Journal of Management Education

Entrepreneurship education has gained significant attention from scholars and policymakers for its potential to shape students’ entrepreneurial aspirations. However, its effectiveness in influencing entrepreneurial intentions remains inconsistent and controversial. Drawing on social cognitive theory, we investigated the curvilinear impact of entrepreneurship education on entrepreneurial intentions, examining the mediating role of entrepreneurial passion and the moderating role of resilience. We conducted two studies to test these relationships. In Study 1, data from 554 technology students in Vietnamese universities revealed a U-shaped relationship between entrepreneurship education and entrepreneurial intentions. Study 2 expanded these findings with a sample of 721 business students from Vietnamese universities. The results confirmed the mediating role of entrepreneurial passion in the curvilinear relationship between entrepreneurship education and entrepreneurial intentions and showed that resilience significantly moderated the link between entrepreneurial passion and intentions. This research contributes to the literature by addressing existing gaps and highlighting key factors influencing entrepreneurial intentions. It also offers practical implications for educators and policymakers, providing insights to design more effective entrepreneurship education programs to enhance students’ entrepreneurial intentions and foster a vibrant and innovative entrepreneurial ecosystem.

Based on action learning, we propose a new use of digital story telling (DST) in sustainability in management education (SiME). Using thematic analysis (TA), we analyze a set of 63 student generated DST films on the Anthropocene to propose an experiential learning framework based on five key learning domains: the Planetary Boundaries, scale issues (time and place), complex governance (levels of approach), social justice (humans and animals), and environmental justice. This innovative framework will help instructors introduce and conceptualize the Anthropocene to business students while promoting cognitive, behavioral, emotional, experiential, and creative learning needed to manage business sustainably while becoming less impactful key drivers and amplifiers of planetary change. Our proposed multi-modal/multi-dimensional framework aims to transform our current education system by offering a point of entry to educators and students on the Anthropocene, while encouraging teaching and research on issues of high societal and future relevance.

Writing and publishing are critical components of an academic career. For many years however, my idealized notions of scholarly writing were demolished by painful and traumatic attempts to publish. The significant time and effort poured into crafting an academic article yielded desk rejection after desk rejection, at times unkind and unhelpful reviews, and a growing pile of unsent manuscripts gathering cyber dust in deliberately forgotten archived folders. I was both astounded and relieved at the discovery that I was not alone in my frustration. So, I turned my academic publishing failure into a subject of research. In this essay, I reflect on what it means to be a scholar and share the lessons I learned about the common blind spots that often lead to a failure to publish. Using management education scholarship as an example, I break down my writing process into stages, identify pitfalls at each stage, and describe the writing guardrails I put in place to keep my academic manuscript drafts on track. I share these lessons not from a place of exceptional success but from a place of failure, recognizing that lessons from many unsuccessful attempts offer equally important insights into what it means to succeed.

The introduction of generative artificial intelligence (AI) technology is rapidly changing the field of human resource management (HRM). Management educators are called to prepare students for the opportunities and challenges this new technology will bring. Thus, our aim is to provide management educators with an assignment to introduce students to the opportunities and limitations of using generative AI for writing job descriptions. The AI Job Description Assignment invites students to leverage generative AI to write a first draft job description and then refine that initial draft using information obtained from a mini-job analysis conducted with real people. The assignment exposes students to a new technology while simultaneously reinforcing the age-old importance of including job incumbents in the process through job analysis interviews or surveys. Students learn both the benefits and limitations of generative AI while re-imagining a traditional HRM method. A how-to guide is provided for instructors along with quantitative and qualitative evidence of effectiveness.

In this interview, Dr. Ann Langley draws on her extensive pedagogical and research experience to share insights on how she helps her students learn the fundamentals of qualitative research. In the closing commentary, I elaborate on two take-aways from this discussion. The first highlights the importance of experiential learning for nurturing the development of key skills related to qualitative data collection and analysis. The second centers on the ways in which Dr. Langley identifies and fuels the synergies between her teaching, research, and methods contributions. These reflections provide inspiration and concrete examples of how, as Dr. Langley describes, both pedagogical considerations and “practical experience where I have encountered challenges” can morph into important theoretical and methods pieces, with the potential to push a field forward.