Management Learning最新文献_第5页

‘Maybe one way forward’: Forging collective collegiality in the neoliberal academy “也许有一条前进的道路”:在新自由主义学术界打造集体合作

IF 2.4 3区管理学

Management Learning Pub Date : 2023-07-03 DOI: 10.1177/13505076231181670

Simone Faulkner, Mihajla Gavin, N. Hassanli, Anja Hergesell, P. Jasovska, E. Kaya, A. Klettner, J. Small, Christopher N Walker, R. Weatherall

{"title":"‘Maybe one way forward’: Forging collective collegiality in the neoliberal academy","authors":"Simone Faulkner, Mihajla Gavin, N. Hassanli, Anja Hergesell, P. Jasovska, E. Kaya, A. Klettner, J. Small, Christopher N Walker, R. Weatherall","doi":"10.1177/13505076231181670","DOIUrl":"https://doi.org/10.1177/13505076231181670","url":null,"abstract":"Tension between individual and communal interests is endemic in neoliberal universities. As a group of 10 academics from a Business School in an Australian University, we employed the collective research method of memory-work to investigate how collegiality is experienced and learnt by academics. Although collegiality is employed to enable productivity and efficiency in the neoliberal university, our diverse yet intersecting experiences of collegiality diverged from this institutional construct. We shared and explored our memories of collegiality together during the COVID-19 pandemic and learnt how collegiality emerges through acts of care which produce feelings of support, visibility, and equality, thereby improving our wellbeing at work. We propose the concept of ‘collective collegiality’ as sitting alongside institutionalised notions of collegiality, representing a ‘counter space’ to performative notions of collegiality and enabling us to learn from each other how to navigate, survive, and even thrive, in the neoliberal academy. By enacting the lived experience of collective collegiality, we bring to light alternatives to neoliberal workplace ideals which may foster more organic, flexible workplaces and ways of working together.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46295813","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

Paradoxes of organisational learning in policing: ‘The truth, but not the whole truth, for everyone’s sake’ 警察组织学习的悖论:“为了每个人的利益，说出真相，但不是全部真相”

IF 2.4 3区管理学

Management Learning Pub Date : 2023-06-30 DOI: 10.1177/13505076231179540

L. Tomkins, A. Bristow

{"title":"Paradoxes of organisational learning in policing: ‘The truth, but not the whole truth, for everyone’s sake’","authors":"L. Tomkins, A. Bristow","doi":"10.1177/13505076231179540","DOIUrl":"https://doi.org/10.1177/13505076231179540","url":null,"abstract":"This article examines the complex and often contradictory dynamics of organisational learning through the lens of paradox. Based on a 4-year action research programme in policing, our findings reveal two key tensions relating to knowledge control (codification-discretion) and knowledge disclosure (transparency-occlusion). Casting paradox as an ‘ either/and’ relationship, we use these themes of control and disclosure to explore the interplay of learning (where actions either enable and inhibit learning) and emotion (where actions either reduce and increase anxiety). We consider how knowledge and learning are entangled in issues of emotional and institutional security, which operate at the threshold between public-service and public-served. In the psycho-politics of this relationship, the police attempt to safeguard either themselves from the anxiety of unwarranted blame and their communities from the anxiety of unmediated disclosure of the dangers of the world. From this perspective, we theorise organisational learning in policing as a paradox of either success and failure, either care and self-care and either potence and impotence. While grounded in policing, our reflections have a broader relevance for the ways in which knowledge tactics both shape and reflect relations between organisations and their key stakeholders, especially those based on the contingent and incongruous logics of service.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44067720","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

Is it all just melancholic pedagogy? Accelerationism and the future of critical management education 这一切都只是忧郁的教育学吗？加速主义与批判性管理教育的未来

IF 2.4 3区管理学

Management Learning Pub Date : 2023-06-30 DOI: 10.1177/13505076231180847

J. Hietanen, Sideeq Mohammed

引用次数: 0

Learning through games: Facilitating meaning-making in online exchanges 通过游戏学习：促进在线交流中的意义创造

