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Enumeration	Reference	Cover	Find
1.	Alvesson, Mats, et al. (author) Grandiosity in contemporary management and education 2016 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 47:4, s. 464-473 Journal article (peer-reviewed)abstract Contemporary practitioner and academic discourses of organizations and management have developed a tendency to discuss everyday organizational phenomena in overblown and remarkable ways. It is now commonplace to view organizations in terms of visions, missions, strategies, charisma, entrepreneurship, best practice and so on. A hyped-up language is becoming endemic to ordinary discussions of ordinary organizations doing ordinary things. This calls for some critical attention. One way of capturing this tendency to hype is through the idea of grandiosity that is taking over the ways mundane organizational phenomena are constructed and debated. In this essay, we argue that grandiosity is the product of the narcissism of our times, reinforced by contemporary consumerism; we suggest that grandiosity not only affects adversely critical reflection of organizations and management, but more importantly that it undermines organizational performance and learning.
2.	Baldessarelli, Giada (author) Design Ethnography : Research, Responsibilities, and Futures 2024 In: Management Learning. - : SAGE Publications Ltd. - 1461-7307 .- 1350-5076. ; , s. 1-3 Review (other academic/artistic)
3.	Berglund, Martina, 1963-, et al. (author) Scaling up and scaling down : Improvisational handling of critical work practices during the COVID-19 pandemic 2024 In: Management Learning. - : SAGE Publications Ltd. - 1350-5076 .- 1461-7307. ; 55, s. 305- Journal article (peer-reviewed)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.
4.	Berlin, Johan, 1975- (author) Book Review \| Alvesson, Mats., Sveningsson, Stefan (2008). Changing organizational culture: cultural change work in progress. London: Routledge 2011 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 42:2, s. 224-226 Review (peer-reviewed)
5.	Borg, Elisabeth, et al. (author) Liminality competence : An interpretative study of mobile project workers’ conception of liminality at work 2015 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 46:3, s. 260-279 Journal article (peer-reviewed)abstract This study focuses on individuals working under transient and mobile conditions and the specific competences that they develop to deal with such work conditions. The article examines a specific type of knowledge worker, namely, the mobile project worker who is employed by a technical consultancy but who performs work on various client projects together with members from client organizations. The overall aim of this article is to improve our understanding of the differences among people’s abilities to handle fluid and flexible work conditions. We elaborate on the notion of “liminality” to denote a particular element of flexible work conditions, which consists of continuous movement among assignments and of simultaneous engagement with several organizations. Based on qualitative and interpretative research involving a combination of interviews, diaries, and workshops, this article identifies three levels of specific “liminality competence” that mobile project workers develop to deal with liminality at work.
6.	Buchanan, David A., et al. (author) Surviving a zombie apocalypse : Leadership configurations in extreme contexts 2019 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 50:2, s. 152-170 Journal article (peer-reviewed)abstract What can the classic zombie movie, Day of the Dead, tell us about leadership? In our analysis of this film, we explore leadership behaviours in an extreme context - a zombie apocalypse where survivors face persistent existential threat. Extreme context research presents methodological challenges, particularly with regard to fieldwork. The use of films as proxy case studies is one way in which to overcome these problems, and for researchers working in an interpretivist perspective, 'social science fiction' is increasingly used as a source of inspiration and ideas. The contribution of our analysis concerns highlighting the role of leadership configurations in extreme contexts, an approach not previously addressed in this field, but one that has greater explanatory power than current perspectives. In Day of the Dead, we observe several different configurations - patterns of leadership styles and behaviours - emerging, shifting and overlapping across the phases of the narrative, each with radically different consequences for the group of survivors. These observations suggest a speculative theory of leadership configurations and their implications in extreme contexts, for exploring further, with other methods.
7.	Butler, Nick, et al. (author) Academics at play : Why the “publication game” is more than a metaphor 2020 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 51:4, s. 414-430 Journal article (peer-reviewed)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.
