Journal of Management and Business Education
The Journal of Management and Business Education (JMBE) [ISSN: 2605-1044] is an open-access journal dedicated to publishing internationally relevant, practice-oriented research on business education and related fields. JMBE aims to make a significant scholarly contribution to the field of management and business education by publishing original research that examines the processes involved in teaching and learning business and management from diverse perspectives. Authors are encouraged to submit manuscripts that offer new insights into contemporary challenges across the broad domain of business education.
European Academy of Management and Business Economics
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Artificial Intelligence (AI) as a tool for predicting the financial culture of a country
Artificial Intelligence (AI) currently presents different applications that allow, through data processing, the possibility of learning, predicting and adopting solutions in different fields of knowledge including the financial field. This research essay aims to analyze the capacity of Artificial Intelligence (AI) and supervised learning to predict the level of financial culture that individuals possess. For this purpose, 11 predictors previously selected for their possible influence on financial culture, are proposed and compared with the target variable (level of financial culture). The results obtained show that each of the 11 individual-level predictors correlate with the level of financial culture that each individual claim to have. In this respect, a general high or very high perception of the target variable is shown. However, considering the accuracy of the reference, the research shows that as the number of predictors is smaller, the accuracy of the reference decreases.
Copyright (c) 2024 Journal of Management and Business Education https://creativecommons.org/licenses/by-nc-sa/4.0
Research in business education. Connecting research with the educational challenges of universities
Research in business education is crucial to address the challenges faced by universities. This research provides evidence to educators and policy makers for curriculum design and identifies best learning practices and helps to develop innovative teaching methods. The European Academy of Management and Business Economics (AEDEM), aware of the importance of contributing to the development of universities, created the Journal of Management and Business Education (JMBE). The aim of this research is to respond to the challenges that researchers are responding to and what are the future challenges in this field. To this end, a systematic analysis of 143 manuscripts published by the journal from its birth in 2018 to 2023 has been conducted. The results suggest important implications for researchers and how the main research themes in this field relate to the Sustainable Development Goals (SDGs).
Building on purposive interpretation outcomes to discern occupational practices from interview-to-the-double results
Studies leading to revised teaching and learning in business have relied on survey questionnaires without recognising multi-party data collection and evaluation procedures. The study demonstrates how the interview-to-the-double (ITTD) approach builds on the purposive interpretation (PI) results in documenting regulated occupation practices to discern a qualification framework. Recent arguments have been made to develop business rescue practitioner capabilities through short skills development programmes (SSDPs) as continuing professional development (CPD) mechanisms. The advocacy for the use of SSDPs to develop practitioner talent in the field recognises the limitations of prior development of practitioners. The study employed the ITTD, a qualitative inquiry approach promoting practice theory, to obtain results on occupational practices in a regulated environment with 11 professional organisations. The occupational practices determine the occupation’s teaching and learning outcomes. The results and conclusions are based on ITTD data collected from practitioner sessions. The practice theory’s tenets guided the assessment of the opportunities to build the ITTD data collection procedures on PI results to document occupational practices needed for the learning and development of business rescue practitioners. The findings show that business rescue practitioners have 11 categories of occupational tasks constituting occupational areas of corporate renewal work. The investigation argues that corporate renewal or rehabilitation practices are unified, outcome-oriented, and enacted practices requiring a distinct competency framework. The paper argues that the ITTD approach can methodically verify occupation practices premised on legal prescripts. The study verified occupational tasks traceable to specific training disciplines not addressed in the SSDPs or in the previous practitioner training. The study illustrates the opportunities to build ITTD procedures on purposive PI results to address problems associated with surveys in practice documentation in the management curriculum development. The rush to use survey instruments to make a case for occupation-specific learning and development programmes provides misleading results if the PI and ITTD-generated data do not complement results from survey procedures. Documenting practices in a regulated occupation requires multiple data collection approaches to determine learning competencies.
