| 1. |
- Alcaraz, Jose M., et al.
(författare)
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Film-making and management learning as (multimodal) design
- 2024
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Ingår i: Academy of Management Learning & Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 23:1, s. 61-87
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we advance the question: What are the semiotic (meaning-making) and learning opportunities offered by student-produced films? Our point of departure is a pedagogical project in which we invited management students to produce films on scalar issues related to global environmental change. Our analytical lens and our empirical findings (examined through a template analysis and a multimodal video transcription) help us make three contributions. First, we synthesize a new ontological and epistemological foundational "positioning" that portrays the nature of learning processes as revolving on meaning-making activities (a positioning that we have termed a performative, design-oriented multimodality). Second, we provide a framework that advances understanding of the "inner workings" of student film-making as resting on a triple engagement (cognitive-affective, behavioral, and relational), anchored on underpinning multimodal composing activities. These conceptual moves and empirical work allow us to distill several implications, or "provocations": film-making fosters radical openness in management learning curricula, gives new momentum to the instructor's role change ("from sage on the stage to guide on the side") and expands existing cultures of recognition around what gets valued and can be assessed as (signs of) learning. Third, we offer a pedagogical prototype containing practical teaching guidelines.
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| 2. |
- Alvesson, Mats, et al.
(författare)
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Beyond Formulaic Research: In Praise of Greater Diversity in Organizational Research and Publications
- 2013
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Ingår i: Academy of Management Learning & Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 12:2, s. 245-263
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Tidskriftsartikel (refereegranskat)abstract
- Prompted by persistent dissatisfaction with research and research publications in organization studies, we critically discuss the standardization of research and publications into formulaic patterns that constrain the imagination and creativity of scholars and restrict the social relevance of their work. Formulaic research involves extreme specialization, an incrementalist and ultra-cautious attitude toward theoretical contributions, formulaic methodologies, and a standardized article presentation targeted at very narrow and sympathetic academic communities. Formulaic research is attributed to the isomorphism that characterizes a wide range of academic practices. In the hope of galvanizing the field into transformation, we make a number of suggestions for alternative ideals and standards aimed at encouraging more diverse and imaginative ways of practicing and communicating organizational research. This is referred to as polymorphic research. We offer a number of concrete proposals to guide the practices of authors, reviewers, and editors. Polymorphic research, we argue, would reinvigorate the field of organizational studies and enhance its social relevance and impact.
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| 3. |
- Bevelander, Dianne, et al.
(författare)
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Ms Trust: Gender, networks and trust : Implications for management and education
- 2011
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Ingår i: Academy of Management Learning & Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 10:4, s. 623-642
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Tidskriftsartikel (refereegranskat)abstract
- Despite knowing how important social capital is and despite the fact that so much time, money, and attention is given to raising the status of women in managerial ranks, women have yet to achieve anything like equal status at the top level of organizational hierarchies. One factor that has received limited attention in the literature is that of differences in the way men and women network and that the way women network might not only disadvantage their own professional career progression but put other women at a disadvantage as well. This study explores this phenomenon and specifically looks at how social network size varies with level of trust between parties.
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| 4. |
- Butler, Nick, et al.
(författare)
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The Gray Zone : Questionable Research Practices in the Business School
- 2017
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Ingår i: Academy of Management Learning & Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 16:1, s. 94-109
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, the awareness of academic misconduct has increased due to high-profile scandals involving prominent researchers and a spike in journal retractions. But such examples of fabrication, falsification, and plagiarism (FFP) serve to obscure the less flagrant, more subtle cases of possible misconduct: what some have called “questionable research practices” (QRPs). Where FFP is seen as inherently negative, QRPs fall into an ethical “gray zone” between permissible and impermissible. We draw on semistructured interviews with business school scholars to explore the occurrence of QRPs. Prevalent QRPs include playing with numbers, playing with models, and playing with hypotheses. Scholars explain the existence of QRPs in three ways: the inadequate training of researchers, the pressures and incentives to publish in certain outlets, and the demands and expectations of journal editors and reviewers. We argue that a paradox is at work here: To live up to the positivist image of “pure science” that appears in academic journals, researchers may find themselves—ironically—transgressing this very ideal. Ultimately, this challenges the individualistic account of academic misconduct by drawing attention to the role played by institutional actors, such as academic journals, in encouraging forms of QRPs.
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| 5. |
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| 6. |
- Honig, Benson, et al.
