilidades digitales necesarias para adaptarse de forma abrupta al nuevo contexto. Para afrontar el siguiente curso 2020-21, en el caso concreto de la Facultad de Ciencias Jurídicas y Sociales (FCJS), que acoge al 57% del total de estudiantes de la URJC, hubo que planificar el nuevo escenario en el que se optó por el regreso a las aulas según un sistema híbrido. Docentes y estudiantes han constatado la importancia de la docencia presencial por ventajas tales como la riqueza del entorno de estudio y la vida universitaria, con todas sus implicaciones. Dada la diversidad de los grados que se imparten en la FCJS, concluimos que la docencia online posibilita la interacción entre docente y estudiante, pero limita el desarrollo de ciertas habilidades de los estudiantes en aspectos clave propios de esta etapa formativa.
Mafalda Eiró-Gomes
Journal of Management and Business Education pp 107-115; https://doi.org/10.35564/jmbe.2021.0013

Abstract:
We’ll argument in this paper that the area of undergraduate studies that we can consider as belonging to the great area of the communication sciences and, in particular, those areas that have as one of their purposes also the professional training in Corporate Communications / Public Relations, seem to be navigating in a blurriness of both theoretical constructs and purposes, as well as a lack of public recognition. Moreover, it will be argued that the main purpose underlying all definitions should be the old idea from the Enlightenment that the mission of undergraduate studies is, before and above all, the shaping of rational and responsible citizens.
Felicia Kikelomo Oluwalola, Omotayo Adewale Awodiji
Journal of Management and Business Education pp 259-274; https://doi.org/10.35564/jmbe.2021.0015

Abstract:
Soft skills are regarded as combination of social, emotional, communication and personal skills which promote workplace effectiveness regardless of qualifications or knowledge acquired. This paper linked soft skills to business education teachers’ job effectiveness. Three research questions guided the study. The study population includes all the secondary school principals, Vice-principals, Heads of Department and students that offer business education-related subjects in Ilorin Metropolis, Nigeria. Random sampling and stratified techniques were used to select 316 participants. We used adapted structured questionnaires tagged “Teachers’ Soft Skills Questionnaire (TSSQ)” and Business Education Teachers’ Job Effectiveness Questionnaire (BETJEQ). We used descriptive statistics to answer the research questions and Pearson Products Moment Correlation (PPMC) to test hypotheses. We found the level of business education teachers’ soft skills and their job effectiveness to be high at 70.6% & 64.6 %. Also, the result revealed a strong, positive linkage between the two variables, r = 0.866, n = 316, p < .000. By implication, Soft Skills will promote teachers’ job effectively positively. That is, the higher the soft skills in the teachers, the better their effectiveness. Therefore, we recommended for practice based on the findings that special training in form of workshop should be organised for Business education teachers on regular basis by government in collaboration with professional bodies to promote up-to-date soft skills that are transferable and promote teaching effectiveness. Resumen Las habilidades interpersonales se consideran una combinación de habilidades sociales, emocionales, comunicativas y personales que promueven la eficacia en el lugar de trabajo independientemente de las calificaciones o los conocimientos adquiridos. Este trabajo vinculó las habilidades sociales con la eficacia laboral de los profesores de educación empresarial. Tres preguntas de investigación guiaron el estudio. La población de estudio incluye a todos los directores de escuelas secundarias, subdirectores, jefes de departamento y estudiantes que ofrecen materias relacionadas con la educación empresarial en Ilorin Metropolis, Nigeria. Se utilizaron técnicas de muestreo aleatorio y estratificado para seleccionar 316 participantes. Utilizamos cuestionarios estructurados adaptados etiquetados como Cuestionario de habilidades interpersonales para profesores (TSSQ) y Cuestionario de eficacia laboral para profesores de educación empresarial (BETJEQ). Usamos estadística descriptiva para responder a las preguntas de investigación y la correlación de Pearson (PPMC) para probar hipótesis. Descubrimos que el nivel de habilidades sociales de los profesores de educación empresarial y su efectividad en el trabajo es alto, 70,6% y 64,6%. Además, el resultado reveló un vínculo fuerte y positivo entre las dos variables, r = 0.866, n = 316, p <.000. Como implicaciones, las habilidades interpersonales promoverán el trabajo de los docentes de manera efectiva y positiva. Es decir, cuanto mayores sean las habilidades interpersonales en los docentes, mejor será su efectividad. Por lo tanto, recomendamos para la práctica que los gobiernos organicen una capacitación especial en forma de taller para los maestros de educación empresarial de manera regular, en colaboración con organismos profesionales, para promover habilidades interpersonales actualizadas que sean transferibles y promover la eficacia de la enseñanza.
Journal of Management and Business Education pp 242-258; https://doi.org/10.35564/jmbe.2021.0014

