Journal of Management Education

Aims & Scope

The Journal of Management Education (JME) encourages contributions that respond to important issues in management education.

The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education?

Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies.

Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc.

We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.6
2024	2.50

SJR (SCImago Journal Rank)

Year	Value
2024	0.765

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	65

Journal Rank

Year	Value
2024	7188

Journal Citation Indicator

Year	Value
2024	413

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Business, Management and Accounting and Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• On Becoming a Critically Reflexive Practitioner

  Citation: 431

  Authors: Ann L.

• Virtual Classroom Characteristics and Student Satisfaction with Internet-Based MBA Courses

  Citation: 367

  Authors: J. B.

• A Structural Equation Model of Predictors for Effective Online Learning

  Citation: 241

  Authors: Ronald B., Stanley D., J. B.

• Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference

  Citation: 209

  Authors: Donald R., Kim A., William S.

• Behind and Beyond Kolb's Learning Cycle

  Citation: 169

  Authors: Russ

• Critical Reflection and Management Education: Rehabilitating Less Hierarchical Approaches

  Citation: 164

  Authors: Michael

• Can’t We Pick our Own Groups? The Influence of Group Selection Method on Group Dynamics and Outcomes

  Citation: 141

  Authors: Kenneth J., Matthew, Dan, Lauren

• Virtual Classroom versus Physical Classroom: An Exploratory Study of Class Discussion Patterns and Student Learning in an Asynchronous Internet-Based MBA Course

  Citation: 136

  Authors: J. B.

• Cheating Among Business Students: a Challenge for Business Leaders and Educators

  Citation: 134

  Authors: Donald L., Linda Klebe

• Fostering Entrepreneurial Drive in Business Education: An Attitudinal Approach

  Citation: 120

  Authors: Juan, Ranjan, Nancy

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