Pub Date : 2024-09-19DOI: 10.1177/13505076241269798
Jette Sandager
This essay conceptualizes glitter as a sensuous materialization of governmentality. It does so, arguing that glitter governs in alluring ways by materializing light and sight. As such, the essay explores glitter as a sparkly substance, governing individuals in certain behavioural directions, which it also demonstrates in the illustrative case of a small group of gleaming STEM Barbies, intended to govern young girls in the direction of Science, Technology, Engineering and Mathematics management careers, through sensuous stimulations of sight. However, in materializing light and sight, glitter leaves everything un-glittery in gloomy darkness, while governing with glitter also comes with the danger of producing an unfortunate ignorant blindness, potentially countering the aims behind the use of glitter as a governing means.
{"title":"The sensuous governmentality of glitter: Educating managing women scientists with gleaming STEM Barbies","authors":"Jette Sandager","doi":"10.1177/13505076241269798","DOIUrl":"https://doi.org/10.1177/13505076241269798","url":null,"abstract":"This essay conceptualizes glitter as a sensuous materialization of governmentality. It does so, arguing that glitter governs in alluring ways by materializing light and sight. As such, the essay explores glitter as a sparkly substance, governing individuals in certain behavioural directions, which it also demonstrates in the illustrative case of a small group of gleaming STEM Barbies, intended to govern young girls in the direction of Science, Technology, Engineering and Mathematics management careers, through sensuous stimulations of sight. However, in materializing light and sight, glitter leaves everything un-glittery in gloomy darkness, while governing with glitter also comes with the danger of producing an unfortunate ignorant blindness, potentially countering the aims behind the use of glitter as a governing means.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"51 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-15DOI: 10.1177/13505076241269746
Michàlle E Mor Barak, Gil Luria, Kim C Brimhall, Mustafa F Özbilgin
Despite recent theoretical developments examining the emergence of several types of leadership, there is a paucity of research on the emergence of inclusive leaders. We sought to address this gap by proposing a theory-based conceptual model. We identify a paradox in leader emergence: Although there is evidence that inclusive leaders can improve organizational effectiveness, those who influence decisions about leader selection, both formal and informal, often overlook this evidence and instead select leaders who do not practice inclusion. Integrating expectation states theory and implicit leadership theory to explain leadership emergence, with social identity theory and social comparison theory to explain inclusion, we propose a conceptual model culminating with four propositions. The model suggests practices that can support inclusive leadership and how inclusive leadership can improve organizational effectiveness and employee well-being. We conclude with implications for policies to promote inclusive leadership emergence and propose avenues for future research.
{"title":"How do inclusive leaders emerge? A theory-based model","authors":"Michàlle E Mor Barak, Gil Luria, Kim C Brimhall, Mustafa F Özbilgin","doi":"10.1177/13505076241269746","DOIUrl":"https://doi.org/10.1177/13505076241269746","url":null,"abstract":"Despite recent theoretical developments examining the emergence of several types of leadership, there is a paucity of research on the emergence of inclusive leaders. We sought to address this gap by proposing a theory-based conceptual model. We identify a paradox in leader emergence: Although there is evidence that inclusive leaders can improve organizational effectiveness, those who influence decisions about leader selection, both formal and informal, often overlook this evidence and instead select leaders who do not practice inclusion. Integrating expectation states theory and implicit leadership theory to explain leadership emergence, with social identity theory and social comparison theory to explain inclusion, we propose a conceptual model culminating with four propositions. The model suggests practices that can support inclusive leadership and how inclusive leadership can improve organizational effectiveness and employee well-being. We conclude with implications for policies to promote inclusive leadership emergence and propose avenues for future research.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"66 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-15DOI: 10.1177/13505076241269734
Ajnesh Prasad, Martyna Śliwa
Plagiarism accusations have become increasingly politicized over the last few years. In this article, we raise some of our concerns with how vacuous plagiarism accusations are now part of the arsenal of anti-woke politics. Revisiting the recent case of Claudine Gay, the former president of Harvard University, we identify the implications such accusations pose to our profession, including the undermining of academic freedom and the concomitant silencing of scholarly voices.
