Management Learning最新文献

{"title":"Challenging the hidden curriculum: Building a lived process for responsibility in responsible management education","authors":"P. Hibbert, A. Wright","doi":"10.1177/13505076221132981","DOIUrl":"https://doi.org/10.1177/13505076221132981","url":null,"abstract":"This essay argues that conceptualisations of responsibility in the responsible management education literature are generally superficial or unstated. We propose that this leads to practical understandings of responsibility being drawn from the hidden curriculum of socialised learning in the background of formal educational contexts. To disrupt this and enable critical thought and action, we argue for the integration of three perspectives that can be combined in a dynamic, lived process. First, we suggest that evidence-based management challenges us to seek out evidence to inform responsible management practice in ways that are thoughtful, critical and reflexive. Second, we argue that an interpretive approach employing philosophical hermeneutics connects responsibility to situated judgement about how we should interpret evidence available to us in the context of lived human experience in dialogue with others. Third, deconstruction reveals (aspects of) the ways in which the hidden curriculum constructs responsibility in the context of responsible management education texts and talk – and helps us to remain open to other possibilities. We integrate these three perspectives to arrive at a definition of responsibility as a lived process with implications for students, educators and the institutions they inhabit.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45609155","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":"I, strategist","authors":"Alex Wright","doi":"10.1177/13505076221122835","DOIUrl":"https://doi.org/10.1177/13505076221122835","url":null,"abstract":"An autoethnography is offered of a head of an academic department and middle manager writing a strategic plan he did not believe was necessary or would have any beneficial effects on colleagues wit...","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509047","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":"On forgiveness and letting go","authors":"M. Śliwa, Ajnesh Prasad","doi":"10.1177/13505076221132947","DOIUrl":"https://doi.org/10.1177/13505076221132947","url":null,"abstract":"In the aftermath of the COVID-19 pandemic, we have become acutely aware of the need to express and foster care for others – our students and our colleagues – as well as engage in self-care for ourselves. It has been well established in extant research that the working conditions and job characteristics in contemporary academic settings can be conducive to burnout (Watts and Robertson, 2011; Wray and Kinman, 2021), and that academics’ well-being (Prasad, 2022; Richards et al., 2016) and health (Berg et al., 2016; Hurtado et al., 2012) – and, in particular, mental health (Guthrie et al., 2017; Padilla and Thompson, 2016; Urbina-Garcia, 2020) – are often negatively affected as a result of stress related to increasing workloads, audits, performance management and metrics (Morrish, 2019; Morrish and Priaulx, 2020). In order to survive and thrive in academia, we urgently need to establish a new ethic of care – one which meaningfully attends to the needs of each other and ourselves. In the context of business schools, critical management scholars have highlighted the need for us to ‘relate to each other in accordance with an ethics of care’ (Butler et al., 2017: 474). Indeed, there are plenty of real-life examples of caring about, supporting and helping each other, both through ‘institutionalised’ channels – for instance, through professional development workshops held at conferences – and in more informal ways – in and through our daily working practice of ontological empathy (Prasad and Śliwa, 2022). Supporting another person and showing that they are cared for has benefits not only for the supported individual but also for the one who does the supporting. Indeed, being kind to the other is truly rewarding for the giver of kindness. And it is not, actually, that difficult. We are usually well capable of empathising with someone whom a party – either a specific person or, more generally, the ‘organisation’ – has treated unfairly and harmed. We do not wish to be apathetic bystanders; we want to, and often do choose to, stand on the side of equity and justice. There is, however, a caveat here: it is quite easy to empathise with someone when our own ego and professional interests are not at stake; when we are not directly involved as an injurious actor, in a situation in which someone else has been hurt or mistreated. When a colleague tells us about something bad that has happened to them and about someone else having done them wrong, we rarely question what they are","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48620280","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":"Authorising managers in management development?","authors":"M. Knudsen, M. Larsson, M. Mogensen","doi":"10.1177/13505076221112713","DOIUrl":"https://doi.org/10.1177/13505076221112713","url":null,"abstract":"This article explores the relationship between management and leadership development and leadership practice. Critical studies of management and leadership development programmes have mainly focused on such programmes as spaces for identity work and/or identity regulation. This article extends the literature by investigating the notion of organisation, the organisational view, in a large management and leadership development programme and how it works as a source of authority