IF 2.4 3区管理学

Management Learning Pub Date : 2023-06-30 DOI: 10.1177/13505076231183216

Ruth Cherrington, C. Manolchev, A. Alexander, Jessica Fishburn

{"title":"Learning through games: Facilitating meaning-making in online exchanges","authors":"Ruth Cherrington, C. Manolchev, A. Alexander, Jessica Fishburn","doi":"10.1177/13505076231183216","DOIUrl":"https://doi.org/10.1177/13505076231183216","url":null,"abstract":"Over 60 years of scholarship have been dedicated to describing meaning-making processes through which organisational learning occurs. Recently, researchers have considered the creation of shared meaning-making through prolonged and co-located interactions situated in the context of a community. The spread of hybrid working has had an adverse impact on several of these meaning-making processes, disrupting knowledge-sharing ecosystems and organisational learning overall. In this article, we explore ways of facilitating knowledge-sharing against such disruption. To maximise the efficiency of verbal communication, we introduce Basil Bernstein’s socio-linguistic approach of learning as the emergence and consolidation of verbal codes. We trial the LEGO® SERIOUS PLAY® method as a means of facilitating the emergence and consolidation of such verbal codes in five online workshops with manufacturing businesses. We find that the emergence of verbal codes can be facilitated through the use of the LEGO® SERIOUS PLAY® method. We also find that code consolidation is a much more spontaneous process, and we observe this in the final reflection stage of the workshops. Our study offers insights into the process of meaning-making in online exchanges and has implications for organisations seeking to manage hybrid or fully remote workforces, as well as the wider field of organisational learning.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46021205","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

Book review: Dramas of Dignity 书评：尊严的戏剧

IF 2.4 3区管理学

Management Learning Pub Date : 2023-06-10 DOI: 10.1177/13505076231171770

N. Slutskaya

引用次数: 0

Ducks, elephants and sharks: Using LEGO® Serious Play® to surface the ‘hidden curriculum’ of equality, diversity and inclusion 鸭子、大象和鲨鱼:利用LEGO®Serious Play®展示平等、多样性和包容性的“隐藏课程”

IF 2.4 3区管理学

Management Learning Pub Date : 2023-05-25 DOI: 10.1177/13505076231166850

C. Schwabenland, Alexander K. Kofinas

{"title":"Ducks, elephants and sharks: Using LEGO® Serious Play® to surface the ‘hidden curriculum’ of equality, diversity and inclusion","authors":"C. Schwabenland, Alexander K. Kofinas","doi":"10.1177/13505076231166850","DOIUrl":"https://doi.org/10.1177/13505076231166850","url":null,"abstract":"Despite widespread agreement on the importance of preparing management students for working in diverse organisations, there is evidence that this is often ignored or marginalised in formal curricula. Our article draws on the concept of the hidden curriculum to present the results of a project in which business school academics and support staff explored the ‘unthought knowns’ that influence how equality, diversity and inclusion are, or are not, engaged with in the classroom. Our data were generated during workshops using the LEGO® Serious Play® methodology in which participants built LEGO® models to develop their own understandings of equality, diversity and inclusion. The models, and the discussions about them, uncovered complexities and contradictions inherent within these topics, alongside significant levels of anxiety and fear. Our study makes two contributions: first, through the animal metaphors that featured in the models, we identify some of the anxieties that are generated by these topics which are likely to influence the hidden curriculum. Second, our innovative use of LEGO® Serious Play® contains important implications about the actual mechanism through which such insights can be ‘surfaced’ so that they become available for reflection and thought.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47269158","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

Moving from responsibility learning inaction to ‘responsibility learning-in-action’: A student-educator collective writing on the ‘unnoticed’ in the hidden curriculum at business schools 从责任学习不作为走向“行动中的责任学习”：一位学生教育工作者集体撰写的关于商学院隐性课程中“未被注意”的文章