Abstract:
Entrepreneurship education aims to contribute to the emergence of innovative skills, abilities, and competencies in people, in the most diverse sectors and branches of activity of contemporary society, regardless of the intention to establish a new start-up. This study explores the development of entrepreneurial competencies, intentions and attitudes offered by a higher education institution through the adoption of the eValueComp assessment tool. It offers significant contributions to the business education field particularly aimed at higher education professors who intend to place the student in a more active position and provide an entrepreneurial education, which will be useful for their future professional career. The findings revealed a significant increase of entrepreneurial competencies, general entrepreneurial attitudes, and perception of entrepreneurial feasibility. However, entrepreneurial intentions have evolved only marginally. Furthermore, the age and number of years of professional experience are two correlated factors that contribute to students having a greater perception of the risks associated with the entrepreneurship process. Resumen La educación emprendedora tiene como objetivo contribuir a la aparición de habilidades, destrezas y competencias innovadoras en las personas, en los más diversos sectores y sectores de actividad de la sociedad contemporánea, independientemente de la intención de establecer una nueva empresa. Este estudio explora el desarrollo de las competencias, intenciones y actitudes empresariales que ofrece una institución de educación superior mediante la adopción de la herramienta de evaluación eValueComp. Ofrece importantes contribuciones al campo de la educación empresarial, especialmente dirigidas a los profesores de educación superior que pretenden colocar al estudiante en una posición más activa y proporcionarle una educación empresarial, que le será útil para su futura carrera profesional. Los resultados revelaron un aumento significativo de las competencias empresariales, las actitudes empresariales generales y la percepción de la viabilidad empresarial. Sin embargo, las intenciones empresariales sólo han evolucionado marginalmente. Además, la edad y el número de años de experiencia profesional son dos factores correlacionados que contribuyen a que los estudiantes tengan una mayor percepción de los riesgos asociados con el proceso emprendedor.
Journal of Management and Business Education; https://doi.org/10.35564/jmbe.2021.0011

Abstract:
This study aims to analyze the intellectual structure of research in Financial Education from bibliometric techniques from 1970 to 2020. To carry out this analysis, the SciMAT software has been used with which the performance and scientific production have been extracted, as well as the most important topics within the area of Financial Education through the analysis of the co-occurrence of keywords. The results obtained show how Financial Education is a research area with great potential and growth expectations, finding that the most prominent topics within this research area are risk management, user savings and spending, and use of money. This study contributes to the analysis of Financial Education in different fields, helping to understand its intellectual structure. Resumen El presente estudio se propone analizar la estructura intelectual de la investigación en Educación Financiera a partir de técnicas bibliométricas desde 1970 hasta 2020. Para llevar a cabo este análisis se ha utilizado el software SciMAT con el que se ha extraído el rendimiento y la producción científica, así como los temas más importantes dentro del área de Educación Financiera mediante el análisis de co-ocurrencia de palabras clave. Los resultados obtenidos muestran como la Educación Financiera es un área de investigación con un gran potencial y expectativas de crecimiento, encontrándose que los temas más destacados dentro de esta área de investigación son la gestión del riesgo, el ahorro y el gasto de los usuarios y la utilización del dinero. Este estudio contribuye al análisis de la Educación Financiera en distintos campos ayudando a una comprensión de su estructura intelectual.
Tomás Aznar Sánchez, Rubén Rodríguez Elizalde
Journal of Management and Business Education; https://doi.org/10.35564/jmbe.2021.0012

