Pub Date : 2023-06-13DOI: 10.1177/10525629231178798
Alison M. Dachner, J. Beatty
Issues related to diversity, equity, and inclusion (DEI) are timely topics in business, education, and politics. As Associate Editors for the Journal of Management Education (JME) we recognize the journal’s ability to contribute to these conversations. In this article, we take stock of DEI research in JME and review 17 exemplary articles published since 2000. A common theme in these articles is that management educators play an important role in creating inclusive classrooms to educate the next generation of leaders of multicultural organizations and that this task should be done proactively. Yet, even the most well-intentioned faculty members may be worried or lack the confidence to handle DEI-related challenges and conversations in the classroom. This collection of articles is intended to help guide business faculty through the unprecedented challenges associated with teaching DEI or having difficult discussions about diversity. The articles in this collection (1) advance the way we think about DEI by offering frameworks, reviews, and new perspectives, (2) address some of the most pressing and prevalent issues related to cultural-diversity and gender, and (3) provide activities and exercises to be implemented in the classroom to increase student sensitivity.
{"title":"A Selected Review of Exemplary Diversity Articles Published in the Journal of Management Education","authors":"Alison M. Dachner, J. Beatty","doi":"10.1177/10525629231178798","DOIUrl":"https://doi.org/10.1177/10525629231178798","url":null,"abstract":"Issues related to diversity, equity, and inclusion (DEI) are timely topics in business, education, and politics. As Associate Editors for the Journal of Management Education (JME) we recognize the journal’s ability to contribute to these conversations. In this article, we take stock of DEI research in JME and review 17 exemplary articles published since 2000. A common theme in these articles is that management educators play an important role in creating inclusive classrooms to educate the next generation of leaders of multicultural organizations and that this task should be done proactively. Yet, even the most well-intentioned faculty members may be worried or lack the confidence to handle DEI-related challenges and conversations in the classroom. This collection of articles is intended to help guide business faculty through the unprecedented challenges associated with teaching DEI or having difficult discussions about diversity. The articles in this collection (1) advance the way we think about DEI by offering frameworks, reviews, and new perspectives, (2) address some of the most pressing and prevalent issues related to cultural-diversity and gender, and (3) provide activities and exercises to be implemented in the classroom to increase student sensitivity.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"458 - 476"},"PeriodicalIF":1.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49011533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-09DOI: 10.1177/10525629231178916
Richard S. Reed, Hunter Phoenix Van Wagoner, R. Cropanzano, Tracy M. Jennings
For many reasons, higher education is shifting toward more online instruction. As this shift occurs, educators and administrators should be aware that the efficacy of online courses may be influenced by course content. Specifically, student learning may suffer as courses utilizing significant quantitative content, such as accounting and finance, transition from in-person instruction to online. We investigate this possibility in three quasi-experiments, which compare online and face-to-face instruction in four disparate business minor courses. In our first study we obtain the predicted interaction, such that online students performed worse than traditional students, and more so in quantitatively heavy classes. In order to encourage better performance, we design an intervention based on distributed practice theory, encouraging students to engage with material more frequently. However, this intervention fails, replicating the interaction in Study 2. For Study 3, we design a more extensive intervention based on social learning theory, asking teachers to employ a variety of tactics to boost their feedback and interpersonal contact with students. This new intervention is successful, with online students performing equally well regardless of the volume of quantitative content in the course. Findings are discussed in terms of their teaching implications and the need for more theory-based research.
