Management Learning最新文献

The sensuous governmentality of glitter: Educating managing women scientists with gleaming STEM Barbies 闪闪发光的感性政府：用闪闪发光的 STEM 芭比娃娃教育管理女科学家

IF 2.4 3区管理学

Management Learning Pub Date : 2024-09-19 DOI: 10.1177/13505076241269798

Jette Sandager

引用次数: 0

How do inclusive leaders emerge? A theory-based model 包容性领导者是如何产生的？基于理论的模型

IF 2.4 3区管理学

Management Learning Pub Date : 2024-09-15 DOI: 10.1177/13505076241269746

Michàlle E Mor Barak, Gil Luria, Kim C Brimhall, Mustafa F Özbilgin

引用次数: 0

The weaponization of plagiarism accusations in the era of anti-woke politics 反觉醒政治时代剽窃指控的武器化

IF 2.4 3区管理学

Management Learning Pub Date : 2024-08-15 DOI: 10.1177/13505076241269734

Ajnesh Prasad, Martyna Śliwa

引用次数: 0

Sex/gender inequity in management learning equals violence towards women 管理学习中的性/性别不平等等同于对妇女的暴力行为

IF 2.4 3区管理学

Management Learning Pub Date : 2024-07-26 DOI: 10.1177/13505076241260957

Ingeborg C Kroese

{"title":"Sex/gender inequity in management learning equals violence towards women","authors":"Ingeborg C Kroese","doi":"10.1177/13505076241260957","DOIUrl":"https://doi.org/10.1177/13505076241260957","url":null,"abstract":"With global crises and the rise of misogyny and sexism, progress regarding women’s equality is regressing. In these challenging times, management learning that aims to educate students and professionals on management skills, knowledge, and behaviours, should be deeply concerned with and committed to sex/gender equity; however, sex/gender equity continues to be assaulted in management learning. Exploring the concept of violence, this provocation essay posits that sex/gender inequity in management learning constitutes violence towards women in distinct ways. Violence implies an intense and harmful act and management learning institutions and organisations that do not address sex/gender inequity would be violators, instead of being merely unhelpful. Violence means that change can no longer wait. This essay acknowledges uncertainty and suggests that addressing sex/gender inequity in management learning calls for the sharing of best practices between academia and practice. The essay closes with three core questions that management learning institutions, designers and teachers/facilitators can ask themselves to rewrite their management learning programmes and end this violence towards women.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Responsibility as weight and space: An aesthetic (re)theorising of responsibility and responsible leadership development for youth 作为重量和空间的责任：从美学角度（重新）论述青年的责任和负责任的领导力培养

IF 2.4 3区管理学

Management Learning Pub Date : 2024-07-26 DOI: 10.1177/13505076241258034

Rhiannon Lloyd, Brigid Carroll, Leny Woolsey

引用次数: 0

Rescuing the Princess: How phronetic wisdom was learned and deployed on Britain’s railways 拯救公主英国铁路上如何学习和运用措辞智慧

IF 2.4 3区管理学

Management Learning Pub Date : 2024-07-26 DOI: 10.1177/13505076241259132

Nicola J Forsdike, Lynne F Baxter, J Stephen Town

{"title":"Rescuing the Princess: How phronetic wisdom was learned and deployed on Britain’s railways","authors":"Nicola J Forsdike, Lynne F Baxter, J Stephen Town","doi":"10.1177/13505076241259132","DOIUrl":"https://doi.org/10.1177/13505076241259132","url":null,"abstract":"Previous management learning research on phronesis or practical wisdom has focussed on its local, contextual application rather than its connection to wider ethical and political relationships. Drawing on a new materialities perspective that is helpful in theorising the interconnectedness of contextual practical knowledge and the greater good, this article suggests phronesis is learned by understanding relationships between materialities in different spaces over time. The article is based on a qualitative, longitudinal study of Operation Princess, an actual project that took place on mainland Britain’s railway. Through a composite fiction, we show how under nationalised organisation managers learned phronesis by becoming steeped in wider material relationships over time. Privatisation introduced a financialised perspective that was detached from wider material connections and produced unworkable plans. Operation Princess was rescued by managers who had developed a phronetic appreciation of the interrelationships between employees, trains, services and communities. They learned phronesis through an institutional lengthy formative process of becoming entangled in vital materialities, repeatedly experimenting and doing, supported by intermittent classroom learning. This is a very different approach to the commodified style of management development today which abstracts and condenses, undermining the development of practical wisdom.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Turning complexity into a Delight to the Mind: An integrative framework for teaching and learning complex reasoning 将复杂性转化为心灵的愉悦：复杂推理教学的综合框架