8.	Crevani, Lucia, 1977- (author) Organizational presence and place : Sociomaterial place work in the Swedish outdoor industry 2019 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 50:4, s. 389-408 Journal article (peer-reviewed)abstract The purpose of this article is to explore the relation between organizational presence and the place in which such a presence is enacted. To this end I mobilize Doreen Massey’s processual conceptualization of place as an event consisting of a bundle of trajectories. By following the presentification of a Swedish company, Fjällräven, in the natural environment in the North of Sweden during Fjällräven Classic, I show that the organization is not made present in place, but through place production. I propose the concept of place work to express the work done by representatives of the organization, but also by other humans and nonhumans, to make the throwntogetherness of the place result in a rather coherent and stable construction through which the organization is made present. Place work is therefore work through which organizational presence and place are recursively co-creating. The concept of place work expands what we can learn about the “where” of an organization when building on an ontology of performativity.
9.	Crevani, Lucia, 1977-, et al. (author) Performative narcissism : When organizations are made successful, admirable, and unique through narcissistic work 2017 In: Management Learning. - : SAGE Publications Ltd. - 1350-5076 .- 1461-7307. ; 48:4, s. 431-452 Journal article (peer-reviewed)abstract Dramatic stories of corporate crises appear in newspapers and magazines all over the world; one explanation offered by scholars has been that the affected organization suffered (literally) from narcissism. As responsible, ethical, non-narcissistic behavior is claimed to be crucial for management, the purpose of this article is to advance our knowledge about narcissism in organizations by developing an understanding of which organizational work enacts organizations as successful, admired, and unique. The dominant use of narcissism as a pathological condition limits the possibility to learn about organizing processes since it provides simplistic explanations. By introducing the notion of performative narcissism, we re-focus attention from the pathological condition of organizations to potentially pervasive organizational practices. Thus, we see that narcissistic work is a sociomaterial process not limited to organizational borders, but connecting and enrolling people, artifacts, animals, and places into mutually dependent, shifting, and composite assemblages that emerge through practices reproducing the organization as successful and unique.
10.	Czarniawska, Barbara, 1948 (author) Reflexivity versus rigor 2016 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 47:5, s. 615-619 Journal article (peer-reviewed)abstract Although both rigor and reflexivity are counted among scientific virtues, following these virtues in practice—whether the practice of management or the practice of research—is more complex than it might seem. In what follows, I discuss some of those complexities. © 2016, © The Author(s) 2016.
11.	Enberg, Cecilia, et al. (author) Exploring the dynamics of knowledge integration : Acting and interacting in project teams 2006 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 37:2, s. 143-165 Journal article (peer-reviewed)abstract This article investigates knowledge integration in product development projects. While much previous literature draws attention to the need for clearly specified goals, extensive knowledge sharing and close face-to-face interaction for activity and knowledge integration, alternative explanations are offered. The findings highlight the integrative capacity of individuals' experience and tacit foreknowledge of the stacker artefact, as well as the complementary role of meetings and ad hoc problem solving. The article proposes an iterative model of the individual/collective dynamics involved and calls attention to its economizing potential. More generally, it provides an example of how the issue of knowledge integration may be reformulated into a dynamic perspective, recognizing the intergenerational learning benefits that accrue. The conclusions extend the argument of Zollo and Winter by showing how different task-related learning mechanisms may be combined and obtain their integrative capacity within an iterative process. Copyright © 2006 Sage Publications.
12.	Engstrand, Åsa-Karin, 1971-, et al. (author) The power in positionings : A Foucauldian approach to knowledge integration processes 2020 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 51:3, s. 336-352 Journal article (peer-reviewed)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.
