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Online and hybrid learning research in business and management education has grown in the 21st century. This curated collection of articles highlights some emerging themes, including online/virtual teamwork and learning outcomes, importance of instructor and student interactions, research methods in this area, and future research direction. Ongoing works by early pioneers in the business and management education online and hybrid learning area, such as Ben J. Arbaugh, have helped draw interest into this research area. This set of articles should further grow that interest.

Seeking to assess the analytical rigor of empirical research in management education, this article reviews the use of multivariate statistical techniques in 85 studies of online and blended management education over the past decade and compares them with prescriptions offered by both the organization studies and educational research communities. Although there is variation in the degree to which the techniques have been appropriately used, they appear to have been adopted more quickly than is typically the case in organizational studies research. Recommendations that emerge from the review include greater consideration of moderating effects, particularly those that have been considered historically to be "control" variables, and reduced dependence on exploratory factor analysis techniques for data reduction except when examining conceptual frameworks composed of constructs borrowed from disparate fields. It is the authors' hope that this review motivates further consideration of appropriate uses of these techniques in other areas of management education research.

ABSTRACTThe electronic medium continues to play an increasingly important role in the delivery of management education despite a paucity of empirical studies on its impact and efficacy. Results from a study of competitive attitudes and feedback‐seeking behaviors across seven "hybrid" electronic cum live classes showed that Kiasu‐Negative (a competitive attitude directed at preventing others from getting ahead of oneself) and Kiasu‐Positive (a competitive attitude directed at personal diligence to get ahead of others) (Hwang, Ang, & Francesco, 2002) were related to two electronic discussion board feedback‐seeking behaviors. These feedback‐seeking behaviors, in turn, were related to grade performance as measured by multiple‐choice tests. Traditional feedback‐seeking measures of asking the professor in class or outside the class, and checking with fellow students for their views on class topics did not have a positive influence on multiple‐choice test performance. In light of these findings, educators should consider how best to encourage participation on electronic discussion boards for hybrid type courses, while researchers should further examine the underlying causes of learning from such electronic exchanges. Other implications of these findings are also discussed.

ABSTRACTUsing data provided by graduates from 128 MBA programs, we examined the extent to which age, gender, and ethnicity predicted student perceptions of the MBA experience. We found that women and minorities were more likely to see program costs and the availability of financial support as significant factors in their program enrollment decisions than were Caucasian males. The most consistent predictor of students' perceptions of their educational experience was whether the MBA program was full time or part time, with full‐time programs generally perceived more favorably. Our findings suggest that because diversity measures of age, gender, and ethnicity were not consistent predictors across the different perception areas, at minimum, MBA programs presently do not consistently inhibit diversity. However, given the increasing percentage of women and minorities that comprise the undergraduate population, maintaining the present path in program accessibility may create enrollment problems for MBA programs perhaps in the very near future. Therefore, we conclude with a discussion of the changing demographics in higher education and their potential implications for MBA programs and suggestions for how MBA programs might respond.

Based on a qualitative study and a follow-up survey of 503 Singapore management students, the authors discuss the emergence of a new cultural attitude, kiasuism, one that has roots in the Chinese concept of face. The term kiasu, literally meaning "afraid to lose" in the Chinese Hokkien dialect, may lead students either to put in more effort so as to gain an upper hand over others (kiasu-positive) or to act in ways to prevent others from getting ahead of them (kiasu-negative). The impact of this attitude on in-class and out-of-class feedback-seeking behaviors is examined.

Although the volume of business and management education (BME) research has expanded substantially, concerns remain about the field's legitimacy and its ability to attract new and dedicated scholars. An obstacle that may impede field development is lack of knowledge about influential works and authors to frame topical areas of inquiry and future research questions. We used citation analysis to track the development of BME research by uncovering 100 highly cited articles that revolve primarily around four research topical areas: (a) Entrepreneurship Education, (b) Distance Education/Online Teaching and Learning, (c) Business Student Ethics, and (d) Characteristics/Critiques of Business Schools. We then used legitimation code theory to categorize these articles on the basis of richness of knowledge ideas (Knowledge Code), the reputation of scholars (Knower Code), the combination of knowledge and reputation (Elite Code), or some other qualities (Relativist Code). Both Entrepreneurship Education and Online Teaching and Learning had articles in Relativist Code, Elite Code, and Knowledge Code categories, with other topical areas primarily populating the Knower Code and Relativist Code categories. We conclude by discussing potential implications for the development of BME research topics, BME scholars, and future applications of legitimation code theory.

This article describes the authors' experience at The New School's Research in Management Learning and Education UnConference and presents five Business and Management Education (BME)–related actionable scholarship themes that originated at the UnConference: journal equivalency in BME scholarship, evolution of BME rankings, gender and BME scholarship productivity, timing of BME scholarship, and editor networks in BME scholarship. It is our hope that these themes will continue to generate provocative conversations between existing and new BME scholars and provide actionable research ideas to readers of the Journal of Management Education.

Despite calls for and advances in the scholarship of teaching and learning (SOTL) over the years, research-intensive institutions have a persistent reputation as preferring and demanding Boyer's "scholarship of discovery" at the expense of SOTL work. In this article, we challenge the dominant narrative that research-focused institutions—the Carnegie "R1"and "R2"—do not engage in or value SOTL research in business and management education (BME). In a previous empirical study, we found evidence that a surprising proportion of R1 and R2 schools are already creating and disseminating innovative and impactful BME work. Using diffusion of innovations theory, we argue that those institutions can provide leadership due to their BME work, and examine what this might mean in terms of the prospects for diffusion of BME research among all research-intensive institutions. Due to external stakeholder pressures for excellent, evidence-based instruction, we assert that institutions that do subordinate SOTL to discipline-based scholarship will be forced to reframe their research portfolios. We end the article with solutions for how faculty could include BME work within their overall research efforts and challenge institutions to reconsider how BME scholarship may help them craft a more inclusive research narrative.

ABSTRACTPrevious studies of author productivity in business and management education (BME) research have focused on single disciplinary areas, and even single journals. This study is the first to examine the productivity of BME scholars across multiple disciplinary areas (i.e., accounting, economics, finance, information systems, management, marketing, and operations/supply chain management). We analyzed a pool of 17 BME journals with the highest hg‐index, by including the top three journals in the accounting and information systems areas, the top two journals in each of the other disciplinary areas, and an interdisciplinary BME journal. This examination covered a 10‐year period (2005‐2014), 4,464 articles and 9,617 article co‐authors. We identified 7,209 unique authors in this pool and ranked their productivity to create a "Key Authors" list. Each of the top 99 authors had five or more articles in our database. Our findings indicate the potential for cross‐disciplinary dissemination of research ideas and opportunities for scholars to enhance their research profile, because even a small increase in productivity can lead to substantial movement in the BME rankings of authors.