M. Hamdani, Ann Wallin, N. Ashkanasy, Mark Fenton‐O'Creevy
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引用次数: 0
Abstract
In this essay, we focus on methodological issues that reviewers and editors commonly encounter when evaluating empirical articles in scholarship of teaching and learning in management education. We organize our discussion around three stages—design, analysis, and reporting. The essay identifies which types of issues are likely to receive rejection, and which issues can be addressed in the subsequent reviews of the manuscript. We provide authors with some suggestions on how to address these issues in their research.
期刊介绍：
The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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