Risk taking as a distinctive intrapreneurial competence among university students
The development of entrepreneurial and intrapreneurial initiatives is a significant factor for the economic and social progress of countries and is having a increasing interest in academic settings. The study was conducted on a sample of 337 Spanish university students from three fields of study (Education, Engineering, and Social Sciences). This work aims to measure intrapreneurial competencies in young Spanish university students, adapting the COIN_CR1 ©2017 scale for this purpose. A quantitative methodology was employed through the administration of self-reported surveys to the selected sample. The results indicate a proper behavior of the model in terms of the number of constituent dimensions and the competencies they encompass. Statistically significant differences were observed in the intrapreneurial competency dimension "Risk Taking", with higher scores among engineering students. This research seeks to contribute to a better understanding of the overall construct of intrapreneurship, intrapreneurial competencies, and the dimensions that form it.
Bibliometric analysis of technology readiness and education in high-impact journals of social sciences
In this bibliometric study, the close relationship between technology readiness and education is explored, particularly within the realm of social sciences. The main objective is to identify global trends and behaviors associated with these concepts. A qualitative scientometric review methodology was employed, focusing on the Web of Science (WoS) database, with 1366 articles analyzed. The application of various laws revealed the fundamental importance of Technology Readiness and Education for the long-term success of organizations in the digital age. Investing in the development of Technology skills strengthens competitiveness and fosters innovation. However, a minimal representation of educational topics in Social Sciences was observed, accounting for only 0.03% of the total articles. This knowledge gap is crucial to address, as training in technology and education is essential for both professional and scientific success. Having the appropriate competencies in technology and education is imperative to achieve greater productivity and professional success across various domains.
Challenges of Using Multimedia Tools in the Teaching and Learning Process: Instance from a college of Bangladesh
The growing acceptance of multimedia-based education among students and its effectiveness are the reasons behind its popularity. Multimedia instruction in the classroom presents several challenges in addition to opportunities. Thus, the study aims to highlight the difficulties of using multimedia resources in the classroom and explore potential solutions. To evaluate the efficacy of multimedia technologies in the current teaching-learning process, the first focus of this study was on how to get data from the teachers and students of Patuakhali Government College (PGC). Second, a questionnaire was used to guide the conduct of six case studies and two focus group discussions (FGDs). In this study, the qualitative research method was employed. It is significant to note that, according to the opinions and data gathered for this study, most educators and students concur that teachers have no interest in implementing multimedia resources in the classroom. Factors such as slow internet connectivity, lack of adequate teacher training, inadequate digital classrooms and inconsistency in teacher-student ratio were identified in the study’s findings. The results of case studies and focus group discussions (FGD) helped to identify the difficulties associated with employing multimedia tools in the classroom. Addressing all these challenges can effectively ensure an up-to-date education system in tune with the global educational landscape.
Using practitioners’ voices in developing a business rescue practitioner expert profile
The study explored how business rescue (BR) practices can inform the development of an occupation profile needed to lay a foundation for developing business rescue practitioners’ occupation-specific qualifications. There are 11 professional organisations whose members qualify to serve as business rescue experts. The relevant occupation cannot have more than one occupation expert profile. The study employed qualitative approaches that entailed semi-structured interviews with 20 informants (12 business rescue practitioners, four short skills development programme (SSDP) managers, and 4 SSDP facilitators) and qualitative document content analysis of 30 court cases settled on the BR. The 12 business rescue practitioners (BRP) were randomly selected. However, other informants were accessed through a purposeful sample selection process. The field findings show that the BRP occupation in South Africa is a regulated practice area without an occupation expert profile. The BR practices have not been incorporated in a qualification framework registered on the Qualification Framework (NQF) governed by the South African Qualifications Authority (SAQA). Development of pipeline talent is limited, and the monitoring of SSDPs encounters limitations without an occupation expert profile and an occupation-specific qualification. The BR practices can be categorised into 11 tasks linked to practitioner training disciplines. The existing SSDPs provide an important mechanism for continuing professional development. However, the contents should be linked to BR practices and an occupation profile embracing the BRP role as an interim managing director in a business rescue process. The uniqueness of this article resides in its documentation of BR practices generated from multiple data sources that should be