13.	Essén, Anna, et al. (author) The mutual constitution of sensuous and discursive understanding in scientific practice : An autoethnographic lens on academic writing 2013 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 44:4, s. 395-423 Research review (peer-reviewed)abstract The research process and production of scientific knowledge has traditionally been understood to be based on abstract analysis and intellectual capacity rather than physical and emotional resources, promoting an understanding of academic practice as a detached, non-emotional and objective activity. Lately, several researchers have bemoaned this lack of recognition of the bodiliness of our work. In this study, we attempt to address this gap by exploring and conceptualizing some of the ways in which the embodied dimensions of academic research practices are intertwined with the articulation of ideas in the writing of scientific texts. In order to pursue our aim, we draw on experiences explicated through an autoethnographic approach, including the generation of personal narratives and in-depth conversations with 18 researchers from different universities in Europe and the US. The article contributes to the sociology of science and academic literacy literature, by conceptualizing the interconnectedness between sensuous and discursive understandings in this context. With the advancement of this theoretical approach, we illuminate how scientific practice is bound up with emotional, embodied, material, social, political and institutional forces. We also challenge the dichotomy between ‘knowledge work’ or theoretical tasks on the one hand, and ‘body work’ or physical labor on the other.
14.	Fougere, Martin, et al. (author) Disclaimers, dichotomies and disappearances in international business textbooks: A postcolonial deconstruction 2012 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 43:1, s. 5-24 Journal article (peer-reviewed)abstract In this article, we draw on a postcolonial sensibility to deconstruct how culture is discussed in mainstream international business textbooks. Through this deconstruction we show: (1) how the initial disclaimers that call for cultural sensitivity can be seen as pointing to the opposite of what they claim, which leads us to question the cultural sensitivity notion from ethical and political standpoints; (2) how the cultural dichotomies that form the core of the discussions always tend to silence the suppressed 'other' features on each side, which leads us to point to the much more ambivalent nature of culture and the hybrid spaces that can be created through cultural translation; (3) how (colonial) history is conspicuously absent from the arguments about 'cultural' underdevelopment and thus haunts the text. We conclude the article by suggesting the development of alternative types of international business textbook material on culture.
15.	Furusten, Staffan, 1964- (author) Book Review of Scott, R & Christensen, S (eds), 1995, The Institutional Construction of Organizations 1997 In: Management Learning. - 1350-5076 .- 1461-7307. ; 28:2, s. 238-240 Journal article (peer-reviewed)
16.	Gherardi, Silvia, et al. (author) Caring as a collective knowledgeable doing : About concern and being concerned 2016 In: Management Learning. - : SAGE PUBLICATIONS LTD. - 1350-5076 .- 1461-7307. ; 47:3, s. 266-284 Journal article (peer-reviewed)abstract Care is not an innate human capacity; rather, it is an organizational competence, a situated knowing that a group of professionals enact while attending to their everyday tasks. We propose a post-humanist practice approach to reading care as a matter of concern for those producing care and for society at large. Care is framed as a collective knowledgeable doing', it is not an object or a quality that is added to work; rather, it is caring', an ongoing sociomaterial accomplishment. Through an ethnography in a nursing home for the elderly, we describe: (a) how caring was collectively performed in keeping a common orientation, (b) how caring was inscribed in a texture of practices, and (c) how a technological change in nutrition practice mobilized ethics as practice in situated decision-making. Since natural nutrition is being increasingly replaced by artificial feeding, we describe how the collective and organizational ethic of care with tube feeding is talked about in practice, in a front-stage situation and in the back-stage one. In this process, the duality of care as a matter of concern and as the process of being concerned by caring becomes visible.
17.	Gherardi, Silvia, et al. (author) Imagine being asked to evaluate your CEO ... : Using the constructive controversy approach to teach gender and management in times of economic crisis 2015 In: Management Learning. - : SAGE PUBLICATIONS LTD. - 1350-5076 .- 1461-7307. ; 46:1, s. 6-23 Journal article (peer-reviewed)abstract This article addresses the relationship between gender and management as intertwined discursive practices. Following a constructive controversial approach, we proposed to the students to complete a short story in which they have to give a feedback either to a fictitious female or to a male boss. The article has a dual aim since it offers a reflection on a teaching methodology suited to foster critical thinking in the classroom and analyzes the narratives so produced in search of what constitutes the students' idea of good management. In positioning men/women CEO within a narrative, students enact a moral order that evaluates management in society. Their narratives reveal how the economic crisis has undermined the positive image of the male manager, while femaleness is emphasized for its anti-managerial imaginary. Moreover, the idea of what constitutes good management is constructed around an idea of care for both male and female CEOs.