IF 2.4 3区管理学

Management Learning Pub Date : 2023-05-13 DOI: 10.1177/13505076231164011

Uracha Chatrakul Na Ayudhya, Michelle Edmondson, America Harris, Fabien Littel

{"title":"Moving from responsibility learning inaction to ‘responsibility learning-in-action’: A student-educator collective writing on the ‘unnoticed’ in the hidden curriculum at business schools","authors":"Uracha Chatrakul Na Ayudhya, Michelle Edmondson, America Harris, Fabien Littel","doi":"10.1177/13505076231164011","DOIUrl":"https://doi.org/10.1177/13505076231164011","url":null,"abstract":"We are a student–educator writing collective that have come together outside the formal classroom to experiment with ‘writing differently’, imbued with a desire to enact collective resistance against ‘unnoticed’ and intentionally hidden aspects of the business school curriculum that condone, normalize and reproduce social injustice and inequalities. As students and educator located in the Department of Organizational Psychology at a UK-based business school, we see our non-traditional writing and inquiry through collective writing as a form of resistance against hegemonic scientific norms of knowledge production that dominate our discipline. We evoked Freire’s problem-posing education through a collective enactment of ‘responsibility learning-in-action’ by participating in regular ‘writing as resistance’ sessions, where we wrote around our lived experiences of the ‘unnoticed’ and intentionally hidden curriculum and responsibility learning in the same virtual space and time and then read aloud to one another. Our coming together through this practice (re)claims relationality and solidarity in the student–educator relationship, which is in itself a contribution to the topic of the intersections between responsibility learning and the hidden curriculum at business schools.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46793201","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: 1

In Praise of Shadows: Exploring the hidden (responsibility) curriculum 《赞美阴影》:隐性(责任)课程的探索

IF 2.4 3区管理学

Management Learning Pub Date : 2023-05-13 DOI: 10.1177/13505076231171371

T. Wall, M. Blasco, S. Nkomo, M. Racz, M. Mandiola

{"title":"In Praise of Shadows: Exploring the hidden (responsibility) curriculum","authors":"T. Wall, M. Blasco, S. Nkomo, M. Racz, M. Mandiola","doi":"10.1177/13505076231171371","DOIUrl":"https://doi.org/10.1177/13505076231171371","url":null,"abstract":"We frame this special issue on the hidden responsibility curriculum through the lens of Jun’ichirō Tanizaki’s 1933 essay, In Praise of Shadows, which recognises the subtlety, modesty and dignity of shadows that are highly prized in Japanese culture. We do this to embody the themes both present and absent from the seven articles in this special issue. The articles share flecks and flickers, suggesting that (1) salient things happen in the shadows when it comes to responsibility learning – for better or worse, (2) students can play a role in illuminating and challenging the shadow sides of learning environments and (3) discernible symbols provide navigational possibilities in the shadows. Our tribute to Tanizaki reflects both the involuntary absence, in our Special Issue, of contributions beyond dominant White, Northern European perspectives and the lack of methodological apparatus that can effectively capture the implicit, shadow side of educational life – and life beyond – that evades conventional academic approaches. We also share reflections from the shadows of our own curation of this special issue, as an invite to shine a light on how curational ecosystems might be reimagined.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43270802","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

An attempt to become an-Other critical scholar: Bridging as ‘activist performativity’ 尝试成为另一个批判性学者：作为“活动家表演性”的桥梁

IF 2.4 3区管理学

Management Learning Pub Date : 2023-05-12 DOI: 10.1177/13505076231167265

O. Alakavuklar

引用次数: 1

Lived rhythms as a ground for togetherness and learning in hybrid workspace 生活节奏作为混合工作空间中团聚和学习的基础

IF 2.4 3区管理学

Management Learning Pub Date : 2023-05-12 DOI: 10.1177/13505076231170173

H. Vesala

{"title":"Lived rhythms as a ground for togetherness and learning in hybrid workspace","authors":"H. Vesala","doi":"10.1177/13505076231170173","DOIUrl":"https://doi.org/10.1177/13505076231170173","url":null,"abstract":"Using Maurice Merleau-Ponty’s theory of the flesh as rhythm, this article examines how lived dynamics between embodiment and space construct distinct modes of togetherness and learning in working life. Workspaces are becoming increasingly hybrid collections of various physical and virtual spaces. Contemporary workspace ideals embrace openness and a collective ‘buzz’, but this can also be disorientating. This article examines how different spaces could be combined to create spatial rhythms that balance collective working and learning with more silent types of understanding and reflexivity. The article suggests that we need both intimate and open spaces, as well as transitional spaces in between, to nurture learning and togetherness. First, spatial withdrawal can help people to connect with their earlier work history and dreams, sustaining openness of perception. Second, rhythmic movements between different spaces create a transitional experience of different worlds overlapping and a fertile condition for immediate communities. The article suggests that both approaches to space can assist in opening personal registers that are often suppressed: imagination and lived past. This article illuminates how reflexively created hybrid spaces can support personal grounding, spur learning opportunities and actualise novel modes of being together.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42237174","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