used to develop an occupation expert profile that reflects BRP’s capability. The setting of the BR process requires experts to operate in the capability realm. Methods: The study employed qualitative approaches that entailed semi-structured interviews with 20 informants (12 business rescue practitioners, four short skills development programme (SSDP) managers, and 4 SSDP facilitators) and qualitative document content analysis of 30 court cases settled on the BR. The 12 business rescue practitioners (BRP) were randomly selected. However, other informants were accessed through a purposeful sample selection process. Results: The field findings show that the BRP occupation in South Africa is a regulated practice area without an occupation expert profile. The BR practices have not been incorporated in a qualification framework registered on the Qualification Framework (NQF) governed by the South African Qualifications Authority(SAQA). Development of pipeline talent is limited, and the monitoring of SSDPs encounters limitations without an occupation expert profile and an occupation-specific qualification. The BR practices can be categorised into 11 tasks linked to practitioner training disciplines. Practical implications: The existing SSDPs provide an important mechanism for continuing professional development. However, the contents should be linked to BR practices and an occupation profile embracing the BRP role as an interim managing director in a business rescue process. Originality value: The uniqueness of this article resides in its documentation of BR practices generated from multiple data sources that should be used to develop an occupation expert profile that reflects BRP’s capability. The setting of BR process requires experts to operate in the capability realm. Keywords: business, expert, occupation, practitioner, practice, profile, rescue, voices.
Online assessment in higher education during the COVID-19
The COVID-19 pandemic has accelerated the digital transformation of education, prompting universities worldwide to swiftly transition to online and blended learning environments. The adaptation process to online education varies depending on several factors, including the level of digitalization and technological penetration in each country, the availability of technologies at universities, and the digital skills of students and staff. Additionally, the specific field of knowledge influences the adaptation process, with differences observed between disciplines such as health sciences and humanities. In this study, we conduct an exploratory qualitative analysis on how universities have responded, specifically focusing on the coordinators of Master’s programs in Spain in the specific area of assessment. This unprecedented situation has forced educators and institutions to rethink their assessment strategies and adapt to a new educational landscape. The insights gained from this study could provide valuable guidance for future crises and contribute to the ongoing discourse on the role of digital technologies in education in general, and in assessment in particular.
Evolution of public administration and its implication to management and business education
The paper offers a thorough analysis of the historical development of public administration, aiming to gain deeper insights into the current challenges facing the discipline. Utilizing an evolutionary theoretical lens, the study sheds light on the transitional development of Public Administration (PA). Additionally, it discusses the New Public Administration (NPA) and its implications for the integrity of the public administration discipline. Through a comprehensive review of literature, the paper establishes that despite the logical progressions of public administration presented in literature, there is evidence of a recurring identity crisis within the discipline, with significant implications for business education. Furthermore, the paper proposes an ideal concept of a lesson on Public Administration based on current literature, while examining the notion of the dichotomy between political science and public administration. It also argues that the theoretical framework underpinning the development of public administration is likely to evolve due to the dynamic societal consciousness that shapes this discipline. Ultimately, the paper suggests a theoretical framework that may gain traction in management and business education by combining the founding principles of public administration with the contemporary emerging needs of a transitional industrial order.
Challenge based learning and sustainability: practical case study applied to the university
Challenge-Based Learning (CBL) is a fully collaborative framework, which impacts on learning processes, while attempting to solve real-world problems and challenges in which students find themselves. The approach is collaborative and hands-on with students working with other students, their teachers, and experts in their communities and around the world to develop deeper knowledge of the topics, to take on and solve challenges, to take action, to share their experiences, and to engage in a global discussion about important issues. Based on the problem that we produce twice as much plastic waste as two decades ago, almost half of which comes from OECD countries, and considering that only 9% is successfully recycled, we propose a programme called "Zero Waste”. The aim of the programme is to know and analyse the problem of recycling within the University of the Basque Country UPV-EHU, specifically within the Faculty of Business and Economics. The first results show a lack of recycling among students and teachers, a lack of organisation of waste containers, as well as a lack of specific containers for recycling.
