| 1. |
- Butler, Nick, et al.
(författare)
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Academics at play : Why the “publication game” is more than a metaphor
- 2020
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Ingår i: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 51:4, s. 414-430
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Tidskriftsartikel (refereegranskat)abstract
- It is increasingly common to describe academic research as a “publication game,” a metaphor that connotes instrumental strategies for publishing in highly rated journals. However, we suggest that the use of this metaphor is problematic. In particular, the metaphor allows scholars to make a convenient, but ultimately misleading, distinction between figurative game-playing on one hand (i.e. pursuing external career goals through instrumental publishing) and proper research on the other hand (i.e. producing intrinsically meaningful research). In other words, the “publication game” implies that while academic researchers may behave just like players, they are not really playing a game. Drawing on semi-structured interviews, we show that this metaphor prevents us, ironically, from fully grasping the lusory attitude, or play-mentality, that characterizes academic work among critical management researchers. Ultimately, we seek to stimulate reflection about how our choice of metaphor can have performative effects in the university and influence our behavior in unforeseen and potentially undesirable ways.
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| 2. |
- Engstrand, Åsa-Karin, 1971-, et al.
(författare)
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The power in positionings : A Foucauldian approach to knowledge integration processes
- 2020
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Ingår i: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 51:3, s. 336-352
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the role of relational power and discursive positioning in the knowledge integration process of an interdisciplinary project developing a steam turbine. As boundaries are an important focus of study for knowledge integration studies, more engagement is needed to not only map boundary work in the knowledge integration process, but also to acknowledge the role of power in this context. With help of governmentality and positioning theory, we show how power struggles are manifested as boundary work that both reinforces and undermines temporal and domain-specific boundaries. The study concludes that these reinforcements and underminings are central for our understanding of how knowledge integration develops. In addition, the study shed lights on the significance of the co-existence of domination and freedom in the project work. By acknowledging power relations and studying them as they are played out in discursive talk, the study contributes to an increased understanding of the nuances and intricacies of knowledge integration processes.
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| 3. |
- Laurell, Christofer, 1987-, et al.
(författare)
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Digitalization and the future of Management Learning : New technology as an enabler of historical, practice-oriented, and critical perspectives in management research and learning
- 2020
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Ingår i: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 51:1, s. 89-108
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Tidskriftsartikel (refereegranskat)abstract
- How are historical, practice-oriented, and critical research perspectives in management affected by digitalization? In this article, we describe and discuss how two digital research approaches can be applied and how they may influence the future directions of management scholarship and education: Social Media Analytics and digital archives. Our empirical illustrations suggest that digitalization generates productivity improvements for scholars, making it possible to undertake research that was previously too laborious. It also enables researchers to pay closer attention to detail while still being able to abstract and generalize. We therefore argue that digitalization contributes to a historical turn in management, that practice-oriented research can be conducted with less effort and improved quality and that micro-level data in the form of digital archives and online contents make it easier to adopt critical perspectives.
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| 4. |
- Zawadzki, Michal, et al.
(författare)
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Bullying and the neoliberal university : A co-authored autoethnography
- 2020
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Ingår i: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 51:4, s. 398-413
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to deepen the understanding of academic bullying as a consequence of neoliberal reforms in a university. Academics in contemporary universities have been put under pressure by the dominance of neoliberal processes, such as profit maximization, aggressive competitiveness, individualism or self-interest, generating undignifying social behaviours, including bullying practices. The presented story takes us – a junior academic and his conceptual encounterer – through our remembered experiences and field notes around a set of workday events in one European university reformed through managerial solutions as the object of the study. To do that, we employ co-authored analytic autoethnography to learn how neoliberal solutions reinforce paternalistic relationships as significant in career development, how such solutions enable the bullying of young academics and how neoliberalism in academia prevents young academics from contesting bullying. We are particularly interested in the bystander phenomenon: a person who shies away from taking action against bullying and thus strengthens bullying practices.
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