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This study aims to delve into the perspectives of educators on integrating ChatGPT, an AI language model into management education. In the current research, educators were asked to talk as widely as possible about the perceived benefits, limitations of ChatGPT in management education and strategies to improve ChatGPT for management education. Also, shedding light on what motivates or inhibits them to use ChatGPT in management education in the Indian context.

Interpretative phenomenological analysis commonly uses purposive sampling. In this research, the purpose is to delve into educators’ perspectives on ChatGPT in management education. The data was collected from the universities offering management education in Uttarakhand, India. The final sample size for the study was constrained to 57 educators, reflecting the point of theoretical saturation in data collection.

The present study involved educators discussing the various advantages of using ChatGPT in the context of management education. When educators were interviewed, their responses were categorized into nine distinct sub-themes related to the benefits of ChatGPT in management education. Similarly, when educators were asked to provide their insights on the limitations of using ChatGPT in management education, their responses were grouped into six sub-themes that emerged during the interviews. Furthermore, in the process of interviewing educators about potential strategies to enhance ChatGPT for management education, their feedback was organized into seven sub-themes, reflecting the various approaches suggested by the educators.

In the qualitative study, perceptions and experiences of educators at a certain period are captured. It would be necessary to conduct longitudinal research to comprehend how perceptions and experiences might change over time. The study’s exclusive focus on management education may not adequately reflect the experiences and viewpoints of educators in another discipline. The findings may not be generalizable and applicable to other educational disciplines.

The research has helped in identifying the strengths and limitations of ChatGPT as perceived by educators for management education. Understanding educators’ perceptions and experiences with ChatGPT provided valuable insight into how the tool is being used in real-world educational settings. These insights can guide higher education institutions, policymakers and ChatGPT service providers in refining and improving the ChatGPT tool to better align with the specific needs of management educators.

Amid the rising interest in ChatGPT’s educational applications, a research gap exists in exploring educators’ perspectives on AI tools like ChatGPT. While some studies have addressed its role in fields like medical, engineering, legal education and natural sciences, the context of management education remains underexplored. This study focuses on educators’ experiences with ChatGPT in transforming management education, aiming to reveal its benefits, limitations and factors influencing adoption. As research in this area is limited, educators’ insights can guide higher education institutions, ChatGPT providers and policymakers in effectively implementing ChatGPT in Indian management education.

Because of the differing perceptions held by each position or professional subculture, forming a collaborative and productive workplace with design and management teams can be challenging. In light of these anticipated obstacles to success in the workplace, this paper aims to ascertain the prospects for common undertakings within a business.

This paper reports on an analysis of a survey conducted among design and business students who had the opportunity to work together on a joint project and present their recommendations for an actual market-based organization.

Despite differences between the groups, there is a common understanding of organizational goals and willingness to undertake a joint effort to achieve them. This is accomplished through leveraging one another’s professional expertise, building trust through finishing the business projects and discovering tangible end results. Any evident differences between the groups seem to complement one another, thus creating common ground for effective collaboration.

This is a study of a limited number of students enrolled in two universities in Spain. To ensure generalizability, research extended to more higher education institutions is needed.

The authors strongly believe that students are the future of business. As a result, understanding how they perceive any tension, integration or responsibilities of design and management helps with curriculum development two-fold: first, student perceptions help address any issues that can increase or hinder chances for efficient collaboration; second, student perceptions address the larger issue of design–management integration in business.

The authors studied a unique environment for collaboration beyond traditional organizational divisions and allowed study behaviors of students representing two professional backgrounds.

The purpose of this paper is to first identify the work‐ and non‐work‐related criteria US‐based management doctoral students consider important in selecting an initial academic appointment, and second, to explore whether gender and race/ethnicity are associated with the importance attached to these criteria.

To address these objectives, the authors developed a 125‐item survey of work‐ and non‐work‐related criteria that management PhD students about to enter the academic labor market for the first time may wish to consider in weighing prospective job opportunities.

Job and professional considerations were dominant in assessing an initial employment opportunity. Female doctoral students differed from their male counterparts in attaching greater importance to four major themes: family friendliness, research support, clarity of performance and reward criteria, and university and community diversity. Race/ethnicity differences were also found, with Asian doctoral students valuing considerations related to academic prestige and research support more than their White counterparts.