(författare)
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The fox in the hen house : A critical examination of plagiarism among members of the academy of management
- 2012
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Ingår i: Academy of Management Learning & Education. - : Academy of Management Learning & Education. - 1537-260X .- 1944-9585. ; 11:1, s. 101-123
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Tidskriftsartikel (refereegranskat)abstract
- Research on academic plagiarism has typically focused on students as the perpetrators of unethical behaviors, and less attention has been paid to academic researchers as likely candidates for such behaviors. We examined 279 papers presented at the International Management division of the 2009 Academy of Management conference for the purpose of studying plagiarism among academics. Results showed that 25% of our sample had some amount of plagiarism, and over 13% exhibited significant plagiarism. This exploratory study raises an alarm regarding the inadequate monitoring of norms and professional activities associated with Academy of Management members.
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| 7. |
- Jané, Sophie, et al.
(författare)
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“Why’d You Wanna Study That?” A Process Model of the Under-Legitimation of a Research Topic
- 2018
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Ingår i: Academy of Management Learning & Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 17:4, s. 401-424
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Tidskriftsartikel (refereegranskat)abstract
- Legitimacy is a desirable evaluation that confers substantial benefits to the subject. Although there is recognition that certain research topics struggle to gain legitimacy, the process through which this struggle is sustained remains unclear. To shed light on these dynamics, we analyzed data from an interview study of 31 gender in management scholars located on five continents. We find that gender in management scholarship is granted varying degrees of exchange, procedural, and comprehensibility legitimacy by both academic and non-academic groups. In response to these conflicting legitimacies, gender scholars are subsequently subjected to multiple rhetorical delegitimation strategies by the dominant academic community. To explain how these dynamics persist, we outline an overall process model of the under-legitimation of a research topic comprising four components: value-incongruence, mixed-legitimation, delegitimation, and negative outcomes for the production and dissemination of knowledge. Further, we introduce the concept of privilege legitimacy to describe the distinctive legitimacy afforded to the research topic by male gender in management scholars. We discuss the theoretical and practical implications of the under-legitimation process and recommend that interventions are needed on the part of the dominant academic community to fully legitimate gender in management scholarship.
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| 8. |
- Krammer, Sorin M. S., et al.
(författare)
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An Ivory Tower of Babel? The Impact of Size and Diversity of Teams on Research Performance in Business Schools
- 2023
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Ingår i: Academy of Management Learning & Education. - 1537-260X .- 1944-9585.
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Tidskriftsartikel (refereegranskat)abstract
- Despite the prevalence of teams in research, there is a lack of a good understanding of how their size and diversity affects their performance. We develop a theoretical framework that distinguishes two dimensions of research performance for an academic paper: impact (i.e., subsequent citations) and prestige (i.e., ranking of the journal where research is published). We propose that, while larger teams will enhance linearly the impact of research, they will affect its prestige in a nonlinear fashion. We further contend that these effects will be moderated by knowledge and international diversity of the teams. We test these hypotheses using bibliometric data between 1990 and 2020 on more than 1.4 million papers and 18 million citation counts across 22 subfields in management. Our results confirm significant benefits for research impact from both team size and diversity, but also highlight drawbacks when teams become very large and heterogeneous. Moreover, we find a nonlinear positive effect of team size on research prestige that can be offset only by high levels of knowledge diversity. These findings are robust to a variety of proxies, controls, and estimation techniques, including instrumental variables and propensity score matching. We discuss practical implications for stimulating research performance in business schools.
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| 9. |
- Landström, Hans, et al.
(författare)
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The Social Structure of Entrepreneurial Education as a Scientific Field
- 2022
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Ingår i: Academy of Management Learning & Education. - Briarcliff Manor, NY : Academy of Management. - 1537-260X .- 1944-9585. ; 21:1, s. 61-81
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Tidskriftsartikel (refereegranskat)abstract
- Entrepreneurial education as a scientific field can be regarded as an emerging and growing area of research. In this study we pay particular attention to the community of scholars involved in entrepreneurial education. The aim of the paper is to explore how scholars within the field have integrated into larger scholarly communities. Based on a unique database and web-based responses from 313 entrepreneurial education scholars, we demonstrate that scholars within the field exhibit great variety in their scientific outlooks and appreciation of communication systems. However, we find that the field consists of four scholarly communities characterized by a specific combination of scholarly inspirations, favorite meeting places, and publication channels, of which three clusters are anchored in the field of entrepreneurship, and only one cluster shows a strong entrepreneurial education research identity. Finally, the results indicate a low consolidation across the scholarly communities, which highlights the need for reflections on how the field can achieve increased integration and cohesion in the future.
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| 10. |
- Rintamäki, Jukka, et al.
