Management Learning最新文献_第10页

Organizational learning through character-based judgment 通过基于性格的判断进行组织学习

IF 2.4 3区管理学

Management Learning Pub Date : 2022-06-23 DOI: 10.1177/13505076221100918

M. Crossan, Brenda Nguyen, Rachel E. Sturm, Dusya Vera, A. R. Ruiz Pardo, Cara C. Maurer

引用次数: 1

Navigating hope and despair in sustainability education: A reflexive roadmap for being with eco-anxiety in the classroom 在可持续发展教育中引领希望与绝望:课堂上生态焦虑的反射性路线图

IF 2.4 3区管理学

Management Learning Pub Date : 2022-06-23 DOI: 10.1177/13505076221098957

P. Skilling, Fiona Hurd, Marjolein Lips-Wiersma, P. McGhee

{"title":"Navigating hope and despair in sustainability education: A reflexive roadmap for being with eco-anxiety in the classroom","authors":"P. Skilling, Fiona Hurd, Marjolein Lips-Wiersma, P. McGhee","doi":"10.1177/13505076221098957","DOIUrl":"https://doi.org/10.1177/13505076221098957","url":null,"abstract":"In this article, we reflect on our experiences of teaching sustainability in management education in an emergent context of increasing and pervasive eco-anxiety. Our collaborative autoethnographic enquiry stemmed from the tensions we experienced in our desire to present a realistic view of the future to students, while still maintaining their (and our) sense of hope and agency. While sustainability in management education has long acknowledged the need to engage learners’ hearts and hands as well as their heads, the challenges of effectively integrating the emotional (heart) dimension in the classroom have remained under-explored in the literature. We develop the findings of our collaborative autoethnography into a framework that provides insights for educators navigating the range of emotional responses evoked in the sustainability in management education classroom. This framework acts as a roadmap, based around five spheres of practice, that will aid sustainability in management education educators in making more conscious and deliberate choices about their teaching practice within the complex context of eco-anxiety.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46966857","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: 3

Feeling your way as an occupational minority: The gendered sensilisation of women electronic music artists 作为职业上的少数群体，摸索自己的道路:女性电子音乐艺术家的性别敏感性

IF 2.4 3区管理学

Management Learning Pub Date : 2022-06-16 DOI: 10.1177/13505076221091625

Samantha Parsley

引用次数: 1

The fallacies of non-agility: Approaching organizational agility through a dialectical practice perspective 非敏捷性的谬误:从辩证实践的角度看待组织敏捷性

IF 2.4 3区管理学

Management Learning Pub Date : 2022-06-08 DOI: 10.1177/13505076221100924

Ryan Armstrong, Daniel Manitsky

{"title":"The fallacies of non-agility: Approaching organizational agility through a dialectical practice perspective","authors":"Ryan Armstrong, Daniel Manitsky","doi":"10.1177/13505076221100924","DOIUrl":"https://doi.org/10.1177/13505076221100924","url":null,"abstract":"<p>Complexity, paradox, tension, and contradiction are increasingly seen as permeating all aspects of organizational life. Yet despite ongoing advancement, both our understanding of the nature of complexity and how to use this increased appreciation of it in practice are still developing. In this spirit, this article considers organizational agility and how to achieve it. Here, current discussions of organizational agility have failed to sufficiently address the fundamental tensions inherent in learning stemming from conflicting goals and incentives, evident in an ongoing discussion of theory-informed approaches for bringing about organizational agility. In this article, we claim that incorporating a dialectical perspective of learning would provide a means of understanding the successes and failures of practices aimed at bringing about agility. We consider the maligned dialectic, four fallacious ways of thinking that hinder agility, and the extent to which these can be overcome. As evidence, we present a case of Agile implementation in which one of the authors acted as a consultant and involving a large-scale social change. Considering this from a dialectical perspective, we discuss ways that dysfunction in achieving agility might be reduced through disruptive interventions, such as Agile.</p>","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509056","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

Towards an aspirational future: Cultivating ontological empathy within the ethos of Management Learning 迈向理想的未来:在管理学习的风气中培养本体论同理心

IF 2.4 3区管理学

Management Learning Pub Date : 2022-04-01 DOI: 10.1177/13505076221085757

Ajnesh Prasad, M. Śliwa

{"title":"Towards an aspirational future: Cultivating ontological empathy within the ethos of Management Learning","authors":"Ajnesh Prasad, M. Śliwa","doi":"10.1177/13505076221085757","DOIUrl":"https://doi.org/10.1177/13505076221085757","url":null,"abstract":"As we write this editorial in January 2022, we look back on 2021 and we look ahead to another year of curating Management Learning together with a fantastic team of Associate Editors, a wonderful Editorial Assistant, a supportive publisher, and the community of International Editorial Board members, reviewers, and, of course, our readers. We have said ‘goodbye’ to 2021: another year replete with challenges and uncertainties, which, for this journal, has turned out to be very successful. Management Learning has continued to publish high quality, original, critical and reflexive scholarship on organisations and learning. Our 2-year impact factor has risen to 4.952. As a team, we have stuck together and grown closer. We were sad to see the term of Todd Bridgman as Co-Editor-inChief and Alexia Panayiotou as Associate Editor come to an end, and we thank them for the excellent and deeply committed work on leading and shaping this journal. At the same time, we are truly excited to welcome Ajnesh Prasad as the new Co-Editor-in-Chief of Management Learning. It is clear that 2022 has started for the journal on a high note and with a lot of enthusiasm, ambition and hope. We take this beginning of the new year — and the change in the composition of the team of Co-Editors-in-Chief – as an opportunity for reflection on our ethical commitments as Editors-inChief of Management Learning. What are we committed to as journal editors, especially while working under the current circumstances and given the institutional pressures of contemporary business schools? What does this mean to us? How do we put these commitments into practice?","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47595373","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: 7