Methodological design of a case study research based: innovative learning from the perspective of two technology startups
The use of case studies in the classroom, especially in the field of business is a methodology that, since its implementation at Harvard University in the early twentieth century, has focused on active learning not only with respect to the subject matter itself, but also with respect to how to learn to solve problems analytically and critically. It has focused on active learning, not only with respect to the subject of study itself, but also with respect to how to learn to solve real world scenarios from an acute perspective. Nowadays there is a growing need for innovation in business schools based on learning from case studies seeking to reflect the changes and trends of the most contemporary organizations. This article value lies in how a case study of two Valencian technology startups focused on the development and implementation of their innovative organizational culture can be taken to design a case study research based. For its development the traditional stages of a case study are taken as a basis and a triangulation of qualitative and quantitative methods is used. Subsequently, supported on the results obtained, a Harvard Deusto case study research based is designed for its publication and application.
Describing the on-the-job training experiences of bachelor of science in management accounting students
This study aims to describe the on-the-job training experiences of BSMA students at Saint Columban College, Pagadian City. A single case study was most appropriate for the research’s proper conduct since this study wants to describe and understand the on-the-job training of BSMA students who experience this program. The findings led the researchers to the conclusion that the research participants described their on-the-job training as a journey of learning, growth, and application of their academic knowledge to the real-world context of accounting and management fields. They expressed a sense of practicality and hands-on learning, emphasizing the transition from theoretical concepts to practical applications. Their narratives show the importance of concrete experiences within their training, followed by reflective observations that allow them to derive meaningful insights. The development of abstract conceptualizations and stage of active experimentation highlights the value of these experiences in shaping their professional skills and development.
Student Response Systems in higher education: A comparative analysis using Wooclap platform in economic courses
The introduction of technological tools such as student response systems to dynamise classes in higher education has been increasing in recent years, although often without proper monitoring of their effects. This research aims to analyse the main added value of the use of the Wooclap platform in university education, and whether there are differences in its results depending on the heterogeneous characteristics of the courses and groups in which it is applied. To this end, a comparative analysis has been carried out in three different courses in the field of economics at the University of Valencia. In all three courses, questions were introduced in Wooclap during theory classes. Students in the three courses were given an anonymous survey at the end of the course to evaluate the use of this tool. The students were very satisfied with the tool, highlighting that it helps them to maintain their attention, identify the most important concepts, understand and consolidate them. Furthermore, by means of the Chi-square test, no significant differences were observed in the three groups, from which it can be deduced that beyond the specific characteristics of the course, the profile of the students or the lecturer, this tool can be extrapolated to different contexts and satisfactory results can be expected. The ease of implementation, the possibility of obtaining immediate feedback from students and breaking the monotony of classes are other advantages for lecturers. The conclusions drawn highlight the potential of Wooclap to extend its use in higher education.
An enquiry into the role of classroom management in enhancing learners’ social skills
Learners’ social skills enhancement is one of the key components of the classroom and the basic obligation of a teacher and school. Thus, it is imperative to manage the classroom in a way that can offer a comfortable teaching-learning environment to learners. Therefore, the study aimed to examine to role of classroom management in enhancing learners' social skills. The interpretive research design was utilized to describe the qualitative data, and a generic qualitative research approach was employed to undertake the study. A total of 18 teachers from six secondary schools were selected by using a purposive sampling technique. It was instituted that classroom management and the social environment of the classroom play a vital role in learners' social skills enhancement. Based on research findings, physical resources, teacher role, class rule, conduct and regulation, socioeconomic status of learners, family background, and poverty are the leading factors that have a strapping role on learners’ skills enhancement. The selected schools to accomplish research are lacking resources, however, teachers are considered as a core in teaching-learning. It is, therefore, obligatory to provide resources to classrooms, skills to teachers, and address learners' socioeconomic status to achieve educational goals and enhance social skills.
