Management Learning最新文献

{"title":"Embedding entrepreneurship education in non-business courses: A systematic review and guidelines for practice","authors":"E. Crișan, I. Beleiu, I. Salanță, Ovidiu-Niculae Bordean, R. Bunduchi","doi":"10.1177/13505076231169594","DOIUrl":"https://doi.org/10.1177/13505076231169594","url":null,"abstract":"The past decade has seen increased interest in entrepreneurship education outside business schools, driven both by changes in market demand and governmental policies. This has led to an expansion of embedded entrepreneurship education, where entrepreneurship is included as part of existing, non-business courses. Using the context-intervention-outcome-mechanism framework, we systematically review 33 cases of embedded entrepreneurship education programs to understand where, how, and with what outcomes such initiatives were implemented. Our analysis identifies four mechanisms, which explain how embedded entrepreneurship education functions: individual, team-based, organizational, and multi-organizational. Our analysis points to three key recommendations for embedded entrepreneurship education practice and three related avenues for future research: considering program scalability, intended outcomes and misaligned pedagogical models, and contextual diversity.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45864202","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}

{"title":"Do neutral hearts make the world go around? A eudaemonic turn in business curricula","authors":"Edwina Pio, Guillermo Merelo","doi":"10.1177/13505076231166764","DOIUrl":"https://doi.org/10.1177/13505076231166764","url":null,"abstract":"What does it take for business schools to reconnect with new cohorts of students and their societal expectations? One of the myriad barriers that universities face when addressing such a conundrum is widely given by a hidden – in plain sight – part of the educational curriculum: the principle of secularism adopted decades ago as a precondition of Western modernisation. We do not argue in favour of the adoption of religious forms of education or the design of religious-oriented curricula. Our argument is that within religious philosophies lies a rich inventory of knowledge that connects with millions of religious and non-religious people who are members of a diverse range of societies, organisations and businesses. We propose that a better integrated approach to business students’ development could draw from more human-centred methods of pedagogical design to which the concept of eudaemonia – what motivates people’s hearts and minds – is closely connected. This is particularly salient if we consider the enormous influence that business programmes have globally. This article contributes to the extant literature on business education and management learning by establishing clearer links and theoretical reflections between myriad scholarships concerned with addressing business schools’ connections with new cohorts of students in increasingly diverse societies.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48522692","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}

{"title":"Trojan horses: Creating a positive hidden (extra)curriculum through a Justice, Equality, Diversity and Inclusion (JEDI) initiative","authors":"Amir E. Keshtiban, Mark Gatto, Jamie L. Callahan","doi":"10.1177/13505076231162633","DOIUrl":"https://doi.org/10.1177/13505076231162633","url":null,"abstract":"In this paper, we describe a mechanism for subverting the institutional-level neo-liberal hidden curricula of responsibility learning in universities by using a positive hidden curriculum based on extra-curricular activities partnering staff and students. In our study, we leverage projects from an institution-sponsored Justice, Equality, Diversity and Inclusion (JEDI) initiative as notional ‘Trojan horses’ to instil within university students a more reflexive awareness of responsibility that they can take with them when they graduate. In delivering this positive hidden (extra)curriculum, staff are seemingly performing the formal agenda of the institution’s responsibility agenda while undermining its managerialist hidden curriculum by working in tandem with students. Our key findings – student reflection and voice – are evidence of the positive hidden curriculum implementation. Our contributions are twofold. First, we demonstrate that positive hidden curricula can serve as a tool of micro-activism to subvert managerialist hidden curricula. Second, we offer another dimension to Semper and Blasco’s interpersonal strategies for challenging the hidden curriculum by showing that collaborative projects between students and staff can be sites of a positive hidden (extra)curriculum. Collaborative initiatives such as the ones we describe in this article provide a tangible foundation for reconsidering creative and intrinsic approaches to responsible learning environments.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47699349","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}