18.	Gherardi, Silvia (author) One turn ... and now another one : Do the turn to practice and the turn to affect have something in common? 2017 In: Management Learning. - : SAGE PUBLICATIONS LTD. - 1350-5076 .- 1461-7307. ; 48:3, s. 345-358 Journal article (other academic/artistic)abstract The turn to practice has been prominent in the community of Management Learning and still occupies an important place in the debate that approaches practice from the standpoint of learning and knowing. On considering how the turn to practice contributes to the ongoing conversation on post-epistemologies, one notes a convergence with another turn'. The turn to affect started more or less in the same years as the turn to practice, but the conversation between the two has not yet been fully articulated. I argue that both share a concern for (1) a relational epistemology, (2) the body and (3) sociomateriality. To show how they may interact, three vignettes are presented to illustrate their commonalities and how they try to produce in the reader an affective reaction. This article is also the outcome of an experimentation conducted with a visual writer during the Organizational Learning, Knowledge and Capabilities conference in Milan, and it proposes a reflection on the limits of representationalism.
19.	Gilmore, Sarah, et al. (author) Writing differently 2019 In: Management Learning. - : SAGE PUBLICATIONS LTD. - 1350-5076 .- 1461-7307. ; 50:1, s. 3-10 Journal article (other academic/artistic)abstract This special issue of Management Learning on 'Writing Differently' builds on a groundswell of resistance to 'scientific' norms of academic writing. These norms are restrictive, inhibit the development of knowledge and excise much of what it is to be human from our learning, teaching and research. Contributors to the special issue explore how, released from these restrictions, it is possible to touch vulnerable flesh and invoke new political and ethical practices. Through changing our norms of writing, we explore different modes of learning and change how and what we teach. By bringing the previously excised vast hinterlands of life and lives to the fore, we create the intellectual space to engender new ideas as well as more collaborative forms of learning. In so doing, we foster alternative conversations as to how we might constitute new, highly ethical and humanitarian organisations.
20.	Gronlund, Anders, et al. (author) Learning from Forgetting : An Experiential Study of Two European Car Manufactures 1998 In: Management Learning. - 1350-5076 .- 1461-7307. ; :1, s. 21-38 Journal article (peer-reviewed)abstract Innovative firms decentralize decision-making power to foster organizationallearning at the lower levels of the chain of command. However, abilities to capitalize onorganizational learning may be impeded by a concomitant process of organizationalforgetting. Empirical evidence concerning this process was gathered at the subsidiaries inSpain and Sweden of two large automobile manufacturing corporations. This evidenceshows the antecedents of organizational forgetting and how the process of forgetfulness occursafter a long Period of learning and success. It is argued that organizational structure andnational culture playa significant role in the relative success or failure of innovative projectsaiming at implementing organizational learning at the operational level.
21.	Hardless, Christian, 1977, et al. (author) Copernicus Experiencing a Failing Project for Reflection and Learning 2005 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 36:2, s. 181-217 Journal article (peer-reviewed)abstract In this article, we discuss an approach to initiate learning and improvement of practice related to complex business processes in corporations. The approach called PIER (Problem-based learning, Interactive multimedia, Experiential learning and Role-playing) uses interactive multimedia scenarios for role-playing in groups. We describe an action research project where PIER was applied as a large-scale competence development initiative in an industrial setting. The purpose was to facilitate experience sharing, discussion and reflection, with the intention of improving project management practices both at the individual level and the organizational level. The results of the evaluation present a situation where PIER supported organizational maintenance but failed to promote organizational change. Hence our study provides support for several key arguments in the debate about organizational learning; in particular, concerning the relationship between learning interventions and organizational development.