Parents preference and willingness to pay for private senior high school education
This descriptive research investigates the parents’ preferences when selecting a school for their children and their willingness to pay for a private senior high school education in South Cotabato, Philippines. This study focuses on the preferences influencing parents' decisions to choose private education within the distinct socio-economic context of the research locale. Primary household data were gathered through a survey targeting parents of junior high school students. The study reveals that the predominant demographic seeking private senior high school education in the research setting are clients belonging to the low to upper-middle-income bracket. While these parents prioritize investing in quality education, their spending flexibility is constrained. Consequently, their willingness to pay for a private senior high school education and their school choices are significantly shaped by their income levels, perceptions of an acceptable price point, and the availability of government subsidies. This investigation yields valuable insights into the educational market dynamics which are essential for enhancing the sustainability of private education in the Philippines.
Integrative Entrepreneurship Education: The Case of EDEM Business School
Changing economic landscapes have shifted from industrial innovation to entrepreneurial knowledge-based economies requiring educational experiences based on practice and real-world connections. Whereas much focus has centred on curricular activities to achieve this aim, in comparison there is scant attention paid to the important role that organised and spatially embedded out-of-curriculum activities can afford. We present an innovative and practical initiative that takes a systematic approach to effectively blend diverse elements from both the formal and informal curriculum, providing a holistic and immersive learning experience for aspiring entrepreneurs. By embracing a multifaceted method, the integrated model of entrepreneurship education that we detail aims to equip students with the knowledge, skills, and networks needed to navigate the complexities of entrepreneurship and excel in today's dynamic business landscape.
Strategies to enhance employee wellbeing in an institution of higher learning in South Africa
Employee wellbeing is a crucial challenge in many organisations in South Africa and abroad. Interventions at a management level are vital to ensure that organisations do not lose quality employees due to poor employee well-being. Therefore, the paper assessed the strategies that can be used to enhance the well-being of academics in an institution of higher learning in South Africa. The paper employed a qualitative approach to collect data from the Management Committee (MANCO) at the Durban University of Technology in Durban, South Africa. Purposive sampling was be used to collect data directly from the MANCO. All data are analyzed using Nvivo. Findings from the study revealed that leadership plays a pivotal role in the well-being of employees. The findings of the paper can assist the management of the university with solutions related to the turnover of academics and will also be a wake-up call to other universities on the subject matter.
An inquiry on the on-the-job training experiences of accounting interns
This study examines the experiences of accounting interns during their On-the-Job Training (OJT) program in accounting firms, banking institutions, and government agencies. The research participants, who graduated from the accountancy program in 2022-2023, have completed the OJT program and are currently employed. Using the cognitive apprenticeship theory, the researchers explored the experiences of interns in their PJT. During their OJT, the accounting interns experienced immersive training, practical application, and interactions with colleagues. The on-the-job training experiences of the Accounting Interns contribute to their overall professional development and personal growth through building professionalism, developing workplace skills, employing adaptive resilience, and cultivating reflective learning. The OJT experiences prepare the Accounting Interns for their current job because they have developed positive workplace behaviour and efficiency. The challenges encountered by the Accounting Interns during OJT are unrelated or unfamiliar tasks, problems with social skills, difficulty in task organization, and difficulty adjusting to work culture and protocols. Accounting Interns cope with the challenges during their OJT through self-initiated learning, seeking help from colleagues, building confidence, time management, and observing professionalism. Furthermore, the OJT program combined academic knowledge with practical skills to improve students' career readiness. The experience prepared them for professional challenges in their fields. The findings of this study contribute to the exploration of the accountancy students during their OJT. Moreover, other students can find ways on how to deal with encountered problems as they undergo the OJT program.
Enhancing lecture comprehension in English medium of instruction: a case study of an international business management programme in Belgium
The growing global trend of adopting English as a Medium of Instruction (EMI) in higher education, particularly in non-English-speaking countries, presents a unique set of challenges. This study focuses on a group of students in Belgium navigating EMI within the context of a bachelor’s degree programme in International Business Management. It delves into the strategies employed by both lecturers and students to enhance learning outcomes while listening to EMI lectures. Through classroom observations and focus groups with EMI students, this research uncovers valuable insights into effective teaching and strategies that can be instrumental in ensuring EMI does not hinder the achievement of educational objectives. The study's findings contribute by putting forward a comprehensive repertoire of didactic strategies and resources, offering valuable guidance to lecturers, students, and curriculum developers involved in the EMI landscape of higher education, with a particular emphasis on improving students' comprehension of lecture content.
