business students

Universities preparing graduates for technology-enabled financial services need to understand how digital learning conditions relate to students’ career readiness. This study examines the associations of university-based Digital Financial Learning Ecosystem Quality with perceived FinTech Career Readiness among Vietnamese business students. Drawing on Social Cognitive Theory and Social Cognitive Career Theory, ecosystem quality is modelled as a reflective–formative higher-order construct comprising Digital Academic Support, the Digital Learning Environment, and Digital Teaching Innovation. Cross-sectional survey data from 341 students recruited through nonprobability convenience sampling via networks centred on northern Vietnam were analysed using partial least squares structural equation modelling and a disjoint two-stage procedure.All three ecosystem dimensions made significant formative contributions, with the digital learning environment showing the largest estimated weight. Higher ecosystem quality was positively associated with self-efficacy and learning motivation, and self-efficacy was positively associated with motivation. Motivation and career orientation were positively associated with perceived readiness, with motivation having the larger estimated direct coefficient. Career orientation showed no significant additional association with motivation after accounting for ecosystem quality and self-efficacy. Ecosystem quality was indirectly associated with readiness through motivation and through the sequential pathway involving self-efficacy and motivation. The model explained 41.5% of the variance in perceived readiness.The study contributes an integrated operationalisation of university-based digital financial learning quality and distinguishes learning-related associations from those of career orientation. The findings inform potential priorities for coordinating digital platforms, relevant financial content, academic support, practical learning, and competency-based career guidance. For universities and financial institutions, the study offers evidence to guide collaboration on graduate preparation and a foundation for evaluating how perceived readiness relates to demonstrated workplace competence.

This paper presents an educational framework developed to promote the values and skills that business students require to successfully navigate the ethical and environmental challenges in the current digital era. The work focuses on the development of green skills and responsible digital behaviour in business students through innovative and interdisciplinary learning that integrates sustainability principles with digital citizenship. Drawing on a narrative exploration of the literature on digital citizenship, sustainability education, and gamified learning, the paper proposes three educational activities based on playful learning, gamification, business games, and project-based learning. Each activity is based on instructional techniques that promote civic engagement, critical thinking, and reflection about the future social and environmental responsibilities of business managers. By placing business education within the framework of sustainability and digital citizenship, this paper offers teachers and instructors a hands-on approach for developing future graduates who are socially conscious of the impact of their decisions. Rather than presenting empirical findings, the paper provides a conceptual and practice-oriented framework for designing sustainability-oriented and digitally responsible learning experiences in business education.

This community service program aimed to strengthen research competencies among students and lecturers of the Department of Management, Faculty of Economics and Business, Pattimura University, through Structural Equation Modeling (SEM-PLS) training using SmartPLS 4.0. The program involved 44 participants, consisting of 22 students and 22 lecturers, divided into two training sessions. The training methods included lectures, software demonstrations, hands-on practice, and interactive discussions. The materials covered research model development, measurement model evaluation, structural model assessment, hypothesis testing, and interpretation of statistical results. The program provided participants with practical learning opportunities to understand the application of SEM-PLS in quantitative management research. The training is expected to support undergraduate thesis preparation, lecturer research activities, and scientific manuscript development. Continued mentoring and systematic evaluation are recommended to assess improvements in participants' analytical competencies and support sustainable research capacity development.