Decolonizing journals in management and organizations? Epistemological colonial encounters and the double translation 期刊在管理层和组织中的非殖民化？认识论殖民遭遇与双重翻译

IF 2.4 3区管理学

Management Learning Pub Date : 2022-03-18 DOI: 10.1177/13505076221083204

Amon Barros, R. Alcadipani

引用次数: 17

Book review: The Routledge Companion to Organizational Diversity Research Methods 书评：组织多样性研究方法的Routledge Companion

IF 2.4 3区管理学

Management Learning Pub Date : 2022-03-16 DOI: 10.1177/13505076221082777

Ilaria Boncori

引用次数: 0

Arts-based methods in business education: A reflection on a photo-elicitation project 商业教育中以艺术为基础的方法:对一个摄影启发项目的反思

IF 2.4 3区管理学

Management Learning Pub Date : 2022-03-13 DOI: 10.1177/13505076221075046

G. Stavraki, Ioanna Anninou

{"title":"Arts-based methods in business education: A reflection on a photo-elicitation project","authors":"G. Stavraki, Ioanna Anninou","doi":"10.1177/13505076221075046","DOIUrl":"https://doi.org/10.1177/13505076221075046","url":null,"abstract":"This article addresses research calls to explore the theory and practice of arts-based methods in business and management education to better understand the learning processes and the ways of knowing that these methods generate. By focusing on photo-elicitation as a pedagogical tool, we problematize an insufficient focus of current discourses on its arts-based origins and revisit photo-elicitation from an arts-based perspective. Based on a reflective account emerging from our teaching experience with photo-elicitation as an assessment strategy, we provide a conceptualization of photo-elicitation as an (experiential) learning and teaching tool. This conceptualization teases out under-theorized elements (i.e. doing, power, multiple framing of meaning, audience) of the method and surfaces overlapping stages of a photo-elicitation learning process. We also offer novel insights into students’ encounters with the photo-elicitation method, thus illustrating the role of the method’s arts-based elements in understanding how learning occurs in such a context. Implications are also provided contributing to an understanding of the value of arts-based methods to the theory and practice of management education.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41262046","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: 2

Ideology, doxa and critical reflexive learning: The possibilities and limits of thinking that ‘diversity is good’ 意识形态、doxa和批判性反射性学习：“多样性是好的”思维的可能性和局限性

IF 2.4 3区管理学

Management Learning Pub Date : 2022-03-01 DOI: 10.1177/13505076221074632

M. Morillas, L. Romani

{"title":"Ideology, doxa and critical reflexive learning: The possibilities and limits of thinking that ‘diversity is good’","authors":"M. Morillas, L. Romani","doi":"10.1177/13505076221074632","DOIUrl":"https://doi.org/10.1177/13505076221074632","url":null,"abstract":"How can managers reach a critical position from which to develop more responsible management practices? The literature suggests that the answer lies in critical reflexive learning, explaining how reflexivity can detach individuals from the grip of harmful ideologies. We challenge this premise, according to which critical reflexive learning and ideology are counterposed, arguing instead that they need to be studied as intertwined. We build on the organizational ethnography of a firm promoting inclusive and responsible management, studying a programme for recruitment of highly skilled migrants. Exploring managerial learning achieved through this programme, we show how critique, reflexivity and learning are closely linked to the ideological system of beliefs that naturalizes the organizational order: the organizational doxa ‘Diversity is good’. This work makes the following three contributions to literature on critical reflexive learning: it stresses the currently overlooked interconnection between critical reflexivity and ideology, it shows how an ideological expression (doxa) both induces and simultaneously bounds managers’ engagement with critique, and it argues for the counterintuitive possibility that critique and change can be achieved through doxa. We answer our opening question – how to reach critique and responsible change – somewhat provocatively; through the adoption of a new ideology.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41903211","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

‘Maybe it’s culture and maybe it isn’t’: An ethnographic study of sensemaking, culture and performance in a multicultural team “也许是文化，也许不是”:一项关于多元文化团队中意义、文化和表现的民族志研究

IF 2.4 3区管理学

Management Learning Pub Date : 2022-02-26 DOI: 10.1177/13505076211070358

A. Means, Kate Mackenzie Davey

{"title":"‘Maybe it’s culture and maybe it isn’t’: An ethnographic study of sensemaking, culture and performance in a multicultural team","authors":"A. Means, Kate Mackenzie Davey","doi":"10.1177/13505076211070358","DOIUrl":"https://doi.org/10.1177/13505076211070358","url":null,"abstract":"Links between cultural diversity and team performance remain unclear despite extensive research. This study critiques essentialist ‘Input-Process-Output’ logics to focus on team members’ sensemaking. Using observation and interview data from an ethnographic study of an Indian-German team over an 18-month high-pressure project, we used thematic analysis and event sequencing to map sensemaking of culture and performance over time. Team members initially constructed a prospective frame linking stereotypes of cultural difference to performance, which plausibly explained problems while protecting identity. This frame proved resistant to updating. While overt conflict was avoided, the failure to confront difficulties closed down alternative explanations and prevented innovation and learning. Team performance was evaluated both positively and negatively reflecting ongoing ambiguity around performance. The role of culture in performance was only challenged post-project after time for reflection. The longitudinal, ethnographic approach enables this research to contribute to sensemaking by demonstrating the importance of prospective framing and highlighting the role of identity and plausibility in resisting updating frames. We argue that essentialist conceptions of the unequivocal positive or negative outcome of cultural diversity as ‘double-edged sword’ should be reframed to stress agency and the importance of facilitating conditions for learning in multicultural teams.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42452701","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