Digital transformation and student satisfaction at the Autonomous University of Chile
The great advances that derive from the technological revolution 4.0 have permeated higher education institutions, which have been forced to initiate extensive transformation processes that consider the integration of digital technologies to guarantee student satisfaction, maintain their social validity and ensure their sustainability. In this article, focused on the case of the Autonomous University of Chile, the existence of causal relationships between the Digital Transformation model of that University and the Student Satisfaction Index model proposed by Turkyilmaz, Temizer and Oztekin (2018) is demonstrated. The objective of the research was to determine the impact of the digital transformation on the student’s satisfaction of that University. The structural equation modeling technique was applied, using the data obtained from a questionnaire applied to 313 students at that University in the month of May 2023. The analyzes carried out empirically validated the proposed theoretical model, demonstrating that perceived quality is the variable that has the greatest effect on student satisfaction, and finding that the expectations created regarding the results of the digital transformation of the University have a negative influence on the satisfaction; In other words, the higher the expectations about digital transformation, the more difficult it will be to satisfy students and achieve their loyalty to the institution.
Employability skills of business graduates in Saudi Arabia: Do academia and employers speak the same language?
Graduate education plays a role in improving the scope for employability of graduates. It empowers them with specialized skills, advanced knowledge, and critical thinking, which increases the scope for their employability. However, in the case of Saudi Arabia, it has been reported that there is widespread unemployment in the country. Though the Saudi Arabian government has initiated measures to nurture development in education through their ‘Saudi Vision 2030’ program, a gap exists. There are strong indictors which point at a mismatch of knowledge and skills possessed by graduates in Saudi, and the requirements of the labour market. Therefore, this paper examines the apparent gap between academia and employers in terms of employability, while focusing on whether graduate students have the same set of skills that employers require. Using a review method, information was derived from secondary sources, mainly from papers having examined the same topic previously. From the findings, academia believed that the educational system needed an overhaul and economic diversification, with the creation of new employment opportunities. Though employers believed that Saudi graduates lacked soft skills impacting their employability. It was concluded that a collaboration between students and employers was required, where employers could offer inputs supporting graduate employability.
Integrating academic service learning into higher education business curriculum
This paper discusses an Academic Service Learning (ASL) approach as a teaching method to combine meaningful service to the community and core academic requirements for learning accounting. The Academic Service-Learning approach offers an opportunity for the students to enhance what they are learning in the classroom and combine it with the benefit of providing a service to the community. This study shows how service learning offers a unique opportunity to bridge the gap between academic accounting core curriculum requirements and the need of society to have individuals willing to give their time and effort to benefit others in need. This article aims to understand the benefits of High-Impact practices (HIPs) for students in the classroom, particularly, using Academic Service-Learning as a pedagogical tool. The goal is to understand the benefits of using a Service-Learning approach to teach accounting. As part of the course learning requirement, students engaged in a project whereby a not-for-profit organization's income statement was forecasted and evaluated using a vertical analysis. A post-survey was administered, which focused on how the Service-Learning project helped the students connect what they were learning in class with the actual accounting practice meaningfully.
Enhancing student engagement through flipped classroom approach: An action-research study
This action-research examines a four-week flipped-classroom intervention in an Intermediate Accounting course at a Bangladeshi government women’s college. 62 of 73 enrolled second-year Bachelor of Business Administration (BBA) students participated in the intervention; participation and formative data were collected across four weeks using short pre-class videos (YouTube), a closed Facebook group, and weekly Google-Form formative quizzes. Engagement indicators such as average video views, class attendance, and mean quiz scores increased during the intervention. A paired‑samples t‑test indicated a statistically significant within‑student improvement, t(27) = 8.31, p < .001, Cohen’s d = 1.57, with a 95% confidence interval for the mean difference of [8.53, 14.12]. A Wilcoxon signed‑rank test produced consistent results. Because the study employed a practitioner‑led action‑research design without a control group, the results should be interpreted as exploratory evidence associated with the flipped intervention rather than causal proof of effectiveness. Reflections from students indicate that pre-class preparation, peer collaboration, and flexible access to educational materials contributed to increased participation. The study shows how low-cost digital platforms can facilitate blended learning methods in higher education environments with limited resources. However, further research using comparative or longitudinal methods is needed for a more comprehensive assessment of learning outcomes and sustainability.