{"title":"Assessing the Efficacy of Online Learning in Disparate Business Subjects: Lessons from Distributed Practice and Social Learning Theory","authors":"Richard S. Reed, Hunter Phoenix Van Wagoner, R. Cropanzano, Tracy M. Jennings","doi":"10.1177/10525629231178916","DOIUrl":"https://doi.org/10.1177/10525629231178916","url":null,"abstract":"For many reasons, higher education is shifting toward more online instruction. As this shift occurs, educators and administrators should be aware that the efficacy of online courses may be influenced by course content. Specifically, student learning may suffer as courses utilizing significant quantitative content, such as accounting and finance, transition from in-person instruction to online. We investigate this possibility in three quasi-experiments, which compare online and face-to-face instruction in four disparate business minor courses. In our first study we obtain the predicted interaction, such that online students performed worse than traditional students, and more so in quantitatively heavy classes. In order to encourage better performance, we design an intervention based on distributed practice theory, encouraging students to engage with material more frequently. However, this intervention fails, replicating the interaction in Study 2. For Study 3, we design a more extensive intervention based on social learning theory, asking teachers to employ a variety of tactics to boost their feedback and interpersonal contact with students. This new intervention is successful, with online students performing equally well regardless of the volume of quantitative content in the course. Findings are discussed in terms of their teaching implications and the need for more theory-based research.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"505 - 547"},"PeriodicalIF":1.4,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47471556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Neal Munyebvu, Julia Nette, Stavros Stavrakis, Philip D Howes, Andrew J DeMello
Microfluidic methods for the synthesis of nanomaterials allow the generation of high-quality products with outstanding structural, electronic and optical properties. At a fundamental level, this is engendered by the ability to control both heat and mass transfer in a rapid and precise manner, but also by the facile integration of in-line characterization tools and machine learning algorithms. Such integrated platforms provide for exquisite control over material properties during synthesis, accelerate the optimization of electronic and optical properties and bestow new insights into the optoelectronic properties of nanomaterials. Herein, we present a brief perspective on the role that microfluidic technologies can play in nanomaterial synthesis, with a particular focus on recent studies that incorporate in-line optical characterization and machine learning. We also consider the importance and challenges associated with integrating additional functional components within experimental workflows and the upscaling of microfluidic platforms for production of industrial-scale quantities of nanomaterials.
{"title":"Transforming Nanomaterial Synthesis with Flow Chemistry.","authors":"Neal Munyebvu, Julia Nette, Stavros Stavrakis, Philip D Howes, Andrew J DeMello","doi":"10.2533/chimia.2023.312","DOIUrl":"10.2533/chimia.2023.312","url":null,"abstract":"<p><p>Microfluidic methods for the synthesis of nanomaterials allow the generation of high-quality products with outstanding structural, electronic and optical properties. At a fundamental level, this is engendered by the ability to control both heat and mass transfer in a rapid and precise manner, but also by the facile integration of in-line characterization tools and machine learning algorithms. Such integrated platforms provide for exquisite control over material properties during synthesis, accelerate the optimization of electronic and optical properties and bestow new insights into the optoelectronic properties of nanomaterials. Herein, we present a brief perspective on the role that microfluidic technologies can play in nanomaterial synthesis, with a particular focus on recent studies that incorporate in-line optical characterization and machine learning. We also consider the importance and challenges associated with integrating additional functional components within experimental workflows and the upscaling of microfluidic platforms for production of industrial-scale quantities of nanomaterials.</p>","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"36 1","pages":"312-318"},"PeriodicalIF":1.2,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87374606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-13DOI: 10.1177/10525629231170619
I. Lehman, Ł. Sułkowski
The pressure to publish in scholarly journals has been increasingly pervading doctoral education worldwide and has become a high-stakes activity for any novice writer who wishes to pursue an academic career. In this manuscript, we explore how doctoral students of management from Eastern Europe identify and evaluate authorial voice and compare their perceptions with those of established academics. Perceptions of authorial voice, as manifested in conclusions to six articles published in top-tier management journals, were collected from 24 students and six academics, and analyzed from their responses to a questionnaire. The study highlighted differences in what these groups considered as the rhetorical nature of a convincing authorial voice. The examination of students’ perceptions was expanded through interviews which revealed that for this group, a reader-considerate voice is essential for a text to be convincing. To enable novice academics’ visibility and participation in their discipline’s global discourse community, we provide a compelling case for de-emphasizing the methodological and theoretical soundness (“rigor”) in reporting scholarly work and prioritizing the effective communication of meaningful and practical research (“relevance”). It is also argued that the provision of strategic writing instruction at graduate level will help achieve this goal.