Respondents indicated their race/ethnicity, but not their nationality, or whether they were immigrants or US citizens and, thus, may have confounded the results to some degree.

The authors' results carry important implications for departmental administrators seeking to fill open positions with first‐time faculty candidates, as well as management PhD students interested in whether a department can meet their expectations regarding academic and financial resources necessary for academic success.

In that detailed information about what PhD students in general and management doctoral students in particular want in an initial academic appointment is limited, the paper fills a longstanding gap in the research literature.

The intent to start an entrepreneurial venture is predisposed by certain personality traits. The study aims to analyze the impact of various identified personality traits and entrepreneurial education on entrepreneurial intentions of management students.

The data for the study were gathered from 440 students of top 5 management institutes in India. The study used a cross-sectional design and structured questionnaire based on seven-point Likert scale and was administered employing a purposive sampling method. Structural equation modeling (SEM) was utilized to validate posited hypotheses in the study.

The study discerns that apart from agreeableness dimension of personality traits, all remaining identified dimensions along with entrepreneurial education had a significant influence on entrepreneurial intentions of management students with need for achievement emerging as the most important enabler. Conscientiousness was the major dimension among big five personality traits bearing a positive influence, while neuroticism registered a negative impact on entrepreneurial intentions. In addition, results bespeak that entrepreneurial education partially mediates the effect of need for achievement, locus of control and innovativeness on entrepreneurial intentions.

The compendious model proffered in the study might be helpful for students, educators, consultants, financial institutions and policymakers in appreciating the gravity of underlying personality traits.

There is a dearth of research on big five personality traits and entrepreneurial education as enablers of entrepreneurial intentions. The study attempts to integrate big five personality traits model with dimensions of need for achievement, locus of control, innovativeness and entrepreneurial education for management students in India.

This paper aims to investigate the usage pattern of electronic resources (e-resources) among management graduates. The respondents were asked about the types of e-resources they used, who their influencers were, their preferred place for surfing, the frequency of use, purpose for which they used e-resources, its benefits and the problems they faced while using e-resources. The findings of the study will help in enhancing the usage of e-resources among students who opt for management courses.

This descriptive research was conducted in Nagpur, Maharashtra (India). Data collected from 150 management students through purposive sampling were analyzed through descriptive statistics, and the responses were presented in tabular form.

The investigation reveals that students are well aware of e-resources and consider them to be very useful for their academic performance. Interestingly, students are found to be using non-paid resources more than paid ones because of a lack of search skills. Discipline-wise investigation reveals that students from the disciplines of information technology, economics and finance use e-resources more frequently than those studying subjects like marketing, operations and human resource management. Faculty and training have emerged as strong influencers that have persuaded students to use e-resources.

The present study is limited to students studying management courses in Nagpur, Maharashtra (India).

This research will help institutions, librarians and publishers in gaining insight on the utilization patterns of e-resources. The uniqueness of this study lies in the fact that it has analyzed and presented the responses of management students belonging to different disciplines in management studies such as, marketing, finance, human resource management operations, economics and information technology regarding their usage patterns of e-resources.

In view of the substantial gaps between desirable and actual competencies of project practitioners, there is a genuine and continual need to improve approaches towards project management education. The purpose of this paper is to empirically examine whether previous work experience of students pursuing a master’s programme in project management plays a role in their understanding and learning from the programme.

Survey data were collected from 282 respondents, who included working project professionals along with first-year (junior) and second-year (senior) students of a two-year postgraduate programme in project management. Considering the responses of working project professionals as the benchmark, the paper employs exploratory factor analysis and multiple comparisons to examine differences in the perceived importance given to factor groupings of critical success factors (CSFs) of construction projects by different respondent groups.

Results of the study suggest that irrespective of students’ seniority in the postgraduate programme, responses of students with previous project work experience more closely match the responses of project professionals, in contrast to students without such experience. The results indicate that students’ previous project work experience does play a role in their understanding and learning. In addition, the paper also identifies four factor groupings of CSFs and, diverging from past studies, conceptualises “alignment” as a new factor grouping.