22.	Holmberg, Ingalill, et al. (author) Learning to become manager: The identity work of first-time managers 2019 In: Management Learning. - : SAGE Publications (UK and US). - 1461-7307 .- 1350-5076. ; 50:3, s. 282-301 Journal article (peer-reviewed)abstract Taking a managerial position involves not only taking on managerial tasks and responsibilities but also developing an identity as manager. Recent work on manager learning thus proposes that identity work is a significant part of learning to become manager. This work has, however, rarely focused on first-time managers and, despite the emphasis on process, has rarely examined identity work over time. Against this background, we present a longitudinal study of six newly appointed managers. Adopting a Ricoeurian perspective, we construct “small stories” to explore how they made sense of themselves and how to relate to others in light of new experiences in their everyday lives as nascent managers. The study provides insight into the process through which they were learning to become managers. Specifically, it highlights how the manager’s identity work oscillated over time by pointing to the ongoing dialectic between continuity and change, progress and stand-still, knowing and not-knowing, and excitement and despair.
23.	Holmqvist, Mikael (author) Complicating the Organization : A New Prescription for the Learning Organization? 2009 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 40:3, s. 275-287 Journal article (peer-reviewed)abstract As a result of their learning techniques, organizations tend to generate dominant behavior of either exploitation or exploration making a balanced attention to them hard to achieve. But how can the process through which this undesirable phenomenon develops be made more complicated? Largely this problem remains a neglected one in organizational learning theory. It is important to better understand how organizations can take measures to reduce the pathological effects that learning breeds. In this article I explore the idea of 'complicating the organization' in order to constrain organizations from becoming swiftly locked in learning behavior of excessive exploitation or exploration. I suggest that contemporary organizations should complicate their learning through various interorganizational collaborations. In interorganizational learning activities, organizations have the potential to learn slowly because of being poorly focused in their attention to their experiences. Hence, they may remain open to reflect upon their current operations. They will be learning, but not in a too simpleminded and myopic way by reducing the speed through which competency traps of exploitation and exploration develop.
24.	Johnsen, Rasmus, et al. (author) Management learning and the unsettled humanities : Introduction to the special issue 2021 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 52:2, s. 135-143 Journal article (peer-reviewed)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.
25.	Kociatkiewicz, Jerzy, et al. (author) Longing as learning, learning as longing : Insights and improvisations in a year of disrupted studies 2023 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 54:1, s. 35-55 Journal article (peer-reviewed)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.
26.	Kociatkiewicz, Jerzy, et al. (author) The body in the library : An investigative celebration of deviation, hesitation, and lack of closure 2019 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 50:1, s. 114-128 Journal article (peer-reviewed)abstract The unexpected, if still clichéd, discovery of a body in the library introduces Agatha Christie’s plot starring the genius amateur detective, elderly Miss Marple. We will use the same situation as the starting point of our article and investigation, promising both the unmasking of the culprit and the departure from the currently standard form of an academic text. In a self-consciously rambling and digressive text, we will touch on various issues relevant to writing what we consider good social science, and the difficulties in doing so. Firmly reaffirming the need for writing organization studies and social science in the narrative mode, we trace what we see as the decline in quality and joyousness of contemporary management journal articles, and attempt to demonstrate, both through narrative means and by more traditional academic reasoning, how and why it is important to embrace variety in the ways knowledge in the social sciences is constructed and communicated.
27.	Kociatkiewicz, Jerzy, et al. (author) The ghost of capitalism : A guide to seeing, naming and exorcising the spectre haunting the business school 2022 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 53:2, s. 310-330 Journal article (peer-reviewed)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.
