| 1. |
- Kociatkiewicz, Jerzy, et al.
(författare)
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Longing as learning, learning as longing : Insights and improvisations in a year of disrupted studies
- 2023
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Ingår i: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 54:1, s. 35-55
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Tidskriftsartikel (refereegranskat)abstract
- Whether a harbinger of a new era or an anomaly, the year 2020 confronted students and teachers alike with the necessity of reassessing and reformulating teaching and learning possibilities and practicalities. In this very subjective text, we examine some of our own experiences of higher education under lockdown and physical distancing conditions. In an apparent paradox, the changed conditions simultaneously added more stress and uncertainty to the students' learning process while also providing the learners with more confidence to question the established norms. Against the background of ongoing systemic collapse, we explore our own and our students' stories and poems chronicling learning in a time of crisis and constraint. Drawing on critiques of modern consumer capitalism underpinning management education, we use the experience of a ruptured semester to propose a reinterpretation of management learning as rooted in the paradoxes of desire and longing: for success, career, but also for enlightenment, revelation, social change and togetherness. We ask the reader to embrace the poetic and libidinal aspects of desire and longing as central to the transformative potential of the learning encounter and propose to reconstitute the basis for education as rooted in desire and longing: for contact, for learning, for revelation.
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| 2. |
- Maria, Grafström, 1978-, et al.
(författare)
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Embracing the academic–practice gap : Knowledge collaboration and the role of institutional knotting
- 2023
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Ingår i: Management Learning. - 1350-5076 .- 1461-7307.
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Tidskriftsartikel (refereegranskat)abstract
- Collaboration between academia and practice is crucial for addressing complex societal challenges and generating new knowledge. However, bridging the perceived gap between these two domains has proven challenging due to differences in language, expectations, and time horizons. In this article, we question the usefulness of framing these differences as a gap and explores alternative approaches to fostering academic–practice collaboration. With the help of organizational institutionalism and theory on configurational boundary work, we propose the concept of “institutional knots” to temporarily ease tensions and reconcile differences between researchers and practitioners. Drawing on two case studies, we examine how temporary knotting activities can support and enable collaboration without undermining participants’ distinct expertise and professional roles. By embracing and understanding the gap from such a perspective, we argue that institutional knots provide an alternative metaphor and valuable framework for organizing and managing academic–practice collaboration. The findings contribute to the literature on how collaborations may be organized by offering a complementary understanding of the gap metaphor and providing practical insights for researchers and practitioners seeking to navigate and leverage their differences.
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| 3. |
- Morillas, Miguel, et al.
(författare)
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Ideology, doxa and critical reflexive learning: The possibilities and limits of thinking that 'diversity is good'
- 2023
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Ingår i: Management Learning. - : SAGE Publications (UK and US). - 1461-7307 .- 1350-5076. ; 54:4, s. 511-530
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Tidskriftsartikel (refereegranskat)abstract
- How can managers reach a critical position from which to develop more responsible management practices? The literature suggests that the answer lies in critical reflexive learning, explaining how reflexivity can detach individuals from the grip of harmful ideologies. We challenge this premise, according to which critical reflexive learning and ideology are counterposed, arguing instead that they need to be studied as intertwined. We build on the organizational ethnography of a firm promoting inclusive and responsible management, studying a programme for recruitment of highly skilled migrants. Exploring managerial learning achieved through this programme, we show how critique, reflexivity and learning are closely linked to the ideological system of beliefs that naturalizes the organizational order: the organizational doxa 'Diversity is good'. This work makes the following three contributions to literature on critical reflexive learning: it stresses the currently overlooked interconnection between critical reflexivity and ideology, it shows how an ideological expression (doxa) both induces and simultaneously bounds managers' engagement with critique, and it argues for the counterintuitive possibility that critique and change can be achieved through doxa. We answer our opening question - how to reach critique and responsible change - somewhat provocatively; through the adoption of a new ideology.
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| 4. |
- Zozimo, Joana Pais, et al.
(författare)
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Beyond the entrepreneur: A study of entrepreneurial learning from a social practice perspective working with scientists in West Africa
- 2023
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Ingår i: Management Learning. - : SAGE Publications (UK and US). - 1461-7307 .- 1350-5076. ; 54:5, s. 802-824
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Tidskriftsartikel (refereegranskat)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.
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