{"title":"Homo responsabilis as an extension of the neoliberal hidden curriculum: The triple responsibilization of responsible management education","authors":"M. Fougère, Nikodemus Solitander","doi":"10.1177/13505076231162691","DOIUrl":"https://doi.org/10.1177/13505076231162691","url":null,"abstract":"In the responsible turn in business school education and management learning, the responsibility approach is proposed as a possible panacea against a hidden curriculum which leads to damaging business practice. The explicit promise of responsible management learning and education is that homo oeconomicus can be re-formed in the image of a responsible business subject, what we here call ‘homo responsabilis’. We explore how a business school curriculum centred on responsibility affects key subject positions such as consumer, employee, manager, entrepreneur, investor and leader. In three responsible management learning and education illustrations at our business school, we observe three layers of responsibilization of the individual: responsibilization for self-enhancement, responsibilization for economic prosperity and responsibilization for social and environmental sustainability. We find that these three layers of responsibilization impact business school subjects in several problematic ways: excessive moral burdening of consumers, overburdening of self-managing employees and fantasmatic gripping of prospective entrepreneurs. Our contribution to critical studies of responsible management learning and education is twofold: (1) we show how explicit responsible management learning and education curricula tend to extend the neoliberal HC, and (2) we complement studies calling for re-politicizing responsible management learning and education by suggesting transformative learning ways to generate explicitly ethico-political imaginations that can help in resisting individual responsibilization in business school education.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45534505","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}

{"title":"Book Review: The Triumph of Emptiness: Consumption, Higher Education, and Work Organization","authors":"R. Suddaby","doi":"10.1177/13505076231163860","DOIUrl":"https://doi.org/10.1177/13505076231163860","url":null,"abstract":"At the turn of the 19th century, American humorist Benjamin Franklin King became famous for a poem called The Pessimist in which he wrote “nothing to do but work, nothing to eat but food, nothing to wear but clothes, to keep from going nude.” King’s bleak poem evoked the disaffection of his generation that emerged from the chaos and trauma of the Civil War and expressed his grim worry that humanity may have reached the end point of human progress. I was reminded of King’s weary poem while reading Mats Alvesson’s The Triumph of Emptiness. Alvesson’s book analyzes the growing weight of modern organizational life. Each chapter of the text focuses attention on a particular aspect of how consumerism and modern management practices have eroded our sense of human progress. Alvesson methodically details our collective disenchantment with decaying standards of quality in higher education, work, professions, leadership, and organizations. Alvesson’s overarching thesis is that we have become absorbed into a lifeworld of commodity capitalism in which the “puffery of modern marketing has replaced the concrete and traditional aspects of economic exchange with illusory substitutes.” The result is an economy of persuasion where the superficial trumps the substantive and the spectacle subsumes the real. Ultimately, Alvesson concludes, we are left with the triumph of emptiness—a term that describes the alienation, disaffection, and disenchantment with the world that arises from the increasing rationalization of everyday life. The Triumph of Emptiness is organized into 11 chapters. The first chapter begins with the end. Here, Alvesson describes the unanticipated long-term effects of consumerism which are characterized by a heightened state of social comparison, which he terms a zero-sum game, a tendency toward a heightened sense of self, which he terms grandiosity, and an increasing erosion of our ability to understand the various ways in which we construct a sense of value, which he terms illusion tricks. The second chapter describes the causal source of the loss of value in society and our tendency toward social comparison. The perversity of social comparison is that we do it in order to feel good about ourselves, but it inevitably has the opposite effect. Social comparison, Alvesson reminds us, is the foundation of consumerism. The third chapter describes the ironic consequence of the loss of value that arises from a consumer culture that constantly demands social comparison—the loss of satisfaction that comes from 1163860 MLQ0010.1177/13505076231163860Management LearningBook Review book-review2023","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45807723","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}

{"title":"Flipping the normative: Developing and delivering a critical pedagogy for executive education in a UK business school","authors":"S. Mavin, J. James, N. Patterson, Amy Stabler, S. Corlett","doi":"10.1177/13505076231162717","DOIUrl":"https://doi.org/10.1177/13505076231162717","url":null,"abstract":"This article explores tensions when flipping the normative by developing and facilitating a programme-long critical pedagogy for executive education in a UK business school. Through a small-scale qualitative study with academics, we explore a critical pedagogy underpinning two executive MSc programmes and informing an Executive MBA. We demonstrate how the approach flips the normative by deviating from norms, doing the unexpected and disrupting ‘how things are understood and done around here’. Critical pedagogy is unusual, in opposition to traditional business school education. Programme-long critical approaches are rare. We explore tensions when flipping the normative through the following themes: power, control and trusting the process; vulnerability as strength and emotional risk; and academic privilege, precariousness and Othering. We make four contributions. First, we articulate a programme-long critical pedagogy in executive education, illustrating how this flips the normative. Second, we outline tensions and learning when facilitating a critical pedagogy. Third, through collective reflexivity, we reveal academics’ personal perspectives of facilitating critical pedagogy and its impact. Fourth, we theorize how recognizing vulnerability as strength is a pedagogical process that facilitates critical management and leadership education. We offer learning for future critical executive education and implications for practitioners, academics, business schools and universities to consider.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46591456","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}