Industry-led mentoring is a strategic tool that can bridge the gap between academic knowledge and practical expertise, providing mentees with skills development opportunities that stretch beyond what can be learned via classroom-based educational approaches alone. Mentoring is now commonplace within organisational life, but is less common within UK university business schools. This suggests a knowledge gap in terms of understanding how mentoring can be embedded as a complementary tool to improve student skills development within business schools. The aim of this study was to explore the perceived value of industry mentorship from the perspective of the mentees, to develop a greater understanding of the potential benefits mentoring relationships at a university level can provide. Following the journey of mentees on a Women in Business mentoring programme, this study specifically explored the context of female university students. Mentees on the programme were female undergraduate and postgraduate students studying on courses within Sheffield Business School. Using a longitudinal study design, semi-structured interviews were conducted at three stages of a yearlong mentoring programme: 1. pre-mentoring, 2. during mentoring, and 3. post-mentoring. Interview transcripts were analysed thematically using Braun and Clarke’s six-phase framework. The findings show the value of mentoring from a mentee perspective, most notably the notion of having someone in their corner, an ability to gain personalised guidance, and the opportunity to develop a professional network. The challenges of being mentored at this level were also expressed, drawing attention to the need for pre-mentoring education to support meaningful engagement with the process, and a requirement for a clear scheme structure to guide mentees. Guided by these findings, we offer key practical recommendations to programme designers so they can successfully utilise mentoring as part of their offer to students, thus supporting university business schools to further enhance their career and skills development offerings.

منتورینگ با هدایت صنعت، ابزاری راهبردی است که می‌تواند فاصله میان دانش دانشگاهی و تخصص عملی را پر کند و فرصت‌هایی برای توسعه مهارت‌ها در اختیار منتورگیرندگان قرار دهد که فراتر از آن چیزی است که صرفاً از طریق رویکردهای آموزشی مبتنی بر کلاس درس قابل یادگیری است. منتورینگ اکنون در زندگی سازمانی رایج است، اما در دانشکده‌های مدیریت بازرگانی دانشگاه‌های بریتانیا کمتر متداول است. این امر نشان‌دهنده شکاف دانشی در زمینه درک چگونگی ادغام منتورینگ به عنوان ابزاری مکمل برای بهبود توسعه مهارت‌های دانشجویان در دانشکده‌های مدیریت بازرگانی است. هدف این مطالعه، بررسی ارزش ادراک‌شده منتورینگ صنعتی از دیدگاه منتورگیرندگان به منظور درک بهتر مزایای بالقوه روابط منتورینگ در سطح دانشگاهی بود. این پژوهش با دنبال کردن مسیر منتورگیرندگان در یک برنامه منتورینگ زنان در کسب‌وکار، به طور خاص به زمینه دانشجویان زن دانشگاهی پرداخت. منتورگیرندگان این برنامه، دانشجویان زن مقطع کارشناسی و کارشناسی ارشد بودند که در دوره‌های مختلف دانشکده مدیریت بازرگانی Sheffield تحصیل می‌کردند. با استفاده از طرح مطالعه طولی، مصاحبه‌های نیمه‌ساختاریافته در سه مرحله از یک برنامه منتورینگ یک‌ساله انجام شد: ۱. پیش از منتورینگ، ۲. در حین منتورینگ، و ۳. پس از منتورینگ. رونوشت‌های مصاحبه‌ها با استفاده از چارچوب شش‌مرحله‌ای Braun و Clarke به صورت تماتیک تحلیل شدند. یافته‌ها ارزش منتورینگ را از دیدگاه منتورگیرندگان نشان می‌دهد، به ویژه مفهوم داشتن فردی حامی، امکان دریافت راهنمایی شخصی‌سازی‌شده و فرصت توسعه شبکه حرفه‌ای. همچنین چالش‌های منتورینگ در این سطح بیان شد که بر نیاز به آموزش پیش از منتورینگ برای حمایت از مشارکت معنادار در این فرایند و لزوم وجود ساختار شفاف برنامه برای راهنمایی منتورگیرندگان تأکید دارد. بر اساس این یافته‌ها، توصیه‌های عملی کلیدی به طراحان برنامه ارائه می‌شود تا بتوانند منتورینگ را به طور موفقیت‌آمیز به عنوان بخشی از پیشنهاد خود به دانشجویان به کار گیرند و بدین ترتیب دانشکده‌های مدیریت بازرگانی دانشگاهی را در ارتقای بیشتر فرصت‌های توسعه شغلی و مهارتی دانشجویان حمایت کنند.

