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In their thought-provoking article, Giacalone and Promislo point to some problematic ideas in management education such as the adoration of materialism and competition or the notion of the economic model as a natural law. But do students really develop such ideas because they were misinformed by their teachers? Misinformation implies that what is taught is not the truth or at least not the whole truth. We suggest that the question of how to design future management education cannot be answered by only looking at what should be taught. Rather, we suggest that debates about the future of management education should not only be concerned with content but also the epistemology and the teaching of management theory. Not only does the current mainstream of management education misinform students by painting a one-sided picture of economic realities. Rather, and even more importantly, it leads students to develop misconceptions of knowledge in management science as being objective and unambiguous. Teaching students how to reflect on the assumptions behind management theories as well as their own assumptions and values might be a possible way to tackle the challenge of misinformation.

Research suggests a link between students' social background, e.g. educational background of parents, academic self-efficacy expectations and study behaviour. Often, lower academic achievement is expected of those students' whose parents are characterized by lower educational background. Although digital media are prevalent in several areas of everyday life, their relevance for academic achievement is not satisfactorily explored. Furthermore, it remains largely unknown in this context whether media usage is related to social background factors. In consequence, it is important to investigate if existing inequalities in higher education are stable, further enhanced or even reduced by means of "digitalisation". The present study explores the relationships between individual, contextual as well as social background factors, with a special focus on academic and digital media self-efficacy expectations. Data was collected at four German universities in summer 2018 (n = 2039). Currently, data is analysed by means of structural equation models.

PurposeResearch testing a complex process model, incorporating moderating and mediating mechanisms associated with virtual team (VT) performance, remains rare. This paper aims to introduce trust climate as a crucial boundary condition for high performance in VTs. It also aims to propose a moderated‐indirect model such that the relationship between team goals and task performance is mediated by task cohesion and the relationship between team goals and task cohesion is moderated by trust.Design/methodology/approachHypotheses are tested using a longitudinal design with a sample of 50 teams.FindingsThe proposed moderated‐indirect model is confirmed. The model explains the indirect relationship between team goal setting and performance transmitted through task cohesion, which is dependent on the level of trust climate.Research limitations/implicationsAlthough hypotheses were tested in a longitudinal setting, common source bias might be a potential problem for some of the observed relationships. Future research could build on this model for further investigations on more complex theoretical models for VT performance.Practical implicationsThis research suggests that managers should emphasize the development of team trust at early stages of collaboration in a VT to reach high performance outcomes.Societal implicationsFor VTs, trustful working environments should become even more important in the future, supporting team members' satisfaction in working in VTs.Originality/valueThrough this study, a complex process model for VTs was developed and trust climate established as a prominent context factor for VT success.

Seit einigen Jahrzehnten erleben wir, wie die Welt sich immer schneller verändert und die Komplexität der gesellschaftlichen, politischen und wirtschaftlichen Herausforderungen zunimmt. Dennoch begegnen wir den Anforderungen unserer Zeit in der Bildung und Ausbildung junger Menschen bis heute nur unzureichend. Zukünftige Generationen brauchen Handlungs- und Lösungskompetenzen, um den stetigen Wandel mitzugestalten. Sie benötigen die Fähigkeit mit unterschiedlichen Menschen zusammenzuarbeiten, zu kooperieren und verschiedene Perspektiven zu berücksichtigen. Dies erfordert Lernprogramme, die neben unternehmerischen Kompetenzen vor allem soziale-innovative, sozialunternehmerische und ethische Führungs- und Gestaltungskompetenzen fördern. Derartige Programme aus dem Bereich der noch jungen Social Innovation Education sind bisher kaum dokumentiert. Der vorliegende Sammelband soll dazu beitragen, diese Lücke zu schließen. Er lädt Bildungsverantwortliche und Lehrende sowie Praktikerinnen und Praktiker ein, sich mit transformierenden Lernprogrammen und Werkzeugen vertraut zu machen. So werden die an deutschen Hochschulen verstreuten Initiativen und Personen im Umfeld von 'Social Innovation Education' sichtbar, damit diese noch besser voneinander, miteinander und füreinander lernen können.

Service learning has been identified as a suitable approach to teach social entrepreneurship. However, in order to design service learning in an appropriate way, it is necessary to better understand why students want to become a social entrepreneur as opposed to a traditional entrepreneur. Thus, this study aims at identifying distinct student motives for preferring social entrepreneurship. According to our research, reasons typically mentioned by students who prefer a social entrepreneurship career over a commercial entrepreneurship career belonged to the following categories: impact, personal motives, and considering social and economic aspects. From this understanding, we derive recommendations for the design of service learning in social entrepreneurship programs. We hope that these recommendations will contribute to a student-oriented design of service learning that incorporates students' own motives.