{"title":"Reader Perceptions of Authorial Voice in Top-Tier Management Journals: The Case of Doctoral Students of Management From Eastern Europe","authors":"I. Lehman, Ł. Sułkowski","doi":"10.1177/10525629231170619","DOIUrl":"https://doi.org/10.1177/10525629231170619","url":null,"abstract":"The pressure to publish in scholarly journals has been increasingly pervading doctoral education worldwide and has become a high-stakes activity for any novice writer who wishes to pursue an academic career. In this manuscript, we explore how doctoral students of management from Eastern Europe identify and evaluate authorial voice and compare their perceptions with those of established academics. Perceptions of authorial voice, as manifested in conclusions to six articles published in top-tier management journals, were collected from 24 students and six academics, and analyzed from their responses to a questionnaire. The study highlighted differences in what these groups considered as the rhetorical nature of a convincing authorial voice. The examination of students’ perceptions was expanded through interviews which revealed that for this group, a reader-considerate voice is essential for a text to be convincing. To enable novice academics’ visibility and participation in their discipline’s global discourse community, we provide a compelling case for de-emphasizing the methodological and theoretical soundness (“rigor”) in reporting scholarly work and prioritizing the effective communication of meaningful and practical research (“relevance”). It is also argued that the provision of strategic writing instruction at graduate level will help achieve this goal.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"349 - 387"},"PeriodicalIF":1.4,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46560466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1177/10525629231172916
J. Leigh, Melanie A. Robinson
To open this fourth issue of the year, we look ahead to the three exciting Special Issues (SIs) slated to appear in the Journal of Management Education in 2024 and 2025. Each will center on a highly salient topic in management education—from teaching about contemporary careers, to technology in management education, to the 50th anniversary of the journal! In this editorial, we start with a preview of each SI, drawing from the Special Issue Editors’ reflections about their respective upcoming issues. We briefly situate these forthcoming SIs among those published in the journal over the last decade, offering a reminder for new and enduring readers about our archives. Next, we introduce the articles featured in JME’s August issue. Finally, we encourage everyone to read the 50th Anniversary Call for Papers and join us in celebrating peer review with our Thanks to Reviewers list.
{"title":"Spotlight on Three Upcoming Special Issues to Appear in JME","authors":"J. Leigh, Melanie A. Robinson","doi":"10.1177/10525629231172916","DOIUrl":"https://doi.org/10.1177/10525629231172916","url":null,"abstract":"To open this fourth issue of the year, we look ahead to the three exciting Special Issues (SIs) slated to appear in the Journal of Management Education in 2024 and 2025. Each will center on a highly salient topic in management education—from teaching about contemporary careers, to technology in management education, to the 50th anniversary of the journal! In this editorial, we start with a preview of each SI, drawing from the Special Issue Editors’ reflections about their respective upcoming issues. We briefly situate these forthcoming SIs among those published in the journal over the last decade, offering a reminder for new and enduring readers about our archives. Next, we introduce the articles featured in JME’s August issue. Finally, we encourage everyone to read the 50th Anniversary Call for Papers and join us in celebrating peer review with our Thanks to Reviewers list.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"343 - 348"},"PeriodicalIF":1.4,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46943226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1177/10525629231170257
Cindi Fukami, Diana Bilimoria
January 1975 saw the launch of The Teaching of Organizational Behavior: A Journal of Teaching Theory and Technique. Emerging from an idea hatched by Organization Behavior teaching faculty at 14 US Business Schools, the goal of the journal was to be “as uncomplicated as possible and devote it to teaching techniques and theory rather than making it another research publication” (Bradford, 1975). The first edition contained 8 papers, all authors were from US-based institutions, and the longest paper stretched to only 5 pages and contained no references. Nearly fifty years later, the now Journal of Management Education (JME) is a bi-monthly publication, a leading voice in the scholarship of teaching and learning (SoTL), and with published contributions which extend across a global community of scholars in Management and Education. Our longevity, flexibility, responsiveness, and creativity have added to the overall depth of coverage we have given to management education, and the esteem in which JME is held in the community. The aim of this Special Issue is to celebrate fifty years of the Journal of Management Education. As one of the oldest journals in the field of Management Education, there is indeed much to look back on. In embarking on this commemoration our intention is to launch a journey of discovery through the rich annals of the journal, to seek answers to conundrums facing the field of Management Education. In other words, our call to the JME and management education communities is for work which develops insights from the archives of the journal to look forward by looking back with a critical eye. We particularly seek manuscripts which use the JME archive to explore the following issues:
{"title":"50 Years of JME: Then, Now, Next","authors":"Cindi Fukami, Diana Bilimoria","doi":"10.1177/10525629231170257","DOIUrl":"https://doi.org/10.1177/10525629231170257","url":null,"abstract":"January 1975 saw the launch of The Teaching of Organizational Behavior: A Journal of Teaching Theory and Technique. Emerging from an idea hatched by Organization Behavior teaching faculty at 14 US Business Schools, the goal of the journal was to be “as uncomplicated as possible and devote it to teaching techniques and theory rather than making it another research publication” (Bradford, 1975). The first edition contained 8 papers, all authors were from US-based institutions, and the longest paper stretched to only 5 pages and contained no references. Nearly fifty years later, the now Journal of Management Education (JME) is a bi-monthly publication, a leading voice in the scholarship of teaching and learning (SoTL), and with published contributions which extend across a global community of scholars in Management and Education. Our longevity, flexibility, responsiveness, and creativity have added to the overall depth of coverage we have given to management education, and the esteem in which JME is held in the community. The aim of this Special Issue is to celebrate fifty years of the Journal of Management Education. As one of the oldest journals in the field of Management Education, there is indeed much to look back on. In embarking on this commemoration our intention is to launch a journey of discovery through the rich annals of the journal, to seek answers to conundrums facing the field of Management Education. In other words, our call to the JME and management education communities is for work which develops insights from the archives of the journal to look forward by looking back with a critical eye. We particularly seek manuscripts which use the JME archive to explore the following issues:","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"442 - 446"},"PeriodicalIF":1.4,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43164695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/10525629231167296
A. Williamson, Irene Guannan Wang
Course evaluation instruments (CEIs) are widespread, influential components of faculty professional development and evaluation processes. Given their importance to continuous instructional improvement and their weight in promotion, tenure, and other evaluation processes, it is critical that business schools and higher education institutions more broadly ensure a well-designed instrument. While the literature covering course evaluation instruments is extensive, coverage of the CEI revision process is virtually nonexistent. This article seeks to fill that gap, providing a case study of a successful CEI change process at an AACSB accredited business school. We offer practical recommendations for a revision process, including a sample timeline, revised instrument, and lessons learned from experience.
{"title":"Redesigning a Course Evaluation Instrument: Experience, Practical Guidance, and Lessons Learned","authors":"A. Williamson, Irene Guannan Wang","doi":"10.1177/10525629231167296","DOIUrl":"https://doi.org/10.1177/10525629231167296","url":null,"abstract":"Course evaluation instruments (CEIs) are widespread, influential components of faculty professional development and evaluation processes. Given their importance to continuous instructional improvement and their weight in promotion, tenure, and other evaluation processes, it is critical that business schools and higher education institutions more broadly ensure a well-designed instrument. While the literature covering course evaluation instruments is extensive, coverage of the CEI revision process is virtually nonexistent. This article seeks to fill that gap, providing a case study of a successful CEI change process at an AACSB accredited business school. We offer practical recommendations for a revision process, including a sample timeline, revised instrument, and lessons learned from experience.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"388 - 416"},"PeriodicalIF":1.4,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49351926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1177/10525629231166695
A. Kenworthy, Sophia Opatska
As the past 3 years have illustrated, crisis and uncertainty are part of the fabric of our lives. In our roles as management educators, the importance of helping our students develop skills to navigate these challenges has never been greater. In this interview article, we talk with Dean Sophia Opatska, the Founding Dean of the Business School and Vice-Rector for Strategic Development of Ukrainian Catholic University in Lviv, Ukraine. Dean Opatska reflects upon navigating the initial trauma of war by expeditiously redesigning her international business course to incorporate a service-learning project for the first time. She shares about her aim of creating desperately needed stability, focus, contribution, and connection for her students during the early days, weeks, and months of the war in Ukraine. We consider Dean Opatska’s reflections and contextualize them in terms of examples drawn from the extant literature of other faculty who have used service-learning in times of crisis and uncertainty. We offer suggestions for future research and comments regarding the importance of creating connection, facilitating open lines of communication, and remaining flexible when using service-learning during a time of crisis. Finally, we conclude with a call for management educators to move beyond awareness toward a place of preparedness, togetherness, and action.