for the participating managers. Our inquiry is based on ethnographic studies of both an in-house management and leadership development programme in a large Danish public organisation and of the managerial practice of six participating managers. Drawing on a communicative constitution of organisations perspective, we analyse how the management and leadership development programme (re)produces a unitarist organisational text, an organisational view that assumes the members of the organisation have the same goals and perspectives. We further analyse how this organisational text shapes the authority relationships that managers engage in in their leadership practice. The article demonstrates how the unitarist organisational text fails in authorising participating managers as it clashes with the plurality of perspectives and interests in the organisation and is not recognised as a source of authority by employees and collaborators.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47593445","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":"Teaching management in the context of Grand Challenges: A pragmatist approach","authors":"C. Mailhot, Marc D. Lachapelle","doi":"10.1177/13505076221116991","DOIUrl":"https://doi.org/10.1177/13505076221116991","url":null,"abstract":"This article builds on the pragmatist approach of Grand Challenges to derive pedagogical strategies for management education, especially for courses that aim to prepare students to face the unprecedented context of multi-crises. The notion of Grand Challenges, used to frame the multiple problematic situations that characterize the context, echoes the flourishing literature on responsible management learning and education, which claims an urgent need to rethink management education to deal with issues of increasing inequality, human rights, and climate change. The responsible management learning and education literature encompasses three pedagogical approaches, including a pragmatist approach. We rely on Dewey’s pragmatist philosophy of education to enrich this approach and develop pedagogical strategies for preparing students to intervene in the context of Grand Challenges. We suggest a view of knowledge as tool for transformation and of the classroom as a community of inquiry working to intervene in problematic situations. We illustrate the strength of these pedagogical strategies through an account of an educational experience in a course of Design and Management of Social Innovation.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45344106","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":"Beyond the entrepreneur: A study of entrepreneurial learning from a social practice perspective working with scientists in West Africa","authors":"Joana Pais Zozimo, A. N-Yelkabong, N. Lockett, L. Dada, Sarah L. Jack","doi":"10.1177/13505076221111399","DOIUrl":"https://doi.org/10.1177/13505076221111399","url":null,"abstract":"This article contributes to extending the current conceptualisation of entrepreneurial learning by challenging the assumption that entrepreneurial learning is solely embodied in the entrepreneur. Entrepreneurial learning is an emergent trend that involves a developmental approach to learning in acting on opportunities and experiences. We apply a social practice theory to entrepreneurial learning to advance understanding of the value of entrepreneurial thinking towards informal, experiential and aspirational learning. We position entrepreneurial learning within the social learning and social practice literature in the (1) alternative formats to formal learning, and (2) implications of entrepreneurial learning, as a social practice, for management learning and entrepreneurship education research. Based on a qualitative empirical analysis of a co-created entrepreneurial learning programme for ‘Stimulating Entrepreneurial Thinking in Scientists’, this study shows that entrepreneurial thinking can be expanded beyond the entrepreneur, and developed by others such as science, technology, engineering and mathematics scientists. With the drive for individuals to become entrepreneurial in their everyday practices, our study contributes towards extending the conceptualisation of entrepreneurial learning through insights from social practice theory. In addition, by understanding the value of entrepreneurial thinking, particularly via non-formal and informal approaches to learning, our research expands underexposed issues of entrepreneurial learning across diverse audiences, contexts and disciplines.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42223393","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":"Disjunctions in the context of management learning: An exemplary publication of narrative fiction","authors":"B. Américo, S. Clegg","doi":"10.1177/13505076221111489","DOIUrl":"https://doi.org/10.1177/13505076221111489","url":null,"abstract":"Management Learning is a centre of scholarship, and thoughtful scholars strive to achieve exemplary publications – those that make a difference to both theory and practice as well as being frequently cited. Adopting the poststructuralist idea that scientific texts are literary constructions, applying this focus to translation and diffusion effects of a noted exemplar, this methodologically focussed article contributes an empirical method accounting for disjunctions in the context of management learning. We conceptualize disjunctions as differences and disconnections inhering in alternative bodies of knowledge produced about organizations and organizational practices. We do this by proposing a methodological tool embracing history for gaining insight from exemplary publication that allows students and investigators to increase the quality of their research papers. The contribution is explained in terms of two descriptive methodological concepts used to collect and analyse data, namely, style and modality. Using Jermier (1985) as an exemplary publication, we describe its context/origins, the use made of its ideas and the disjunctions that have arisen in the context of management learning. These result from the impact of the paper on the thinking of authors, as shown by subsequent networks of citations. The empirical method demonstrates how certain conceptions of narrative fiction have been used in Management and Organization Studies, in the form of emergent problems in the relationships produced connecting writer, reader and subject.