Vol. 22 No. 4 (2025): Quarterly Issue 3

In a world grappling with environmental and social challenges, the role of Responsible Management Education (RME) remains underexplored in emerging markets such as India. While existing studies focus on the transformative effects of RME on

In a world grappling with environmental and social challenges, the role of Responsible Management Education (RME) remains underexplored in emerging markets such as India. While existing studies focus on the transformative effects of RME on students, research on its impact on faculty in higher education institutions (HEIs) is limited. This study combines Mezirow’s transformative learning theory with DiMaggio and Powell’s institutional pressures theory to conceptualise faculty transformation pathways. A survey completed by 508 Indian business school faculty, analysed using structural equation modelling, found that mimetic, coercive, and normative pressures influence faculty ‘habits of mind’, but motivation is key for RME-driven transformation. Additionally, 19 semi-structured interviews with recruiters of new management graduates indicate that HEIs must refine their pedagogical approaches to enhance the impact of RME, even though students are increasingly aware of sustainable development issues, mainly through social media.

Social loafing, the tendency for individuals to put in less effort when working in a group compared to working alone, is amplified by various challenges in online learning environments. These challenges include maintaining engagement

Social loafing, the tendency for individuals to put in less effort when working in a group compared to working alone, is amplified by various challenges in online learning environments. These challenges include maintaining engagement, reduced task visibility, and the physical distance created by technology, all of which can encourage some group members to contribute less. The absence of face-to-face interaction can lead to feelings of isolation and reduced accountability, further complicating group dynamics. Through a qualitative approach, this research explores how online psychology students perceive and experience social loafing during group assessments. Semi-structured focus groups with nine participants from a Graduate Diploma of Psychology program were conducted to co-create possible solutions to social loafing in online group assessments. Using Reflexive Thematic Analysis, four themes were developed. These themes reflect students’ interest in co-creating solutions that suit an online (mostly asynchronous) context. Students recommended alternative channels to communication (such as social media) as learning technologies native to the LMS can create barriers to engagement. Students prefer to reduce the weighting of group grade and balance their grade against their individual contribution. Evaluative judgement training is needed to improve peer assessment of group contributions. Online students require more investment/facilitation in the group introduction stage, as their competing demands mean they are less able to synchronously meet.

The motivational climate in a course can affect students’ motivation, engagement, and performance in the course. To examine if the motivational climate in a computer science course varied by gender or students’ high school experiences, we

The motivational climate in a course can affect students’ motivation, engagement, and performance in the course. To examine if the motivational climate in a computer science course varied by gender or students’ high school experiences, we assessed motivational climate across 4 time points and compared students’ responses by gender and experience in computer science. The purpose of this article is to present the results of this mixed-methods survey study and to provide an example of how instructors can assess motivational climate to investigate potential differences among groups of students. We measured motivational climate using the MUSIC Model of Motivation Inventory, which measures five motivational climate perceptions: eMpowerment, Usefulness, Success, Interest, and Caring (MUSIC is an acronym). All of these MUSIC perceptions decreased significantly across the semester, except for interest. Empowerment and success decreased across the semester for all students. Success expectancies were significantly lower for women and for those without high school computer science experience. On average, perceptions of usefulness and caring decreased across the semester for women. These findings indicate that the course design may have had a more negative effect on women than men. The instructor could use these results to address these course perceptions in ways that foster a motivational climate that is more equitable and inclusive of all students.