| Social media as a complementary learning tool for teaching and learning: The case of youtube |
21 |
| Effectiveness of teaching methods in business education: A comparison study on the learning outcomes of lectures, case studies and simulations |
13 |
| Perception and performance in a flipped Financial Mathematics classroom |
11 |
| An evaluation of teaching methods of entrepreneurship in hospitality and tourism programs |
10 |
| Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems |
10 |
| Undergraduate business students' perceptions of learning outcomes in problem based and faculty centered courses |
8 |
| Undergraduates' satisfaction and perceptions of learning outcomes across teacher- and learner-focused pedagogies |
7 |
| A new training program in developing cultural intelligence can also improve innovative work behavior and resilience: A longitudinal pilot study of graduate students and professional employees |
6 |
| Education for advancing the implementation of the Sustainable Development Goals: A systematic approach |
6 |
| Online business education research: Systematic analysis and a conceptual model |
6 |
| A comparative analysis of flipped, online and traditional teaching: A case of female Middle Eastern management students |
6 |
| Entrepreneurship education and its impact on students' intention to start up: A sample case study of students from two Tunisian universities |
5 |
| From informing to practicing: Students' engagement through practice-based learning methodology and community services |
5 |
| Competences for sustainability in undergraduate business studies: A content analysis of value-based course syllabi in Spanish universities |
5 |
| Risky business: Experiential learning, information and communications technology, and risk-taking attitudes in entrepreneurship education |
5 |
| Self-awareness and leadership: Developing an individual strategic professional development plan in an MBA leadership course |
5 |
| The effects of class size and instructional technology on student learning performance |
5 |
| Moving the world into a safe space-the GAPFRAME methodology |
4 |
| Capability approach for realising the Sustainable Development Goals through Responsible Management Education: The case of UK business school academics |
4 |
| Encouraging intrinsic motivation in management training: The use of business simulation games |
4 |
| Which skills and competences to develop in accountants in a country in crisis? |
4 |
| Conscientiousness as a key to success for academic achievement among French university students enrolled in management studies |
4 |
| Developing a future-ready global workforce: A case study from a leading UK university |
4 |
| Learning on the move business students' adaptation of virtual learning environment and mobile device technology |
3 |
| Creating learning solutions for executive education programs |
3 |
| Examining an experiential learning approach to prepare students for the volatile, uncertain, complex and ambiguous (VUCA) work environment |
3 |
| Utilizing synchronous discussions to create an engaged classroom in online executive education |
3 |
| Using eye-tracking to for analyzing case study materials |
3 |
| Understanding the work values of Gen Z business students |
3 |
| Realising creativity in management education: Putting student energy into action |
3 |
| Teaching cross-cultural management: A flipped classroom approach using films |
2 |
| What causes a Business and Management Education article to be cited: Article, author, or journal? |
2 |
| An exploration of student learning for sustainability through the WikiRate student engagement project |
2 |
| The influence of core self-evaluations on helping behaviour and academic achievement: The gendered effects |
2 |
| The use and usefulness of academic research: An EMBA perspective |
2 |
| The role of theory in the business/management PhD: How students may use theory to make an original contribution to knowledge |
2 |
| What factors influence student satisfaction with module quality? A comparative analysis in a UK business school context |
2 |
| Fostering entrepreneurial learning processes through Dynamic Start-up business model simulators |
2 |
| Making a contemporary contribution using old data: Reflections on delayed doctorates |
2 |
| Embodied realism by design in Thai management education |
2 |
| An innovative experiential and collaborative learning approach to an undergraduate marketing management course: A case of the Philippines |
1 |
| Beyond moral righteousness: The challenges of non-utilitarian ethics, CSR, and sustainability education |
1 |
| Inside the borders but outside the box: An immersion program aligned with the PRME and the SDG to foster reflexivity |
1 |
| Flipping class: Why student expectations and person-situation fit matter |
1 |
| Making strategy Real: Using reality television for innovating teaching approaches |
1 |
| Making a difference with lecture capture? Providing evidence for research-informed policy |
1 |
| Social Media for Social Good: Student engagement for the SDGs |
1 |
| The value of the research doctorate: A conceptual examination |
1 |
| Exploring student perceptions of offshoring |
1 |
| Autoethnography and the doctorate in business administration: Personal, practical and scholarly impacts |
1 |