{"title":"The weaponization of plagiarism accusations in the era of anti-woke politics","authors":"Ajnesh Prasad, Martyna Śliwa","doi":"10.1177/13505076241269734","DOIUrl":"https://doi.org/10.1177/13505076241269734","url":null,"abstract":"Plagiarism accusations have become increasingly politicized over the last few years. In this article, we raise some of our concerns with how vacuous plagiarism accusations are now part of the arsenal of anti-woke politics. Revisiting the recent case of Claudine Gay, the former president of Harvard University, we identify the implications such accusations pose to our profession, including the undermining of academic freedom and the concomitant silencing of scholarly voices.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142198964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13505076241260957
Ingeborg C Kroese
With global crises and the rise of misogyny and sexism, progress regarding women’s equality is regressing. In these challenging times, management learning that aims to educate students and professionals on management skills, knowledge, and behaviours, should be deeply concerned with and committed to sex/gender equity; however, sex/gender equity continues to be assaulted in management learning. Exploring the concept of violence, this provocation essay posits that sex/gender inequity in management learning constitutes violence towards women in distinct ways. Violence implies an intense and harmful act and management learning institutions and organisations that do not address sex/gender inequity would be violators, instead of being merely unhelpful. Violence means that change can no longer wait. This essay acknowledges uncertainty and suggests that addressing sex/gender inequity in management learning calls for the sharing of best practices between academia and practice. The essay closes with three core questions that management learning institutions, designers and teachers/facilitators can ask themselves to rewrite their management learning programmes and end this violence towards women.
{"title":"Sex/gender inequity in management learning equals violence towards women","authors":"Ingeborg C Kroese","doi":"10.1177/13505076241260957","DOIUrl":"https://doi.org/10.1177/13505076241260957","url":null,"abstract":"With global crises and the rise of misogyny and sexism, progress regarding women’s equality is regressing. In these challenging times, management learning that aims to educate students and professionals on management skills, knowledge, and behaviours, should be deeply concerned with and committed to sex/gender equity; however, sex/gender equity continues to be assaulted in management learning. Exploring the concept of violence, this provocation essay posits that sex/gender inequity in management learning constitutes violence towards women in distinct ways. Violence implies an intense and harmful act and management learning institutions and organisations that do not address sex/gender inequity would be violators, instead of being merely unhelpful. Violence means that change can no longer wait. This essay acknowledges uncertainty and suggests that addressing sex/gender inequity in management learning calls for the sharing of best practices between academia and practice. The essay closes with three core questions that management learning institutions, designers and teachers/facilitators can ask themselves to rewrite their management learning programmes and end this violence towards women.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"61 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13505076241258034
Rhiannon Lloyd, Brigid Carroll, Leny Woolsey
This article seeks to explore youth experiences of responsibility and responsible leadership in leadership development. Noting that youth leadership development programmes have been criticised for prioritising positional and adult-based theories of leadership, we engage directly with youth participants in a leadership development programme to explore their experiences of responsible leadership. Using discourse and aesthetic approaches, we identify two primary discourses of ‘weight’ and ‘space’, which in conjunction with Young’s social-connection model of responsibility, we draw on to conceptualise a youth-oriented form of responsible leadership. In doing so, we offer leadership development a nuanced theorisation of responsibility while also extending and adapting Young’s work to more action-oriented forms of responsible leadership. We conclude by proposing five practices of responsible leadership development that can be effectively incorporated into leadership development programmes to support youth in negotiating the weight and space of responsibility.