{"title":"Teaching During War in Ukraine: Service-Learning as a Tool for Facilitating Student Learning and Engagement During Times of Uncertainty and Crisis","authors":"A. Kenworthy, Sophia Opatska","doi":"10.1177/10525629231166695","DOIUrl":"https://doi.org/10.1177/10525629231166695","url":null,"abstract":"As the past 3 years have illustrated, crisis and uncertainty are part of the fabric of our lives. In our roles as management educators, the importance of helping our students develop skills to navigate these challenges has never been greater. In this interview article, we talk with Dean Sophia Opatska, the Founding Dean of the Business School and Vice-Rector for Strategic Development of Ukrainian Catholic University in Lviv, Ukraine. Dean Opatska reflects upon navigating the initial trauma of war by expeditiously redesigning her international business course to incorporate a service-learning project for the first time. She shares about her aim of creating desperately needed stability, focus, contribution, and connection for her students during the early days, weeks, and months of the war in Ukraine. We consider Dean Opatska’s reflections and contextualize them in terms of examples drawn from the extant literature of other faculty who have used service-learning in times of crisis and uncertainty. We offer suggestions for future research and comments regarding the importance of creating connection, facilitating open lines of communication, and remaining flexible when using service-learning during a time of crisis. Finally, we conclude with a call for management educators to move beyond awareness toward a place of preparedness, togetherness, and action.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"417 - 439"},"PeriodicalIF":1.4,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44321163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-28DOI: 10.1177/10525629231167988
{"title":"Thanks to Reviewers","authors":"","doi":"10.1177/10525629231167988","DOIUrl":"https://doi.org/10.1177/10525629231167988","url":null,"abstract":"","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"343 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135676483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-21DOI: 10.1177/10525629231163586
Melanie A. Robinson, J. Leigh
The last editorial, we discussed the conference presentation to publication pipeline. This was the first in a series we hope to write over the next year, to support more authors having a constructive and productive experience in the peer-review process. Notably, we sometimes find that authors cannot gain access to peer-review and are stopped at the very beginning, due to a lack of preparation or an incomplete understanding of the whole process. This is a fact that former JME editor Jon Billsberry laments in his 2014 editorial where he shared that “[o]ne of my greatest sorrows as editor is that so many manuscripts we receive are rejected at the first hurdle” (p. 3). In this editorial, we
{"title":"Ode to Cover Letters","authors":"Melanie A. Robinson, J. Leigh","doi":"10.1177/10525629231163586","DOIUrl":"https://doi.org/10.1177/10525629231163586","url":null,"abstract":"The last editorial, we discussed the conference presentation to publication pipeline. This was the first in a series we hope to write over the next year, to support more authors having a constructive and productive experience in the peer-review process. Notably, we sometimes find that authors cannot gain access to peer-review and are stopped at the very beginning, due to a lack of preparation or an incomplete understanding of the whole process. This is a fact that former JME editor Jon Billsberry laments in his 2014 editorial where he shared that “[o]ne of my greatest sorrows as editor is that so many manuscripts we receive are rejected at the first hurdle” (p. 3). In this editorial, we","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":"47 1","pages":"259 - 262"},"PeriodicalIF":1.4,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47195062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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