Abstract:
The health crisis caused by the COVID pandemic-19 has had a profound impact on all areas of human life, and especially in education, with consequences that in many cases can be irreversible, specific in terms of social justice and equity, since the current situation seems to have exacerbated educational inequalities. These inequalities are reflected in the lack of equal opportunities for access, teaching and results, in many cases, as a result of the digital divide that became evident when moving from face-to-face education to a virtual modality. That is why this theoretical and descriptive work conducts a review of literature about social justice in education in Spain with projection towards an immediate post-pandemic future. The analysis of the revised work shows that there are still many outstanding challenges that the Spanish education system faces, but perhaps the most important is to correct or alleviate at least the inequality of educational opportunities, bearing in mind that the digital divide is only another side - the most visible - of inequality. Resumen La crisis sanitaria ocasionada por la pandemia de COVID-19 ha impactado profundamente en todos los ámbitos de la vida humana, y muy especialmente en el educativo, con consecuencias que en muchos casos pueden ser irreversibles, especialmente en términos de justicia social y equidad, ya que la situación actual parece haber exacerbado las desigualdades educativas. Esas desigualdades quedan reflejadas en la falta de igualdad de oportunidades de acceso, enseñanza y resultados, en muchos casos, como producto de la brecha digital que se hizo evidente al pasar de una educación presencial a una modalidad virtual. Es por ello que en este trabajo de tipo teórico y descriptivo se realiza una revisión de la literatura sobre el tema de la justicia social en la educación en España con proyección hacia un futuro inmediato de post pandemia. El análisis de los trabajos revisados pone evidencia que quedan aun muchos retos y desafíos pendientes que el sistema educativo español debe afrontar, pero tal vez el más importante es corregir o paliar al menos, la desigualdad de oportunidades educativas, teniendo en cuenta que la brecha digital no es más que otra cara -la más visible- de la desigualdad.
Journal of Management and Business Education; https://doi.org/10.35564/jmbe.2021.0010

Abstract:
The present research is based on the work of Pelegrín-Borondo et al. (2020) which analyzed the results of a gamification developed in order to reduce the degree of students’ amotivation in the subjects and to increase the service quality perception in teaching. Not satisfied with the results obtained, a new gamification is developed in the following year introducing some improvements obtained from the participating students’ feedback. This research gathers the results of the new gamification with the same subjects and teachers. Once again, the results are contrary to the expected and very similar to those obtained by Pelegrín-Borondo et al. (2020), which indicates that not all types of gamification diminish amotivation, nor does it increase the perception of quality in teaching. This research could be considered as exploratory and the problem may come from the design of the gamification itself. Thus, the present research gives advice to improve the design of a gamification and provides discussion on recent research about guidelines for planning an appropriate gamification given the work context. Resumen El presente trabajo parte de la investigación de Pelegrín-Borondo et al. (2020) en la que se analizan los resultados de una gamificación desarrollada con la finalidad de reducir el grado de amotivación de los estudiantes hacia las asignaturas y aumentar la percepción de la calidad del servicio en la docencia. No conformes con los resultados obtenidos, se desarrolla, en el curso siguiente una nueva gamificación en la que se introducen algunas mejoras obtenidas de la observación y escucha de los alumnos participantes. En esta investigación se recogen los resultados de la nueva gamificación realizada sobre las mismas asignaturas y con la participación de los mismos profesores. De nuevo, los resultados vuelven a ser contrarios a lo esperado y muy similares a los obtenidos por Pelegrín-Borondo et al. (2020), lo que indica que no todo tipo de gamificación disminuye la amotivación, ni aumenta la percepción de calidad en la docencia. Se considera que esta investigación es exploratoria y que el problema puede provenir del diseño de la gamificación. Así, se dan consejos para mejorar el diseño de una gamificación y se comentan investigaciones recientes que aportan directrices para planificar una gamificación adecuada al contexto de trabajo.
Ibrahim El-Sayed Ebaid
Journal of Management and Business Education; https://doi.org/10.35564/jmbe.2021.0008

Abstract:
This study aims to examine the employers’ perceptions about the employability skills required from accounting graduates in Saudi Arabia. To achieve this goal, a sample of employers in Saudi Arabia was invited to participate in brief survey of 24 questions to determine their ranking of the most important technical skills (12) and generic skills (12) for accounting jobs. Eight of the twelve technical skills were ranked as most important: financial accounting and reporting, tax and zakat accounting, cost accounting, computer and information technology skills and business and company laws. On the other hand, employers stated that all of 12 generic skills were of high importance. The study has important implications for both educators and accounting students in Saudi Arabia. For educators, the findings of the study suggest that university policy-makers and educators need to adapt their curricula so that their graduates can acquire and develop competence in the generic skills needed by the modern workplace. For accounting students, the findings of the study indicate that memorization for earning high grades is necessary, but not sufficient for employment and success in today's work workplace.
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