{"title":"Responsibility as weight and space: An aesthetic (re)theorising of responsibility and responsible leadership development for youth","authors":"Rhiannon Lloyd, Brigid Carroll, Leny Woolsey","doi":"10.1177/13505076241258034","DOIUrl":"https://doi.org/10.1177/13505076241258034","url":null,"abstract":"This article seeks to explore youth experiences of responsibility and responsible leadership in leadership development. Noting that youth leadership development programmes have been criticised for prioritising positional and adult-based theories of leadership, we engage directly with youth participants in a leadership development programme to explore their experiences of responsible leadership. Using discourse and aesthetic approaches, we identify two primary discourses of ‘weight’ and ‘space’, which in conjunction with Young’s social-connection model of responsibility, we draw on to conceptualise a youth-oriented form of responsible leadership. In doing so, we offer leadership development a nuanced theorisation of responsibility while also extending and adapting Young’s work to more action-oriented forms of responsible leadership. We conclude by proposing five practices of responsible leadership development that can be effectively incorporated into leadership development programmes to support youth in negotiating the weight and space of responsibility.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"31 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13505076241259132
Nicola J Forsdike, Lynne F Baxter, J Stephen Town
Previous management learning research on phronesis or practical wisdom has focussed on its local, contextual application rather than its connection to wider ethical and political relationships. Drawing on a new materialities perspective that is helpful in theorising the interconnectedness of contextual practical knowledge and the greater good, this article suggests phronesis is learned by understanding relationships between materialities in different spaces over time. The article is based on a qualitative, longitudinal study of Operation Princess, an actual project that took place on mainland Britain’s railway. Through a composite fiction, we show how under nationalised organisation managers learned phronesis by becoming steeped in wider material relationships over time. Privatisation introduced a financialised perspective that was detached from wider material connections and produced unworkable plans. Operation Princess was rescued by managers who had developed a phronetic appreciation of the interrelationships between employees, trains, services and communities. They learned phronesis through an institutional lengthy formative process of becoming entangled in vital materialities, repeatedly experimenting and doing, supported by intermittent classroom learning. This is a very different approach to the commodified style of management development today which abstracts and condenses, undermining the development of practical wisdom.
{"title":"Rescuing the Princess: How phronetic wisdom was learned and deployed on Britain’s railways","authors":"Nicola J Forsdike, Lynne F Baxter, J Stephen Town","doi":"10.1177/13505076241259132","DOIUrl":"https://doi.org/10.1177/13505076241259132","url":null,"abstract":"Previous management learning research on phronesis or practical wisdom has focussed on its local, contextual application rather than its connection to wider ethical and political relationships. Drawing on a new materialities perspective that is helpful in theorising the interconnectedness of contextual practical knowledge and the greater good, this article suggests phronesis is learned by understanding relationships between materialities in different spaces over time. The article is based on a qualitative, longitudinal study of Operation Princess, an actual project that took place on mainland Britain’s railway. Through a composite fiction, we show how under nationalised organisation managers learned phronesis by becoming steeped in wider material relationships over time. Privatisation introduced a financialised perspective that was detached from wider material connections and produced unworkable plans. Operation Princess was rescued by managers who had developed a phronetic appreciation of the interrelationships between employees, trains, services and communities. They learned phronesis through an institutional lengthy formative process of becoming entangled in vital materialities, repeatedly experimenting and doing, supported by intermittent classroom learning. This is a very different approach to the commodified style of management development today which abstracts and condenses, undermining the development of practical wisdom.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"68 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/13505076241258932
Andrea Montefusco, Federica Angeli
Compelling global challenges and the COVID-19 pandemic have multiplied calls for embedding complexity theory in management research and education to develop more effective analytical skills and organizational practices. Yet, educational curricula adopting complexity theory are still very sparse. This conceptual article explores the relationship between complex adaptive system (CAS) theory, individual and organizational learning, and sensemaking to inform a novel integrated framework for teaching and learning complex reasoning. We outline several cognitive challenges hindering the adoption of complex thinking in managerial settings, such as the tendency-to-simplify of reductionist thinking, the counterintuitive nature and continuous evolution of complex systems’ behavior, the difficulty of updating cognitive frames, and the tendency toward immediate decision-making. We thus propose the need for dynamic preparedness as a core competence for embedding complex reasoning in management learning and practice. Based on CAS core concepts, namely nonlinearity, feedback loops, system delays, path dependency, multiple interacting agents, and autopoiesis, we argue how dynamic preparedness can be nurtured through an abductive, situated educational approach, which develops intuition to sensemaking and the ability to recognize the boundary conditions of simplified models. The proposed framework provides a timely contribution to complexity-oriented education, crucial to increasing societal resilience toward future systemic crises.