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46680695","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":"Creating a lean mind-set: Change of practice towards early treatment","authors":"Ole Andreas Haukåsen, Inge Hermanrud","doi":"10.1177/13505076221122152","DOIUrl":"https://doi.org/10.1177/13505076221122152","url":null,"abstract":"This paper reports the findings of a qualitative study on lean implementation viewed as an organisational learning process. By using a scaffolding framework, we investigate the ways in which human resource development facilitates learning among clinicians. This study contributes to the temporary role of human resource development in learning processes within multi-disciplinary professional groups. We identify scaffolding activities from which we have identified three human resource development practices: phase 1 – cognitive scaffolding, in which human resource development acts as a ‘mindsetter’ that aims to motivate the learning of lean in relation to the clinicians’ practices; phase 2 – peer-to-peer scaffolding through ‘doing’ lean, in which human resource development performs the role of an ‘experience creator’ who creates knowledge engagement between peers – in order to put lean into practice; and phase 3 – fading of the scaffolding, in which human resource development performs the role of a ‘delegator’ who transfers the responsibility to the clinicians to promote learning. This contributes to our understanding of how knowledge is negotiated in a multidisciplinary context. We contribute to the learning literature by emphasising how learning trajectories are initiated by learning initiatives, highlighting the role limitations of human resource development in this context, and demonstrating how a new learning tension arises between different versions of ‘lean’ in the organisation.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46545390","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 role of professional elites in shaping management practice: How the old mentalities condition the adoption of new management ideas","authors":"H. Seeck, A. Kantola","doi":"10.1177/13505076221111008","DOIUrl":"https://doi.org/10.1177/13505076221111008","url":null,"abstract":"This study explores how the adoption of management ideas is conditioned by wider macro-level mentalities that are not company based but that instead reflect professionally or nationally rooted ways of managing. Drawing from studies on professional mentalities and practices, we study Finnish top executives working in globally operating multinational corporations in the metal and forestry industries, showing how, starting in the 1980s, they adopted new management practices during the rise of globalisation, market liberalisation and post-Fordism. Altogether, a traditional engineering mentality strongly conditioned the dissemination of new management ideas, which needed to adapt with the existing mentality. As a result, we find three ways of management idea dissemination: (a) new ideas had to fit in with the old business elite mentality, (b) new ideas were side-lined and belittled by the old mentality and (c) new ideas were smuggled into management by reframing and widening the old mentality. By extending Guillén’s work on elite mentalities, the study contributes to the research on management ideas by exploring the role of societal macro-level mentalities in management learning, highlighting their role in times of societal transformation.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41401384","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":"Sensuous intoxication: Learning from bodies in organisational ethnography","authors":"W. McConn-Palfreyman, Anita Mangan, P. McInnes","doi":"10.1177/13505076221112653","DOIUrl":"https://doi.org/10.1177/13505076221112653","url":null,"abstract":"An increasing number of management articles have focused on embodied ethnography in terms of either understanding other bodies at work or how our own bodies as researchers inform knowledge. In advancing this latter approach, we argue for an embodiment that sensually intoxicates our bodies, enabling new forms of learning to emerge. To grow this understanding, we draw on Maurice Merleau-Ponty’s concept ‘le schéma corporel’, a shared physiognomy of the senses. This concept informs a corporeal methodology which details three organisational depictions that emerge from a season long immersion in a professional rugby team. We illustrate how the Will was corporeally apprenticed in this setting through an understanding of the body as situated, emotional and physical. The article concludes by suggesting it is the researcher’s own body that is the site of learning, providing a sense to the reader of the pain, touch and sound of professional rugby.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48610022","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}