Copyright (c) 2026 Journal of Management and Business Education https://creativecommons.org/licenses/by-nc-sa/4.0
Startup readiness: Effectiveness of university incubators and mentorship programs in higher education
This study evaluates the effectiveness of university incubators and mentorship programs in preparing students for startup ventures. Using a quantitative descriptive–correlational design grounded in a positivist paradigm, data were collected from 251 graduating students of Quezon City University (QCU) who participated in entrepreneurship support programs during the first semester of Academic Year 2024–2025. A structured survey measured business planning, financial management, marketing skills, entrepreneurial decision-making, and early startup success (operationalized through revenue generation, customer acquisition, and business continuity). Statistical analyses included paired-sample t-tests, Pearson correlation, chi-square tests, and multiple regression. Results revealed significant improvements in all entrepreneurial competencies (p < 0.001), with business planning showing the highest gains. Strong positive relationships were found between program participation and decision-making abilities. Startups of participants demonstrated significantly higher early success rates compared to non-participants. Despite these outcomes, challenges such as limited resources and mentor–mentee mismatches were identified. The findings highlight the critical role of structured entrepreneurship programs in enhancing student startup readiness and provide practical implications for program design and policy development in higher education.
Assessing the impact of agile learning process through sprints in higher education: students’ perceptions
This study introduces an agile teaching and learning process in higher education marketing courses and evaluates its effects based on students’ perceptions. To assess the impact of the agile methodology, a quantitative study was conducted over three consecutive academic years with a sample of 848 students. The descriptive analysis examined intrinsic motivation, interactivity, active learning, engagement, satisfaction, and skills development using validated Likert-type scales. Reliability indicators demonstrated high internal consistency. The results reveal consistently positive student evaluations across all constructs, particularly in perceived interactivity, engagement, and overall involvement. At the end of the courses, students most frequently described the classes as interesting, entertaining, and useful. The findings indicate that the agile teaching and learning process strengthens students’ active role, enhances perceived learning outcomes, and supports the development of transferable competencies, suggesting that agile methodologies represent an effective framework for meaningful learning in higher education.
Generative artificial intelligence and creativity in photography education: innovations for artistic and critical development
This article presents a teaching innovation that integrates the use of generative artificial intelligence (GenAI) and its implications in courses of the Bachelor’s Degree in Photography and Audiovisual Creation at the TAI University School of Arts (an affiliated center of the Rey Juan Carlos University). We propose an action‑research design structured in three phases—technological exploration and image generation (DALL·E 3, Midjourney, Runway ML Gen‑4), critical editing and post‑production (Adobe Photoshop, Lightroom, DaVinci Resolve, After Effects), and ethical‑ecological reflection with a final individual report (Prezi). Data were collected through students’ reflective journals, classroom forums, and end‑of‑module critical memos. Results, organized thematically, indicate: (a) increased visual production (15–40 images per student) and enhanced ideation; (b) development of algorithmic bias awareness—almost 100% of participants explicitly addressed bias and proposed inclusive strategies; (c) greater attention to the environmental footprint of generative artificial intelligence; and (d) a shift in the teacher’s role toward critical mediation. We discuss implications for curriculum design in arts education, limitations related to measurement instruments, and future lines for evaluation using validated scales.
