Next Steps in Business and Management Education Scholarship

2020 ◽  
Vol 44 (5) ◽  
pp. 622-634
Author(s):  
Carlos J. Asarta ◽  
Regina F. Bento ◽  
Zachary Ferrara ◽  
Charles J. Fornaciari ◽  
Alvin Hwang
Keyword(s):  
Management Education ◽  
Management Learning ◽  
Business And Management

This article describes the authors’ experience at The New School’s Research in Management Learning and Education UnConference and presents five Business and Management Education (BME)–related actionable scholarship themes that originated at the UnConference: journal equivalency in BME scholarship, evolution of BME rankings, gender and BME scholarship productivity, timing of BME scholarship, and editor networks in BME scholarship. It is our hope that these themes will continue to generate provocative conversations between existing and new BME scholars and provide actionable research ideas to readers of the Journal of Management Education.

A Customizable Information Quality Activity in Business and Management Courses: Recommendations for Research

2021 ◽  
pp. 237929812199705
Author(s):  
Joseph G. Gerard ◽  
Reena E. Lederman ◽  
Jack P. Greeley
Keyword(s):  
Education Research ◽  
Information Literacy ◽  
Information Quality ◽  
Management Education ◽  
Successful Implementation ◽  
Literacy Theory ◽  
New Research ◽  
Business And Management ◽  
Future Management

As business and management instructors, we increasingly struggle with student inattention to information accuracy and quality in our courses, especially when student-based research is required and misinformation is more prevalent. Without the time to teach information literacy (IL) skills, we created a series of information sourcing (IS) prompts that were small and flexible enough to be deployed anywhere we might need IL reinforcement. We describe this “IS plug-in,” share challenges surrounding its creation and successful implementation across multiple courses, and explain its grounding in information literacy theory. We then provide insights and recommendations for future management education research that arose from experiences with the unique IS plug-in approach and in-depth application of new research in IL. We provide recommendations for expanding the IL Framework’s use and measurement, and improving our understanding of authority and information versus belief.

Management Learning as Collaborative Visual Encounter

2016 ◽  
Vol 1 (4) ◽  
pp. 278-286 ◽  
Author(s):  
Ian Robson
Keyword(s):  
Collaborative Learning ◽  
Teaching Practice ◽  
Management Education ◽  
Emotional Responses ◽  
Visual Space ◽  
Visual Methods ◽  
Organizational Research ◽  
Management Learning ◽  
Forms Of Knowledge

This article reviews a body of literature that relates to the use of aesthetic, specifically visual, methods in organizational research and management education. Visual methods are associated with a range of benefits for those studying management and organization, including the elicitation of emotional responses, support for reflection and self-reflexivity, making varied forms of knowledge explicit, and in supporting dialogue and collaborative learning. Key implications for management educators are outlined, which include the need to appreciate the nature of aesthetic-visual “knowing” and to evaluate methods with pedagogical criteria, to consider the type of visual “space” educators need to create, to build individuals’ capacities to use visual methods, and to facilitate visual encounters appropriately. A set of practical “starting points” are also identified for management educators, drawn from the author’s teaching practice.

The History Boys: Critical reflections on our contributions to Management Learning and their ongoing implications

2019 ◽  
Vol 51 (1) ◽  
pp. 130-142
Author(s):  
Michael Reynolds ◽  
Russ Vince
Keyword(s):  
Lived Experience ◽  
Management Education ◽  
50Th Anniversary ◽  
Historical Review ◽  
Vantage Point ◽  
Management Learning ◽  
Social Events ◽  
History Of ◽  
Reflective Essay ◽  
Unique Vantage

In this reflective essay, written for the 50th anniversary of Management Learning, we look at the history of the journal from a unique vantage point, our interconnected, academic lived experience of publishing in the journal. Our aim is to undertake an historical review of our publications in Management Learning in order to identify the key themes of our work, to make connections with broader academic and social events of the time and to assert the continuing relevance of these themes for future scholarship. We review 27 papers that we have published in Management Learning since Volume 1 (1971) and identify four main themes from our papers. These are set in the context of the development of critical management education. We highlight the broader dimensions to our themes and suggest two areas with implications for future scholarship in Management Learning. In our conclusion, we use our findings and reflections to identify what we have learned about management learning, as well as making a call for action in relation to what we are labelling historical reflexivity.

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