{"title":"Turning complexity into a Delight to the Mind: An integrative framework for teaching and learning complex reasoning","authors":"Andrea Montefusco, Federica Angeli","doi":"10.1177/13505076241258932","DOIUrl":"https://doi.org/10.1177/13505076241258932","url":null,"abstract":"Compelling global challenges and the COVID-19 pandemic have multiplied calls for embedding complexity theory in management research and education to develop more effective analytical skills and organizational practices. Yet, educational curricula adopting complexity theory are still very sparse. This conceptual article explores the relationship between complex adaptive system (CAS) theory, individual and organizational learning, and sensemaking to inform a novel integrated framework for teaching and learning complex reasoning. We outline several cognitive challenges hindering the adoption of complex thinking in managerial settings, such as the tendency-to-simplify of reductionist thinking, the counterintuitive nature and continuous evolution of complex systems’ behavior, the difficulty of updating cognitive frames, and the tendency toward immediate decision-making. We thus propose the need for dynamic preparedness as a core competence for embedding complex reasoning in management learning and practice. Based on CAS core concepts, namely nonlinearity, feedback loops, system delays, path dependency, multiple interacting agents, and autopoiesis, we argue how dynamic preparedness can be nurtured through an abductive, situated educational approach, which develops intuition to sensemaking and the ability to recognize the boundary conditions of simplified models. The proposed framework provides a timely contribution to complexity-oriented education, crucial to increasing societal resilience toward future systemic crises.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"82 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141780556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-24DOI: 10.1177/13505076241258685
Gabriella Kiss, Alexandra Köves, Gábor Király
The grand challenges of our times are seriously interlinked: ecological crises cannot be tackled separately from social problems. In the strong sustainability approach, a good life for all must be achieved within ecological boundaries. To respect the planetary boundaries, it is required to provide critiques for the current economic, social and political order and suggest concrete actions that may lead to strong sustainability transformation. Business schools must address these challenges and provide solutions through educational content and innovative teaching methods. In this article, we argue that participatory education is the appropriate tool to teach strong sustainability in business schools. Building on Paulo Freire’s critical pedagogy and Gert Biesta’s participatory education theories, we developed a theoretical framework to understand how these theories can strengthen strong sustainability education. Using the analytical framework, we explore the risks of participatory education in our Degrowth course and bring empirical examples of its impacts on students by analysing the reflection articles of 37 students. According to our findings, this particular type of education creates both positive emotions, like enjoyment and enthusiasm, and negative ones, like anxiety and helplessness.
{"title":"The beautiful risk of participatory education: An empirical example of teaching strong sustainability","authors":"Gabriella Kiss, Alexandra Köves, Gábor Király","doi":"10.1177/13505076241258685","DOIUrl":"https://doi.org/10.1177/13505076241258685","url":null,"abstract":"The grand challenges of our times are seriously interlinked: ecological crises cannot be tackled separately from social problems. In the strong sustainability approach, a good life for all must be achieved within ecological boundaries. To respect the planetary boundaries, it is required to provide critiques for the current economic, social and political order and suggest concrete actions that may lead to strong sustainability transformation. Business schools must address these challenges and provide solutions through educational content and innovative teaching methods. In this article, we argue that participatory education is the appropriate tool to teach strong sustainability in business schools. Building on Paulo Freire’s critical pedagogy and Gert Biesta’s participatory education theories, we developed a theoretical framework to understand how these theories can strengthen strong sustainability education. Using the analytical framework, we explore the risks of participatory education in our Degrowth course and bring empirical examples of its impacts on students by analysing the reflection articles of 37 students. According to our findings, this particular type of education creates both positive emotions, like enjoyment and enthusiasm, and negative ones, like anxiety and helplessness.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"50 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/13505076241238390
Leny Woolsey, Brigid Carroll, Peter O’Connor
In this article, we report an ethnographic, arts-based research inquiry into a leadership development initiative designed using principles of Organisational Theatre. We explore dynamics of relevance and intentionality that have been over-assumed and under-researched in leadership development to tease out implications for research and practice. Our empirical material is drawn from interviews, focus group workshops, an ethnodrama process, sustained observation and questionnaires. We offer two interconnected contributions: 1) the significance of ‘the politics of intentionality’ in a theoretical framing of leadership development and 2) the role of aesthetic reflexivity in navigating such politics. These contributions are accessed through a performance ontology anchored in the dramaturgical analysis of social life most famously applied by Goffman. Our overall framing of intentionality as a nuanced, fluid, plural and political alternative to purpose offers novel insight into the field of leadership development.