Findings support the view that adequate previous work experience may be included as an essential qualifying requirement for pursuing higher education in project management.

To the best of the authors’ knowledge, this is one of the first empirical studies that investigate the requirement of students’ previous work experience and reveals its significance in higher project management education.

The purpose of this paper is to suggest a methodology for evaluating the effectiveness of the flipped classroom (FC) model over traditional lecture-based teaching. It also proposed a tool to measure students’ perception toward the flipped approach in context of Indian management education.

This study employs an experimental research design to assess the effectiveness of the FC pedagogy over traditional teaching methods. Both qualitative and quantitative research methods are used in order to judge student engagement, content understanding, students’ perception and student academic performance. Experimental research design, along with survey research, is implemented in order to judge the students’ perception toward FCs.

The study proposes a six-dimensional tool to measure learning in an FC setting. These dimensions are as follows: students’ in-class involvement, comprehensive content understanding, students’ academic performance, students’ cognitive capabilities, collaborative learning environment and students’ inclination toward teaching and learning process. Results of this research are promising and encouraging toward the adoption of the FC model.

The present research work is limited to assess the effectiveness of FC teaching for a management subject. Future studies may be carried out in other management subjects and other streams.

The present study provides several valuable insights for future researchers, academicians and management institutions. Although implementation of flipped approach leads to a collaborative learning environment and prepares students for self-learning, it also offers educationalists to remodel their teaching pedagogy as per students’ learning and understanding needs.

The research demonstrates the successful implementation of qualitative and quantitative research techniques to evaluate the effectiveness of FC model in context of management education in India.

This article explores two questions. First, can literature be a useful material for the teacher of management? Second, how might this material be used? The article acknowledges the many difficulties for the teacher in using literature but also suggests that literature, if used with attention to its inherent complexities and nuances, can be illuminating for students. The article describes in detail an attempt, by the author, to evaluate the use of literature in a university management class. Conclusions centred on: the value of private reading; input of the teacher; perceived relevance of the literary text to management education.

The money management behaviour of undergraduates is a noteworthy study for many stakeholders, as these students are more likely to carry forward this behaviour into later life. The literature on student money management behaviour heavily focuses on financial literacy. However, economic, social and psychological factors also affect undergraduates’ money management behaviour. Therefore, the purpose of this study is to empirically investigate how undergraduates respond to and account for these factors in their money management behaviour.

This study was carried out in Australia. This study adopted a qualitative exploratory approach. The data were collected using six focus group discussions (FGDs) held in one Australian university, in which 40 undergraduates participated.

The key themes identified from the thematic analysis include undergraduates’ understanding of money management and managing economic, social and psychological aspects relating to undergraduates’ money management behaviour. Several subthemes were identified under each theme, which specifically showed how undergraduates manage and respond to each of these factors relating to their money management behaviour.

This study was conducted with the data collected from a relatively small sample of respondents and was limited only to undergraduates. Moreover, this study was conducted in Australia, indicating that some of the results might be specific to the Australian context.

The authors have suggested promoting multiple payment methods and internet usage to undergraduates, and providing them with stress management programmes will help them maintain prudent money management behaviour.

The extant literature on undergraduates’ money management behaviour tends to focus on financial literacy. This study extends the scope of the literature beyond financial literacy and has shown how undergraduates respond to economic, social and psychological aspects relating to money management behaviour. This study has applied a qualitative exploratory approach, in contrast to quantitative methods which have generally been applied for studies relating to undergraduates’ money management behaviour.

The purpose of this study was to examine the effect of diversity programs on female student representation within sport management preparation programs. A questionnaire was sent to 172 undergraduate and graduate sport management preparation programs at the North American Society for Sport Management member institutions and 72 completed surveys were returned. These data were used to test a confirmatory path model at the undergraduate and graduate levels. Results show that diversity programs continue to be developed, and that diversity program leads to increase female student representation within undergraduate and graduate sport management preparation programs. Based on the findings of this study, student diversity programs are assisting to eradicate barriers for women in the sport management profession.