Introduction This study aims to present a detailed empirical investigation of the role of entrepreneurship education in building entrepreneurial intention of business students through competencies, character strengths, and virtues. This study focuses on several business students in a higher education environment. Methods The methodology used in this research is associative research with the study of certain dependent, independent, and mediating variables involving business management students from various state universities in East Indonesia. Sampling used a saturated sample of 397 business management students. According to the research model, the author chose a structural equation model (SEM) to analyze the data and support using character strength and virtues with six traits: wisdom and knowledge, courage, humanity, justice, temperance, and transcendence. Results The research findings indicate that the six variables shaping character strengths, virtues, and lecturer competencies are effective in developing entrepreneurial intentions among students. Meanwhile, direct entrepreneurship education is ineffective in developing student entrepreneurial intentions. Discussion This research provides detailed and robust results regarding entrepreneurial intentions that are more measurable and easily realised by relying on character strengths and virtues that contribute to entrepreneurial intentions within a conducive academic environment. Improving the quality of entrepreneurship education for business management students can utilise the results of this research as a guide. However, to maximise the role of entrepreneurship education in business students’ entrepreneurial intentions, it needs to be mediated by character strengths, virtues, and lecturer competencies. This research demonstrates that entrepreneurship education that relies solely on the transfer of entrepreneurial knowledge and skills to students is ineffective in developing entrepreneurial intentions, which are the foundation for producing graduates who are ready to start businesses.

مقدمه: این مطالعه با هدف ارائه یک بررسی تجربی دقیق از نقش آموزش کارآفرینی در شکل‌دهی نیت کارآفرینانه دانشجویان رشته مدیریت کسب‌وکار از طریق شایستگی‌ها، قوت‌های منش و فضایل انجام شده است. این پژوهش بر چندین دانشجوی رشته مدیریت کسب‌وکار در محیط آموزش عالی تمرکز دارد. روش‌ها: روش‌شناسی مورد استفاده در این پژوهش، پژوهش‌های همبستگی با مطالعه متغیرهای وابسته، مستقل و میانجی خاص است که دانشجویان مدیریت کسب‌وکار از دانشگاه‌های دولتی مختلف در شرق اندونزی را دربرمی‌گیرد. نمونه‌گیری به صورت نمونه اشباع با ۳۹۷ دانشجوی مدیریت کسب‌وکار انجام شد. بر اساس مدل پژوهش، نویسنده مدل معادلات ساختاری (SEM) را برای تحلیل داده‌ها و پشتیبانی از استفاده از قوت منش و فضایل با شش ویژگی: خرد و دانش، شجاعت، انسانیت، عدالت، اعتدال و تعالی انتخاب کرد. یافته‌ها: نتایج پژوهش نشان می‌دهد که شش متغیر شکل‌دهنده قوت منش، فضایل و شایستگی‌های اساتید در توسعه نیت کارآفرینانه دانشجویان مؤثر هستند. در حالی که آموزش مستقیم کارآفرینی در توسعه نیت کارآفرینانه دانشجویان مؤثر نیست. بحث: این پژوهش نتایج دقیق و قوی در خصوص نیت کارآفرینانه ارائه می‌دهد که با تکیه بر قوت منش و فضایل که به نیت کارآفرینانه در محیط دانشگاهی مساعد کمک می‌کنند، قابل سنجش‌تر و تحقق‌پذیرتر است. ارتقای کیفیت آموزش کارآفرینی برای دانشجویان مدیریت کسب‌وکار می‌تواند از نتایج این پژوهش به عنوان راهنما بهره گیرد. با این حال، برای حداکثر کردن نقش آموزش کارآفرینی در نیت کارآفرینانه دانشجویان مدیریت کسب‌وکار، لازم است این نقش از طریق قوت منش، فضایل و شایستگی‌های اساتید میانجی‌گری شود. این پژوهش نشان می‌دهد که آموزش کارآفرینی که صرفاً بر انتقال دانش و مهارت‌های کارآفرینی به دانشجویان متکی است، در توسعه نیت کارآفرینانه که زیربنای تربیت فارغ‌التحصیلان آماده ورود به عرصه کسب‌وکار است، مؤثر نیست.