28.	Kostera, Monika, et al. (author) Drinking from the waters of Lethe : A tale of organizational oblivion 2010 In: Management Learning. - : Sage. - 1350-5076 .- 1461-7307. ; 41:2, s. 187-204 Journal article (peer-reviewed)abstract This article is a reflection on organizational oblivion, viewed as an archetypical antonym of learning. The consequences of this kind of forgetting for organizational identity construction are described as a narrative project. We refer to the image of Lethe, an archetype of forgetting, to depict how forgetting directly affects the process of identity narrative construction. In this perspective, drinking from the waters of Lethe implies not just the loss of knowledge or memories of how things are done, but the loss of identity so that the individuals do not know who they are anymore. In this context, forgetting disrupts organizational narrative which ceases to be a coherent story and results in organizational identity loss.
29.	Kostera, Monika, 1963-, et al. (author) Grand plots of management bestsellers : Learning from narrative and thematic coherence 2016 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 47:3, s. 324-342 Journal article (peer-reviewed)abstract Barbara Czarniawska and Carl Rhodes have argued that managers and entrepreneurs oĕ en learn from popular culture. ă e dominant plots off er the accepted interpretations and guide for actions, whereas alternative plots, available but not most prominent, provide schemes for possible departures from the common wisdom. In this article, we propose that not only works of đ ction serve this purpose; powerful ideas derive also from popular management books, not only in terms of explicit content but also as what we term, in homage to Lyotard, the grand plots: structures of meaning not usually seen as the overt message of this article. We present the results of our classiđ catory reading of popular management books, interpreting them in terms of the tacit notions of narrative development and cohesion, emplotted in the background. ă e contribution of this article is to show the ways in which the grand plots of popular management books are used to achieve coherence in presenting the books’ total solutions for a variety of organizational problems and contexts. What their readers learn is not so much (or not just) how to manage but how to make narrative sense of management regarded as part of wider cultural context.
30.	Laurell, Christofer, 1987-, et al. (author) 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 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 51:1, s. 89-108 Journal article (peer-reviewed)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.
31.	Liff, Roy, 1951 (author) Ageing, organisations and management: Constructive discourses and critical perspectives 2018 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 51:5, s. 636-638 Review (other academic/artistic)
32.	Lindh, Ida, et al. (author) Critical event recognition : An extended view of reflective learning 2016 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 47:5, s. 525-542 Journal article (peer-reviewed)abstract This inductive case study extends existing reflective learning theory by introducing the concept of critical event recognition. We define this as the cognitive process through which individuals conclude that they are facing a critical learning point that demands a change of thoughts and actions. Extant theory has described reflection and learning as processes of interaction among an individual’s various experiences and has emphasized that critical events are important for these processes. Yet, theory has largely ignored how learners develop task-specific cognitions from such critical events when they lack previous task-specific experiences to which they can relate the reflection. This study proposes an extended perspective on reflective learning by shedding light on event recognition and by illustrating how cognitive development may progress when the individual has little prior experience with which to integrate the reflection from critical events
33.	Maria, Grafström, 1978-, et al. (author) Embracing the academic–practice gap : Knowledge collaboration and the role of institutional knotting 2023 In: Management Learning. - 1350-5076 .- 1461-7307. Journal article (peer-reviewed)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.
34.	Morillas, Miguel, et al. (author) Ideology, doxa and critical reflexive learning: The possibilities and limits of thinking that 'diversity is good' 2023 In: Management Learning. - : SAGE Publications (UK and US). - 1461-7307 .- 1350-5076. ; 54:4, s. 511-530 Journal article (peer-reviewed)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.
