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| 2. |
- Berglund, Martina, 1963-, et al.
(författare)
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Scaling up and scaling down : Improvisational handling of critical work practices during the COVID-19 pandemic
- 2024
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Ingår i: Management Learning. - : SAGE Publications Ltd. - 1350-5076 .- 1461-7307. ; 55, s. 305-
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to explore improvisational handling of critical work practices during the COVID-19 pandemic and interpret these practices from a learning perspective. Based on an interview study with representatives of private, public and intermediary organisations, the study identified three different types of improvisational handling as responses to the pandemic crisis involving ‘scaling up’ and ‘scaling down’ critical work practices. By ‘scaling up’ and ‘scaling down’, we refer to practices for which, due to the pandemic, it has been imperative to urgently scale up an existing operational process or develop a new process, and alternatively extensively scale down or cease an existing process. The types of improvisational handling differed depending on the discretion of involved actors in terms of the extent to which the tasks, methods and/or results were given beforehand. These types of improvisational handling resulted in temporary solutions that may become permanent after the pandemic. The framework and model proposed in the article can be used as a tool to analyse and learn from the changes in work practices that have been set in motion during the pandemic. Such learning may improve the ability to cope with future extensive crises and other rapid change situations. © The Author(s) 2022.
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| 3. |
- 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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| 4. |
- 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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| 5. |
- Johnsen, Rasmus, et al.
(författare)
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Management learning and the unsettled humanities : Introduction to the special issue
- 2021
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Ingår i: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 52:2, s. 135-143
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Tidskriftsartikel (refereegranskat)abstract
- This special issue engages with the unsettling of the humanities to further explore its relevance for management learning and education. It explores how themes traditionally belonging to the humanities have spurred critical inquiry and raised theoretical issues within other disciplines, following the crisis of the classical humanist ideal as ‘the measure of all things’. It focuses on how the tensions resulting from this crisis can be constructively thematized in the field of management and organization studies, and how the unsettling of the humanities’ privileged access to studying the ‘especially human’ can be taken into the classroom. In this manner, the special issue engages with questions related to the Anthropocene, posthumanism and transhumanism, and raises issues concerning the human possibilities for knowing, learning and living in entangled ways. Additionally, it helps us understand the critical role of the humanities in making sense of the reciprocities between imagination, information and the human crafting of meaningful knowledge.
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| 6. |
- 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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| 7. |
- Kociatkiewicz, Jerzy, et al.
(författare)
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The ghost of capitalism : A guide to seeing, naming and exorcising the spectre haunting the business school
- 2022
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Ingår i: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 53:2, s. 310-330
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is both a pronouncement of doom and an offer of hope for the Western business school. Both come from the recognition that business schools are haunted and that the haunting spectre is none other than the capitalist ideology. We ground our thinking in the established rich 'ghostly' academic literature where the metaphor of the ghost is used to reveal the powerful agency of the unspoken-of and the unseen. Using three fictional ghostly tales as interpretive lenses, we make three arguments. First, we argue that capitalism is a ghost in the walls of the business school. Second, we suggest that capitalism's ghostly nature prevents the business school from offering a curriculum that serves more than the growth of financial capital. Third, we propose that naming of capitalism is integral to the exorcism of its ghost and the creation of curriculum that engages with the social and environmental challenges of our times.
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| 8. |
- 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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| 9. |
- 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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| 10. |
- 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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