IF 2.4 3区管理学

Management Learning Pub Date : 2024-07-26 DOI: 10.1177/13505076241258932

Andrea Montefusco, Federica Angeli

{"title":"Turning complexity into a Delight to the Mind: An integrative framework for teaching and learning complex reasoning","authors":"Andrea Montefusco, Federica Angeli","doi":"10.1177/13505076241258932","DOIUrl":"https://doi.org/10.1177/13505076241258932","url":null,"abstract":"Compelling global challenges and the COVID-19 pandemic have multiplied calls for embedding complexity theory in management research and education to develop more effective analytical skills and organizational practices. Yet, educational curricula adopting complexity theory are still very sparse. This conceptual article explores the relationship between complex adaptive system (CAS) theory, individual and organizational learning, and sensemaking to inform a novel integrated framework for teaching and learning complex reasoning. We outline several cognitive challenges hindering the adoption of complex thinking in managerial settings, such as the tendency-to-simplify of reductionist thinking, the counterintuitive nature and continuous evolution of complex systems’ behavior, the difficulty of updating cognitive frames, and the tendency toward immediate decision-making. We thus propose the need for dynamic preparedness as a core competence for embedding complex reasoning in management learning and practice. Based on CAS core concepts, namely nonlinearity, feedback loops, system delays, path dependency, multiple interacting agents, and autopoiesis, we argue how dynamic preparedness can be nurtured through an abductive, situated educational approach, which develops intuition to sensemaking and the ability to recognize the boundary conditions of simplified models. The proposed framework provides a timely contribution to complexity-oriented education, crucial to increasing societal resilience toward future systemic crises.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The beautiful risk of participatory education: An empirical example of teaching strong sustainability 参与式教育的美丽风险：强可持续性教学的经验范例

IF 2.4 3区管理学

Management Learning Pub Date : 2024-06-24 DOI: 10.1177/13505076241258685

Gabriella Kiss, Alexandra Köves, Gábor Király

{"title":"The beautiful risk of participatory education: An empirical example of teaching strong sustainability","authors":"Gabriella Kiss, Alexandra Köves, Gábor Király","doi":"10.1177/13505076241258685","DOIUrl":"https://doi.org/10.1177/13505076241258685","url":null,"abstract":"The grand challenges of our times are seriously interlinked: ecological crises cannot be tackled separately from social problems. In the strong sustainability approach, a good life for all must be achieved within ecological boundaries. To respect the planetary boundaries, it is required to provide critiques for the current economic, social and political order and suggest concrete actions that may lead to strong sustainability transformation. Business schools must address these challenges and provide solutions through educational content and innovative teaching methods. In this article, we argue that participatory education is the appropriate tool to teach strong sustainability in business schools. Building on Paulo Freire’s critical pedagogy and Gert Biesta’s participatory education theories, we developed a theoretical framework to understand how these theories can strengthen strong sustainability education. Using the analytical framework, we explore the risks of participatory education in our Degrowth course and bring empirical examples of its impacts on students by analysing the reflection articles of 37 students. According to our findings, this particular type of education creates both positive emotions, like enjoyment and enthusiasm, and negative ones, like anxiety and helplessness.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Experiencing communality in collective activity: Four ways to generate sameness in differences 在集体活动中体验共性：在差异中产生同一性的四种方法

IF 2.4 3区管理学

Management Learning Pub Date : 2024-06-03 DOI: 10.1177/13505076241244787

Ann Louise Cunliffe, François-Xavier de Vaujany, Ella Hafermalz, Lucas Introna, Aurélie Leclercq-Vandelannoitte, Thijs Willems

{"title":"Experiencing communality in collective activity: Four ways to generate sameness in differences","authors":"Ann Louise Cunliffe, François-Xavier de Vaujany, Ella Hafermalz, Lucas Introna, Aurélie Leclercq-Vandelannoitte, Thijs Willems","doi":"10.1177/13505076241244787","DOIUrl":"https://doi.org/10.1177/13505076241244787","url":null,"abstract":"In this introductory article of the special issue ‘Experiencing communality and togetherness at work: Phenomenologies of a shared existence’, we suggest exploring the issue of sameness and differences at stake in collective activity. In a post-pandemic world of work, a weak sense of co-presence is fostered by hyper-individualization, fragmentation, liquidity, geo-political tensions and a widespread distrust of social institutions. In this context, communality is less than ever a given. In this context, we ask the following question: How can we experience communality together in collective activity while acknowledging our often profound differences? This essay and special issue address this question by investigating how sameness can be experienced in and through difference. Specifically, we do so by focusing on commons and the process of communalization as it has been explored in Management and Organization Studies. We propose a typology in which we specify four perspectives shedding light on four experiences of communality in collective activity through and beyond differences. This typology offers a lens to present the articles selected for this special issue, as well as generating implications for research and education in Management and Organization Studies.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141270614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leadership development and the politics of intentionality: A case study of organisational theatre 领导力发展与意向性政治：组织剧场案例研究

IF 2.4 3区管理学

Management Learning Pub Date : 2024-04-13 DOI: 10.1177/13505076241238390

Leny Woolsey, Brigid Carroll, Peter O’Connor

引用次数: 0