35.	Muhr, Sara Louise (author) The Feminine in Management Consulting: Power, Emotions and Values in Consulting Interactions 2009 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 40:5, s. 611-613 Review (other academic/artistic)
36.	Pantic Dragisic, Svjetlana, et al. (author) On the move to stay current: Knowledge cycling and scheduled labor mobility 2018 In: Management Learning. - : SAGE PUBLICATIONS LTD. - 1350-5076 .- 1461-7307. ; 49:4, s. 429-452 Journal article (peer-reviewed)abstract Technical consulting plays an increasingly important role in developing and transferring knowledge in a wide range of industries and sectors. We present a case study of Swift Tech, a leading Scandinavian technical consulting firm, to identify and assess the importance of knowledge cyclinga knowledge process based on scheduled and recurrent rotation of technical consultants among organizational and problem-solving contexts. Our study identifies four main phases of knowledge cycling: entering an assignment, building experience, contributing to the project, and shifting to a new assignment. These phases underpin our model of knowledge cycling, which demonstrates that two aspects of local knowledge processes are critical: project task familiarization and project organization familiarization. We show that knowledge cycling relies on a dynamic interaction between client organization, consulting firm, and individual consultant in the ongoing transfer of knowledge among distinct contexts and communities. Knowledge cycling demonstrates the significance of mobile knowledge for the development of situated knowledge; hence, our results have important implications for situated learning theory.
37.	Rodgers, Waymond, et al. (author) Combining experiential and conceptual learning in accounting education : A review with implications 2017 In: Management Learning. - London : Sage Publications. - 1350-5076 .- 1461-7307. ; 48:2, s. 187-205 Journal article (peer-reviewed)abstract Within accounting education, both conceptual and experiential learning have been important learning approaches. However, while experiential learning has been extensively studied in accounting education, the critical role of conceptual learning has received considerably less attention. In this article, we review theory and research to develop a framework involving the Throughput Model that relates to both conceptual and experiential learning. Based on our review and combination, we suggest implications for the design and implementation of accounting education. © The Author(s) 2016.
38.	Sendlhofer, Tina, 1988- (author) Book review: Markets, Business and Sustainability 2017 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 48:1, s. 110-112 Review (peer-reviewed)
39.	Thanem, Torkild, et al. (author) The humanities are not our patient 2021 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 52:3, s. 364-373 Journal article (peer-reviewed)abstract When inviting contributions to a special issue of this journal titled ‘Management Learning and the Unsettled Humanities’ the guest editors did not simply encourage contributors to explore possibilities ‘for reciprocal integration’ between the two realms. Stressing that ‘the humanities . . . [are] facing a complex crisis on their own’, they stated that ‘the humanities . . . need to be enriched, nuanced, and critiqued through . . . the ideas and perspectives of organisational research’. While we may agree that all is not well in the humanities and share their scepticism towards ‘just prescribing the value of the humanities to ameliorate the ills of management education’, we are less confident that the humanities need management learning as much as we need them. As long as learning and scholarship in management and organisation studies continues to suffer from too much management, we doubt that ‘management education [may help] . . . unsettl[e] . . . the human within the . . . humanistic . . . disciplines’. Rather, students of management and organisation still have plenty to learn from the humanities, not least from its rich portrayal of human lives. It is on this basis we draw the conclusion that the humanities are not our patient.
40.	Wedlin, Linda, 1975- (author) Going Global : Rankings as rhetorical devices to construct an international field of management education 2011 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 42:2, s. 199-218 Journal article (peer-reviewed)abstract Analysing the introduction of international rankings in the field of management education, this paper aims to understand how and why rankings have proliferated and institutionalized in the field, and with what effects. Building on an emerging stream in institutional theory, I propose that the rankings function as rhetorical devices to construct legitimacy within the field, which actors use to attempt to shape and reform the field as it develops. Rhetorical devices shape meaning, as they are used to justify practices and procedures and shape the means of comparison and assessment. Particularly, I show how the rankings are used by European business schools to attempt to alter perceptions of the field and their own positions within it. As such, rankings take part in the construction of the international field of management education. The result of these processes is also, however, a preservation of status and the principles whereby status is formed in the field. I discuss the implications of these findings for understanding rankings and for institutional theories of fields.