{"title":"Leadership development and the politics of intentionality: A case study of organisational theatre","authors":"Leny Woolsey, Brigid Carroll, Peter O’Connor","doi":"10.1177/13505076241238390","DOIUrl":"https://doi.org/10.1177/13505076241238390","url":null,"abstract":"In this article, we report an ethnographic, arts-based research inquiry into a leadership development initiative designed using principles of Organisational Theatre. We explore dynamics of relevance and intentionality that have been over-assumed and under-researched in leadership development to tease out implications for research and practice. Our empirical material is drawn from interviews, focus group workshops, an ethnodrama process, sustained observation and questionnaires. We offer two interconnected contributions: 1) the significance of ‘the politics of intentionality’ in a theoretical framing of leadership development and 2) the role of aesthetic reflexivity in navigating such politics. These contributions are accessed through a performance ontology anchored in the dramaturgical analysis of social life most famously applied by Goffman. Our overall framing of intentionality as a nuanced, fluid, plural and political alternative to purpose offers novel insight into the field of leadership development.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"31 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140584570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-13DOI: 10.1177/13505076241237215
Gareth Edwards, Elena P Antonacopoulou, Chrysavgi Sklaveniti, Christian Moldjord, Christina Stokkeland, Beverley Hawkins
This article builds on previous work that has investigated character development within leadership learning. We take up the analogy of developing character through ‘being in a village’. We do so by gaining unique access to leadership learning within a Norwegian military academy (the village). We take a Bakhtinian perspective in analysing the data, and by doing so, we uncover multiple and competing voices that situate themselves within and across character dimensions. We contribute to the learning and development literature by showing how character dimensions are narratively constructed from differing perspectives within context. Hence, they must be considered in relational terms in any attempt to develop character and/or leadership. We show that character development is not dependent on explicit character frameworks but perhaps the role of the social dynamics in a community (village). We also uncover some of the interrelated, intertwined and competing voices that make up character in this given context which points to the way these character dimensions are ‘lived’, ‘rehearsed’ and ‘re-rehearsed’ in any context or setting. We go on to make recommendations for further research and practice.
{"title":"Voices from the village: A multi-voiced relational perspective of character development in leadership learning","authors":"Gareth Edwards, Elena P Antonacopoulou, Chrysavgi Sklaveniti, Christian Moldjord, Christina Stokkeland, Beverley Hawkins","doi":"10.1177/13505076241237215","DOIUrl":"https://doi.org/10.1177/13505076241237215","url":null,"abstract":"This article builds on previous work that has investigated character development within leadership learning. We take up the analogy of developing character through ‘being in a village’. We do so by gaining unique access to leadership learning within a Norwegian military academy (the village). We take a Bakhtinian perspective in analysing the data, and by doing so, we uncover multiple and competing voices that situate themselves within and across character dimensions. We contribute to the learning and development literature by showing how character dimensions are narratively constructed from differing perspectives within context. Hence, they must be considered in relational terms in any attempt to develop character and/or leadership. We show that character development is not dependent on explicit character frameworks but perhaps the role of the social dynamics in a community (village). We also uncover some of the interrelated, intertwined and competing voices that make up character in this given context which points to the way these character dimensions are ‘lived’, ‘rehearsed’ and ‘re-rehearsed’ in any context or setting. We go on to make recommendations for further research and practice.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"59 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140584571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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