Strategic leadership and dynamic capabilities in resource transformation: A case study of a sustainability-focused educational unit at a triple crown accredited institution in Germany
This paper investigates the dynamics of capabilities in a resource transformation process by a sustainability-oriented educational unit, in a triple-accredited business school, achieving its mission through providing diverse educational courses, online courses, on-campus trainings, customized executive education programs, and professional expert track certificates, especially for international students. Based on Teece et al.’s (1997) dynamic capabilities framework, we pinpoint the three capability stages that are active in the unit: sensing, seizing, and transforming. By using a qualitative, exploratory case study with semi-structured interviews of three managers at senior, middle, and junior hierarchical levels, we illustrate how the unit uses its dynamic capabilities to adapt to changing stakeholder needs, create innovative curricula, and generate value for students and institutional partners. Findings are intentionally bounded by this exploratory, three-informant design and are presented as illustrative rather than statistically generalizable. The research identifies a critical sensing gap, whereby signals collected at lower levels are not systematically captured or converted into strategic action by top management and proposes a “dynamic capabilities pipeline” as a practical contribution for other sustainability-oriented higher education institutions.
Market research applied as educational innovation: an interdisciplinary academic consulting project
Teaching market research requires active methodologies that link theory and practice. This study focuses on a classroom simulation applied to the Market Research I course, aimed at strengthening understanding of qualitative research, specifically in-depth interviews, through an analysis of tourist behavior in Valencia. The objective was for students to explore the factors that determine the choice of tourist booking channels (physical agencies vs. OTAs) and apply field methodologies in a realistic context. The literature review highlights the transformation of the tourism sector and the importance of experiential methodologies and the development of cross-cutting skills in higher education. The methodology consisted of five phases: design of the simulated scenario, instruction on qualitative techniques, fieldwork, data analysis with specialized software, and presentation of results. The results showed improvements in the understanding of qualitative research, motivation, critical thinking, communication, and professional ethics. The discussion highlights that classroom simulation allows for the consolidation of practical skills and the transfer of theoretical knowledge to real contexts, promoting deep and applied learning in university students.
Copyright (c) 2025 Journal of Management and Business Education https://creativecommons.org/licenses/by-nc-sa/4.0
The spontaneous ideation for the nascent entrepreneurs: The reasonings, learning loops and outcomes matrices, models and visual tools for collaborating with AI in support of innovative sustainable business solutions
The paper summarizes in a step-by-step guiding format a model for developing new ideas (Ideation) that can be used to form a new spontaneous venture or accelerate the development of a new service or product, augmenting sustainable solutions. The proposed guidelines are widely used and can be applied in tandem with other prevalently available models or tools. The paper intends to serve as a resource for entrepreneurs and innovators, as well as for teaching and training nascent entrepreneurs. The author has used the framework and the tools described here in numerous Ideation and Entrepreneurship classes taught for over a decade in several countries around the world. The purpose is to provide an effective and efficient set of tools, models, and techniques that can assist the entrepreneur in her accelerated journey to create and achieve her dreams. Such tools are the matrix of Reasonings-Outcomes, the matrix of Reasonings-Learning Loops, and the matrix of Outcomes-Learning Loops introduced here for the first time. The paper adds an academic review when and where appropriate, as well as a discussion of how the incorporation of Artificial Intelligence (AI) can broaden the scope, accelerate the process in an effective and efficient way by providing practical, innovative, and sustainable illustrations and examples. This is exemplified by developing business models in a circular economy of a socially responsible business idea.
Podcasts as a mediating element in improving entrepreneurial skills among vocational training students
This study explored the use of podcasts as a teaching resource to enhance entrepreneurial skills among Vocational Training (VT) students. This research was conducted in the Business and Entrepreneurship module of the Intermediate Culinary and Gastronomy program at a Secondary Education Institute (HEI) in Seville, Spain. The participants were students aged 16–51 years. A mixed-method design with a pretest-postest approach and qualitative analysis was applied using validated instruments: the Entrepreneurial Potential Test (ATE-S), a personal initiative questionnaire, and a business knowledge scale. The results show significant improvements in creativity and business knowledge, especially in the legal, strategic, and management fields. In contrast, leadership and problem-solving improved moderately, while motivation decreased, and personal control barely changed. Students positively valued the experience, highlighting the development of communication skills, although public speaking anxiety persisted after the activity. The study introduces the Technology as a Mediator of Entrepreneurial Potential (TeMEP) model, concluding that podcasts are an effective pedagogical mediator for integrating digital and entrepreneurial competences, although they require complementary strategies in public speaking and motivational reinforcement.