41.	Werr, Andreas, et al. (author) The co-consumption of management ideas and practices 2011 In: Management Learning. - : SAGE Publications (UK and US). - 1461-7307 .- 1350-5076. ; 42:2, s. 139-147 Journal article (peer-reviewed)abstract How does the impact of the growing management knowledge industry on management and organizational practice take shape? In answering this question, the article aims to address some key shortcomings in the productionist view that dominates the present literature on management ideas and practices by developing the concept of co-consumption. The three articles that comprise this special issue not only give voice to consumers of management knowledge as a neglected actor in the field, but also provide important insights into the complexities and dynamics of co-consumption by (1) moving the discussion beyond conceptualizations of consumption as merely a matter of implementing a management idea, (2) pointing to the limited influence of knowledge entrepreneurs in defining management and organizational practice, and (3) presenting a more dynamic and differentiated conceptualization of the management knowledge consumer. On the basis of these articles we develop some fruitful areas for further research.
42.	Yiannis, Gabriel (author) Occupy management! Inspirations and ideas for self-organization and self-management 2014 In: Management Learning. - : SAGE Publications. - 1350-5076 .- 1461-7307. ; 45:4, s. 499-503 Review (other academic/artistic)
43.	Zawadzki, Michał (author) Book review: Critical perspectives on leadership : The language of corporate power 2021 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 52:5, s. 660-663 Review (pop. science, debate, etc.)
44.	Zawadzki, Michal, et al. (author) Bullying and the neoliberal university : A co-authored autoethnography 2020 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 51:4, s. 398-413 Journal article (peer-reviewed)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.
45.	Zawadzki, Michał (author) The imagined organization : spaces, dreams and places 2022 In: Management Learning. - : Sage Publications. - 1350-5076 .- 1461-7307. ; 53:2, s. 389-391 Review (pop. science, debate, etc.)
46.	Zozimo, Joana Pais, et al. (author) Beyond the entrepreneur: A study of entrepreneurial learning from a social practice perspective working with scientists in West Africa 2023 In: Management Learning. - : SAGE Publications (UK and US). - 1461-7307 .- 1350-5076. ; 54:5, s. 802-824 Journal article (peer-reviewed)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.
47.	Örtenblad, Anders, 1963- (author) A typology of the idea of learning organization 2002 In: Management Learning. - London : Sage Publications. - 1350-5076 .- 1461-7307. ; 33:2, s. 213-230 Journal article (peer-reviewed)abstract A typology of the idea of 'learning organization' is developed and presented. The typology is inductively created and based on how the term 'learning organization' is used in the literature and by practitioners. Four distinct hypes of understanding were found: 'organizational learning, 'learning at work, 'learning climate' and 'learning structure'. The same types of understanding seem to appear both in the literature and in accounts made by practitioners. Thus the term 'learning organization' is probably not unduly confusing to the practitioners. Instead, the different versions of the idea in the literature seem to give companies the opportunity to choose a version suitable for their specific situation.
48.	Örtenblad, Anders, 1963- (author) Educating everyone in humanities for both post-bureaucracy and bureaucracy : a response to John Hendry 2006 In: Management Learning. - London : Sage Publications. - 1350-5076 .- 1461-7307. ; 37:3, s. 291-294 Journal article (peer-reviewed)abstract Comments on an article by John Hendry. In the main, the commentator agree with Hendry in his description of the 'intellectual tyranny of the economic mindset' and in his concern for other values and goals in business society. Management education definitely needs other than economic goals, as Hendry argues. The commentators arguments for the humanities are slightly different, though, from Hendry's, and he do not think that managers are the only group that needs education in the humanities. Finally, the commentator would like to add a few subjects and methods to those that Hendry suggests should be involved in humanities education for business students. In addition to history and literature, which Hendry suggests, the commentator also recommend education in ethics.
49.	Czarniawska, Barbara, 1948 (author) Forbidden knowledge. Organization theory in times of transition. 2003 In: Management Learning, London: Sage Publications.. - 1350-5076. ; 34:3 Journal article (peer-reviewed)
50.	Czarniawska, Barbara, 1948 (author) Learning organizing in a changing institutional order. The case of Warsaw. 1997 In: Management Learning. London: Sage Premier.. - 1350-5076. ; 28:4, s. 477-497 Journal article (peer-reviewed)

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