(författare)
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RESISTING WHILST COMPLYING? A CASE STUDY OF A POWER STRUGGLE IN A BUSINESS SCHOOL
- 2023
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Ingår i: Academy of Management Learning and Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 22:2, s. 257-273
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Tidskriftsartikel (refereegranskat)abstract
- Business school faculty are frequently faced with management practices they find objectionable. Reactions vary, but compliance and hidden resistance are common responses. In this paper, we seek to understand compliance and hidden resistance as responses to objectionable management practices in business schools. To explore this problem, we present a case study of a business school where a new dean brought about aggressive and abrupt managerialist changes toward which faculty were broadly hostile. Faculty eventually failed to resist these changes and ended up resorting to exits and workplace disengagement while complying with management expectations regarding work outputs. To make sense of compliance and hidden resistance as responses to objectionable management practices in business schools, we propose the following concepts: “mercenary mentality” and “resipliance” (a combination of expressing resistance attitudes to peers-and to self-and complying with management demands for work outputs). The presence of a mercenary mentality and the related tendency to resipliance-which we argue are both common in business schools-undermines the capacity for resistance against objectionable management practices at the workplace, reminding us that resistance is fragile and elusive.
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| 11. |
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| 12. |
- Skoglund, Annika, 1977-
(författare)
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Becoming Indigenous—Governing Imaginaries in the Anthropocene, by David Chandler and Julian Reid
- 2020
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Ingår i: Academy of Management Learning & Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 19:3, s. 425-428
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- With criticism of human superiority related to the Anthropocene, resilience is no longer recognized as enough. The human should be made more openly aware of its ecologically interconnected and dethroned state to give up on its last sense of ‘human’ autonomy, as critically exposed in the political science book under review: Becoming Indigenous, Governing Imaginaries in the Anthropocene (Chandler and Reid 2019). Following the political umbrage generated by calls for resilience (Evans and Reid 2014), Chandler and Reid show how the human still is configured to cope with complexity, but eerily capacitated with ‘indigeneity’ through the Anthropocene worldview. After resilience proponents erased beliefs in human capacities to secure itself and endorsed ‘an understanding of life as a permanent process of continual adaptation to threats and dangers’ (Chandler and Reid 2016: 53), this affirmation of vulnerability has been deepened by a revised sociability and ecological sensitivity based on the realization ‘that we are no longer separate, no longer in control, no longer not interested in other actors and agencies with which we cohabit’ (Chandler and Reid 2019:13).
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| 13. |
- Szkudlarek, Betina, et al.
(författare)
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The past, present and future of cross-cultural management education: the educators’ perspectives
- 2013
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Ingår i: Academy of Management Learning and Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 12:3, s. 477-493
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Tidskriftsartikel (refereegranskat)abstract
- In a series of interviews with leading cross-cultural management (CCM) educators, we examine the state of the CCM field within business education. We invited eight prominent scholars and executive educators to consider the following main questions: What is the role of cross-cultural management in business curricula? What challenges do we face teaching this material? How can we create an engaged learning environment with the diverse audiences we encounter in our classrooms, and what theoretical frameworks best support these efforts? Last, what is the future of cross-cultural management education? What changes and challenges can we expect? The learnings that emerged from our interviews are grouped around three main themes: the content of what we teach, our understanding of audiences with whom we work and their evolving expectations of cross-cultural management education, and the role, preparation, background and assumptions of the educators. This series of interviews contributes to highlight current trends in cross-cultural management education: a shift in content from knowledge to conditions of knowledge creation, a transition from monocultural audiences toward biculturals and global cosmopolitans, and finally, educators’ changing responsibility from providing knowledge to developing and honing responsible, tolerant, and resilient global citizens.
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| 14. |
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| 15. |
- Üsdiken, Behlül, et al.
(författare)
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Professional School Obsession : An Enduring Yet Shifting Rhetoric by U.S. Business Schools
- 2021
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Ingår i: Academy of Management Learning & Education. - : Academy of Management. - 1537-260X .- 1944-9585. ; 20:3, s. 442-458
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Tidskriftsartikel (refereegranskat)abstract
- Over the past two decades, prompted in part by a series of corporate scandals, different views have been voiced about why US business schools have purportedly lost their original ambition to become professional schools and, thus, making “management” a “true” profession and how it could be restored. This paper puts these debates into a longer-term perspective, by showing that these claims have been present for more than a century. The paper examines the evolving rhetoric of the protagonists and their critics over five periods, each marked by different contexts, which shaped the ambitions of schools of business to be recognized as professional schools. These claims, the paper shows, had a common thread for over one hundred years, which was the recurring reference to other professional schools, namely those of medicine and law, and at times engineering, which had already achieved the coveted status when US business schools first originated. What we ultimately argue is that, given the rhetorical nature of these claims, suggestions that business schools lost their way or ought to return to some idealized past are largely futile. Future discussions should therefore focus on purpose and power rather than profession.
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| 16. |
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