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The purpose of this study is to examine factors that predict industry‐level career change among MBA graduates.

The study analyzed longitudinal data from the Management Education Research Institute (MERI)'s Global MBA Graduate Survey Dataset and MBA Alumni Perspectives Survey Datasets, using principal component analyses and a three‐stage structural equations model.

Perceptions about career growth and opportunity for advancement were the strongest predictors of industry shifts. The type of program was also found to have an influence, with part‐time MBA programs positively predicting industry shift, and full‐time programs having an indirect effect through significant associations with each of the intermediate predictors of industry shifts. Women were found to be more likely to change industries. Satisfaction with the MBA degree was not a predictor of industry change behavior: they were found to be related only to the extent that graduates valued the importance of certain career factors, such as the objective career factor of career growth.

This is a first large scale study of industry‐level career change among MBA graduates.

This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field.

The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams.

The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other’s work.

Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream.

Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications.

The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream.

According to the authors’ knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams.

There continues to be a perception that online education is inferior to traditional education. In the U.S. online learning is more developed than in the U.K. This paper provides insights into a U.S. provision and takes a close look at what are per ceived as weak nesses of on line learn ing and ar gues that these are not necessarily inherent weaknesses of this form of educational delivery. Then, results of two major studies, undertaken in the U.S. are provided comparing the effectiveness of online education to traditional education as perceived by current MBA students and past graduates. Results of these studies suggest that students of MBA modules and MBA graduates perceive the quality and effectiveness of online education to be similar to, if not higher than, the quality and effectiveness of traditional modules and programmes.

The purpose of this paper is to examine the determinants of learners' satisfaction with a new blended learning method, namely online video presentations.

The study tests the proposed model using responses from 353 students who were exposed to the new method. Regression analysis was used to test the hypotheses.

The results show that both the perceived social (e.g. reduction in comparison bias) and utilitarian (e.g. presentation originality) benefits increase satisfaction with the online video presentation method, from both the creator's and the learner's perspectives.

This study provides several guidelines to instructors employing blended learning methods, as well as designers of platforms that enable blended learning.

This study provides a model to understand the determinants of learners' satisfaction with a new blended learning method. It looks at these determinants from both the content creators' perspective and the content viewer's perspective.

The purpose of this paper is to evaluate the impact of corporate culture (CC) and hedonic motivation (HM) on the adoption of an information system (IS) inside a Moroccan company. To do so, the authors have combined and merged the “unified theory of acceptance and use of technology 2” along with the “Nguyen and Aoyama’s model” that covers the subject of CC. Later, the authors tested the research model within a Moroccan company.

In the present work, the authors used a quantitative analysis approach. Survey data were collected through oral interviews and analysis was performed based on the “partial least square” method, over a 94 sample of direct IS users.

The findings of the present investigation demonstrate the reliability and the validity of the established measurement model. Concerning the structural model, results support all hypotheses but with different effect size. The conclusion that can be extracted from this study is that CC and HM are important factors in the adoption process within the Moroccan firm.

This study enhances the understanding of the major factors affecting the adoption of an IS in a developing country. While several studies on adoption have been conducted, this study’s originality and contribution lays in the examination of the rarely evaluated factors: HM and CC.

The purpose of this study is to identify seminal research works on distance and online learning that have had significant impact on the domain.

The authors used the SCOPUS database for this study as the data source, and a well-defined search strategy retrieved the items for analysis. First, the authors identified the h-index (n = 207) of the discipline to determine the threshold for listing the top works. The authors critically analysed these classic publications using several bibliometric parameters to present the analysis. To understand the primary focus of the classic research works, the authors also carried out a keyword cluster analysis using VOSviewer.

While the USA produced maximum classic research, authors from Canada have maximum research visibility in terms of citations (n = 474.06). Canada also received the highest value of RCI (1.30), followed by Taiwan and Australia. The majority of the classics are published in 67 scientific journals. Of these, Computers and Education published the highest number with a quarter of the total citations (n = 19,403). Although e-learning was the nucleus of the research theme, the authors observed that students, learning systems, online learning, blended learning, learning management systems and computer-aided instructions dominated their influence in the research cluster.

To the best of the authors’ knowledge, this is the first of its kind work in the field of distance and online learning. Findings of this study would be useful to faculty, researchers and students in the discipline to focus on the seminal works and understand their implications better in the context of the growing significance of the discipline.