Journal of Management Education

This article investigates the impact of socio-technical and cultural factors on business management students’ learning of ethical skills in a serious gaming environment. A survey study (n = 302) was conducted with participants from two British universities. SEM (structural equation modeling) was used to test the empirical model, and the results of this study show that technical enablers and social enablers impact learners’ performance and perception of serious games as pedagogically effective learning tools. Additionally, we observe cultural differences in learners’ conative behavior toward serious games when learners are drawn from Anglo and Confucian cultures, high-performance and low-performance orientation cultures, and emotionally oriented shame and guilt cultures. By applying and extending the socio-technical theory of information systems to a serious gaming environment, this article has identified some key social-technical and cultural enablers that can influence and facilitate the adoption of serious games as an effective practice-based learning or training instrument.

Management education includes opportunities for students to develop themselves as leaders and improve their leadership self-efficacy. From a pedagogical perspective, experiential learning is a common approach to teaching leadership. While experiential learning components that can be embedded into a course have been shown to increase students’ leadership self-efficacy, there is a heavy reliance on case studies, simulations, and self-awareness-based exercises, which limits the capacity for students to experience leadership in a socially dynamic setting. This study documents an 8-week long group-based leadership exercise in which students rotate designated leader positions when assigned varied and progressively challenging weekly activities. We collected data on perceptions of leadership effectiveness and leadership self-efficacy and found that students in our group-based experiential learning activity series reported increased leadership self-efficacy over time. In addition, leadership self-efficacy was positively related to the effectiveness of the designated leader in their group. Further, we studied the impact of student resilience on the relationship between leadership effectiveness and leadership self-efficacy. The results of our study contribute to the literature on experiential learning by integrating social cognitive theory to identify factors affecting leadership self-efficacy, while also demonstrating the practical value and need for group-based experiential learning activities in leadership courses.

Neal M. Ashkanasy’s career embodies the transformative power of leading, teaching, and learning with heart. His pioneering research has illuminated how emotions shape leadership effectiveness, decision-making, and education, challenging the long-standing dominance of rationalist models. Through an in-depth interview, this article traces Ashkanasy’s transition from civil engineering to academia, highlighting the pivotal experiences that led him to redefine the role of emotions in leadership and education. His reflections illustrate how emotions impact leadership effectiveness, organizational dynamics, and teaching and learning. The accompanying commentary contextualizes Ashkanasy’s contributions to management education, emphasizing his five-level model of emotions in organizations and his dedication to emotionally intelligent teaching. His insights challenge conventional wisdom, advocating for an approach that integrates emotional engagement with intellectual rigor. Through innovative teaching methods and groundbreaking research, Ashkanasy has demonstrated that leading with heart fosters resilience, collaboration, and enduring impact in organizations and education. This article invites educators, leaders, and students to reconsider the role of emotions in their professional and academic lives, offering practical applications for fostering emotionally intelligent workplaces and classrooms. Ashkanasy’s legacy is both an inspiration and a guide for educators, leaders, and students striving to integrate emotional intelligence into their professional and academic lives.

This rejoinder extends the dialog initiated by Ritter et al. on Educational Technology (EdTech) by exploring its dual nature, framed through the Yin-Yang philosophy. While EdTech offers transformative opportunities for enhancing student engagement and learning, it also poses challenges, notably academic dishonesty fueled by Generative AI (GenAI) tools like ChatGPT and Google Gemini. The rejoinder examines the ethical and practical implications of these technologies, emphasizing the blurred lines between collaboration and plagiarism. It highlights strategies for educators, institutions, and policymakers to foster academic integrity while maximizing EdTech’s potential. This balanced approach ensures students develop both technological proficiency and ethical responsibility, preparing them for an increasingly digital academic and professional landscape.