Forthcoming and Online First Articles

International Journal of Information and Operations Management Education

International Journal of Information and Operations Management Education (IJIOME)

Forthcoming articles have been peer-reviewed and accepted for publication but are pending final changes, are not yet published and may not appear here in their final order of publication until they are assigned to issues. Therefore, the content conforms to our standards but the presentation (e.g. typesetting and proof-reading) is not necessarily up to the Inderscience standard. Additionally, titles, authors, abstracts and keywords may change before publication. Articles will not be published until the final proofs are validated by their authors.

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International Journal of Information and Operations Management Education (5 papers in press)

Regular Issues

  • An integrated framework for the alignment of stakeholder expectations with student learning outcomes   Order a copy of this article
    by Gangaraju Vanteddu 
    Abstract: In this paper, two hypothetical frameworks are proposed through the application of quality function deployment (QFD) to integrate the current institutional level and program level student learning focus areas with the relevant institutional and program specific stakeholder expectations. A generic skillset proficiency expected of all the graduating students at the institutional level by the stakeholders is considered in the first QFD application example and a program specific knowledge proficiency expected at the program level by the stakeholders is considered in the second QFD application example. Operations management major/option is considered for illustration purposes at the program level. In addition, an assurance of learning based approach rooted in continuous improvement philosophy is proposed to align the stakeholder expectations with the relevant student learning outcomes at different learning tiers.
    Keywords: stakeholder expectations; student learning; quality function deployment; QFD; assurance of learning; AoL; operations management.
    DOI: 10.1504/IJIOME.2022.10051624
     
  • Exploring business students’ Perry cognitive development position and implications at teaching universities in the USA   Order a copy of this article
    by Harm-Jan Steenhuis, Lindsey A. Gibson, Tolga Ulusemre 
    Abstract: In the context of US universities where student evaluations of teaching play an important role in the retention and promotion of faculty, it is important to understand what a student expects in the classroom. This study took the perspective of Perrys cognitive development scheme with the following research question: what is the Perry level of cognitive development of business students? An established survey was used at two different universities. It was found that the median was position 3, and that there was large variation in three dimensions. First is the variation across program levels. Second, there was variation across universities. This becomes an issue when instructors move to a different university and questions the possibility to transfer best practices. Third, variation was found within a specific program level. This means that instructors are faced with students who, from a cognitive perspective, have different demands which are unlikely to be simultaneously met.
    Keywords: cognitive development; Perry scheme; business students; learning environment.
    DOI: 10.1504/IJIOME.2023.10057155
     
  • Leading the diversity and inclusion narrative through continuing professional education   Order a copy of this article
    by Abeni El-Amin 
    Abstract: This conceptual research aims to connect aspects of learning activities of continuing education for professionals (CPE). The objective is to provide conclusions about modes of professional learning within diversity, equity, inclusion, and belonging (DEIB) training. This interpretation is placed in context relating to the process of professional learning objectives. A CPE DEIB training plan is presented as an example of how to provide continuing professional education to adult learners within a DEIB curriculum (El-Amin, 2020). The purpose of incorporating the foundations of CPE into DEIB training permits organisations to strengthening organisational development and productivity. By connecting the foundations of curriculum design, alignment, assessment and mapping, and research-informed innovation, CPE aims to enhance the effectiveness of organisational DEIB initiatives. A CPE DEIB training plan emphasises the importance of accountability, employee involvement, and effective training to drive DEIB initiatives.
    Keywords: continuing education for professionals; CPE; andragogy; adult learning; diversity; equity; inclusion; and belonging; DEIB; training and developing; transgression; training engagement theory; TET.

  • Talent development for the knowledge economy   Order a copy of this article
    by William Swart, Kenneth MacLeod, Rick Fernandez 
    Abstract: The world’s economies are attempting to transform themselves to have a greater focus on developing knowledge as a commodity through innovation. Innovation starts with a creative activity that yields an invention but is augmented through a systematic value driven knowledge management system to yield new knowledge that can create a competitive advantage. To succeed in such an economy, organisations must have or develop the talent that can produce and use information effectively, they must have an ambidextrous organisational structure that allows them to innovate and produce simultaneously, and they must have an innovation management system to sustain effective innovation. In this paper we show how to augment existing university courses to simultaneously develop subject matter and innovation skills in students. We also suggest the incorporation of the new Innovations Management System Standard Series ISO 56000 into business curricula to better prepare students to function in the knowledge economy.
    Keywords: innovation; ISO 56000; knowledge economy; innovation management system; curriculum; flipped learning; contextualised leadership development.
    DOI: 10.1504/IJIOME.2023.10061188
     
  • Ethical pitfalls of technologies enabling disruption and fostering cyber ethical mindset in management curriculum   Order a copy of this article
    by Soham Sengupta, Asit Bandyopadhayay 
    Abstract: There is a need to emphasise and educate future business leaders on emerging technologies’ disruptive and transformative impact on business processes. Allen (2020) suggests the need for a digital mindset and tech literacy in business management education. In our study, we define cyber literacy and cyber ethical mindset emphasising the importance of informing future leaders in business schools about the ethical dilemmas arising while using these emerging technologies. Additionally, we highlight various ethical pitfalls of using technologies enabling disruption (TED). Further, we contribute to the understanding of cyber literacy, cyber ethics, business ethics, how to incorporate cyber ethics into the management curriculum, and why there is a need to integrate cyber ethics into management education.
    Keywords: cyber ethical mindset; cyber literacy; ethical pitfalls; technologies enabling disruption; TED.