{"title":"The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization","authors":"Simon M. Smith, Karen Cripps, Peter Stokes, H. Séraphin","doi":"10.1177/13505076231164018","DOIUrl":"https://doi.org/10.1177/13505076231164018","url":null,"abstract":"This article discusses whether, as academics, we are behaving irresponsibly in the manner in which we deliver the much-vaunted Principles for Responsible Management Education. The Principles for Responsible Management Education constitutes an association and ethos which seeks to promote and infuse responsible management education into business schools and organisations. RME seeks to, inter alia, surface and challenge hegemonic neo-liberal and capitalistic meta-narratives with a view to replacing these with more value-driven, ethical, sustainable and corporately socially responsible education in business schools and business. In our article, we propose a more complementary approach – one in which Principles for Responsible Management Education/RME might work in parallel with dominant capitalistic perspectives. We do this by considering the impact of the hidden curriculum, sustainability competencies and related symbolization (through rankings and accreditations) all within the paradox-explanatory framework of organisational ambidexterity. The argument proposes that a paradoxical approach is needed that is aligned with both the capitalist norms of business society and yet, achieves the more socially orientated United Nations Sustainable Development Goals. Business schools and Principles for Responsible Management Education can play an essential role in ensuring this happens. In essence, we hope to provoke thought, change and action towards the achievement of more socially and societally focused United Nations Sustainable Development Goals on which Principles for Responsible Management Education is predicated.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49602427","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}

{"title":"Immigrant academic mothers negotiating ideal worker and mother norms during the COVID-19 pandemic: Duoethnography as a co-mentoring tool for transformative learning.","authors":"Rajashi Ghosh,&nbsp;Sanghamitra Sonai Chaudhuri","doi":"10.1177/13505076211062900","DOIUrl":"10.1177/13505076211062900","url":null,"abstract":"<p><p>How are immigrant academic mothers negotiating the confounding terrains of work and family during the pandemic? How can they support each other in learning how to resist the prevalent notions of ideal working and mothering amidst the demanding schedule of working remotely and parenting? This study addresses these questions through sharing a narrative of how two immigrant mothers in academia challenged and began the journey of transforming their gendered work and family identities. Building on personal essays and 6 weeks of extensive journaling that reflected our positionalities and experiences of motherhood, work-life, and intersections between work and home during the pandemic, we offer a fine-grained understanding of how we helped each other as co-mentors to identify moments of our lived experiences as triggers for transformative learning. In doing so, we realized how duoethnography could be more than just a research methodology in helping us co-construct a relational space to empathize and challenge each other's perspectives about our roles as mothers and professors and the gendered nature of social forces shaping those roles.</p>","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10067899/pdf/10.1177_13505076211062900.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9289131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book review: The affective researcher","authors":"Ana Paula Lafaire","doi":"10.1177/13505076231160358","DOIUrl":"https://doi.org/10.1177/13505076231160358","url":null,"abstract":"","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46181530","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}

{"title":"Organization encounters a new virus: A cautionary tale of othering and (not) learning","authors":"Sally Riad","doi":"10.1177/13505076231152722","DOIUrl":"https://doi.org/10.1177/13505076231152722","url":null,"abstract":"The world’s dire experience with a new coronavirus has shown that the (re)organization embedded in managing a virus and knowledge on organization(s) and management are out of joint. This article entwines life story into reflections on the pandemic to illustrate how knowledge relations are afflicted by othering that constrains learning and facilitates the conditions of possibility for precarious pandemics. In doing so, the account scrutinizes both knowledge activities and domains of scholarship as it navigates tensions between the works of Latour and Foucault. The article is structured into four parts. Theoria focuses on the textual body and the politics of ‘willful blindness’ that segregate the ‘theoretical other’; Praxis addresses the human body, operational knowledge and the ‘everyday geopolitics of fear’ that heroicize the ‘essential other’; Regimen examines the social body, regulatory knowledge and the ‘political economy of truth’ that contests the ‘prescribing other’ and Poiesis addresses the global body, productive knowledge and the international geopolitics that distance the cultural and national other. Each activity poses relational tensions that confront organization which compel us to extend organizational scholarship in ways that facilitate its articulation with scholarship on the virus and invite us to approach knowledge on pandemic (re)organization as a joint cause.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111444","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}