Pub Date : 2024-04-13DOI: 10.1177/13505076241241287
Leo Bancou
While hybrid working offers many benefits, its individualizing inclination creates ‘new vulnerabilities’ by making social ties and work collectives more precarious. A growing number of studies have referred to co-presence to examine how hybrid work arrangements reshape sociality and togetherness at work. However, most consider co-presence as fundamentally distinct from vulnerability, creating a common divide between the two phenomena. This conceptual article posits a normative argument that recasting how co-presence relates to vulnerability should help to address the ‘new vulnerabilities’ at stake in hybrid working. After briefly exploring how the literature examines the interplay of co-presence and vulnerability, I draw on existential phenomenology – in particular, the ontological arguments of Maurice Merleau-Ponty and Judith Butler – to develop the notion of ‘vulnerable co-presence’ before introducing three points of attention, namely how it is (1) ‘intercorporeal’, (2) ‘temporo-spatial’ and (3) ‘ethico-political’. I then outline the two main implications of this framework. First, it lays the groundwork for repoliticizing the hybrid workforce. Second, it offers practitioners a perceptual basis for imagining and learning new skills to ‘hold the collective together’ in hybrid organizational contexts. Finally, I present this article’s methodological contributions and suggest some avenues for future research.
{"title":"Towards a ‘vulnerable co-presence’ for hybrid ways of working: Recasting the nexus of co-presence and vulnerability with Merleau-Ponty and Butler","authors":"Leo Bancou","doi":"10.1177/13505076241241287","DOIUrl":"https://doi.org/10.1177/13505076241241287","url":null,"abstract":"While hybrid working offers many benefits, its individualizing inclination creates ‘new vulnerabilities’ by making social ties and work collectives more precarious. A growing number of studies have referred to co-presence to examine how hybrid work arrangements reshape sociality and togetherness at work. However, most consider co-presence as fundamentally distinct from vulnerability, creating a common divide between the two phenomena. This conceptual article posits a normative argument that recasting how co-presence relates to vulnerability should help to address the ‘new vulnerabilities’ at stake in hybrid working. After briefly exploring how the literature examines the interplay of co-presence and vulnerability, I draw on existential phenomenology – in particular, the ontological arguments of Maurice Merleau-Ponty and Judith Butler – to develop the notion of ‘vulnerable co-presence’ before introducing three points of attention, namely how it is (1) ‘intercorporeal’, (2) ‘temporo-spatial’ and (3) ‘ethico-political’. I then outline the two main implications of this framework. First, it lays the groundwork for repoliticizing the hybrid workforce. Second, it offers practitioners a perceptual basis for imagining and learning new skills to ‘hold the collective together’ in hybrid organizational contexts. Finally, I present this article’s methodological contributions and suggest some avenues for future research.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"32 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140584638","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 : 2024-03-22DOI: 10.1177/13505076241236319
Suzette Dyer, Fiona Hurd, Amy Kenworthy, Peggy Hedges, Tony Wall, Shankar Shankaran, David Raymond Jones
The story we share here is about lessons learned during a three-year, collaborative autoethnographic journey beginning in January 2020. Our story is one of conducting a meaningful inquiry into our shared lived experience amid the changes brought about by COVID-19 lockdowns. Our insights speak to how we collaboratively reflected and researched across institutions, countries, disciplines, and career stages. More importantly, in making our process explicit, we highlight the way storying was experienced within our collective space. In doing so, we explore insights about how stories are adapted and transformed through a process of navigating the development of, and transitions between, pre-public and public spaces. Using an Arendtian lens, we explore the question, How are autoethnographic collaborative stories crafted for research in an academic context? Our insights present a cyclical and developmental frame within which to process collaborative storying and indeed collaborative academic work.
{"title":"A collaborative autoethnographic journey of collective storying: Transitioning between the ‘I’, the ‘We’ and the ‘They’","authors":"Suzette Dyer, Fiona Hurd, Amy Kenworthy, Peggy Hedges, Tony Wall, Shankar Shankaran, David Raymond Jones","doi":"10.1177/13505076241236319","DOIUrl":"https://doi.org/10.1177/13505076241236319","url":null,"abstract":"The story we share here is about lessons learned during a three-year, collaborative autoethnographic journey beginning in January 2020. Our story is one of conducting a meaningful inquiry into our shared lived experience amid the changes brought about by COVID-19 lockdowns. Our insights speak to how we collaboratively reflected and researched across institutions, countries, disciplines, and career stages. More importantly, in making our process explicit, we highlight the way storying was experienced within our collective space. In doing so, we explore insights about how stories are adapted and transformed through a process of navigating the development of, and transitions between, pre-public and public spaces. Using an Arendtian lens, we explore the question, How are autoethnographic collaborative stories crafted for research in an academic context? Our insights present a cyclical and developmental frame within which to process collaborative storying and indeed collaborative academic work.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"17 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203735","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 : 2024-03-22DOI: 10.1177/13505076241238318
Ghazal Mir Zulfiqar
This critical autoethnographic account describes a journey from marginalization, as a racialized Muslim minority woman in the age of American Islamophobia and biopolitical racism, to a position of dominance as my identity changed with my move from the United States to Pakistan. I reflect on the feelings of solidarity that welled up inside me with those being marginalized in my new political space and how this ended up shaping my pedagogical practice. The analysis allows me to make several contributions to the scholarship on academic activism. First, I show that it is possible for constructed vulnerabilities to be carried to a time and space where they no longer appear relevant. When management educators draw upon their own racialized encounters, they can engage in academic activism more authentically and powerfully. Second, the focus of a pedagogical framework that privileges academic activism should be on local contexts, perspectives, and knowledges. My experience demonstrates that to decolonize management education that is premised on the American managerialist model, faculty and students have to step out of the elite space of the business school classroom. Finally, I push business school academics to pursue relentless humility and reflexivity for decolonizing does not come naturally to the neocolonial elite.
{"title":"Employing memories of biopolitical racism for consciousness raising across time and space","authors":"Ghazal Mir Zulfiqar","doi":"10.1177/13505076241238318","DOIUrl":"https://doi.org/10.1177/13505076241238318","url":null,"abstract":"This critical autoethnographic account describes a journey from marginalization, as a racialized Muslim minority woman in the age of American Islamophobia and biopolitical racism, to a position of dominance as my identity changed with my move from the United States to Pakistan. I reflect on the feelings of solidarity that welled up inside me with those being marginalized in my new political space and how this ended up shaping my pedagogical practice. The analysis allows me to make several contributions to the scholarship on academic activism. First, I show that it is possible for constructed vulnerabilities to be carried to a time and space where they no longer appear relevant. When management educators draw upon their own racialized encounters, they can engage in academic activism more authentically and powerfully. Second, the focus of a pedagogical framework that privileges academic activism should be on local contexts, perspectives, and knowledges. My experience demonstrates that to decolonize management education that is premised on the American managerialist model, faculty and students have to step out of the elite space of the business school classroom. Finally, I push business school academics to pursue relentless humility and reflexivity for decolonizing does not come naturally to the neocolonial elite.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"7 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140203736","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 : 2024-03-19DOI: 10.1177/13505076241236337
Elizabeth Houldsworth, Andrea Tresidder, Tatiana Rowson
This article focuses on understanding the qualitatively different experiences of career development reported by the MBA alumni of a UK business school. Although the potential of the MBA to support career capital development has been previously identified, a thorough investigation into how this is experienced has been lacking. The study contributes to career capital theory in the context of post-experience management education in three ways. First, our findings report the development of career capitals, and we describe how these are manifested within the context of an MBA. Second, we identify five different experiences of career capital development, to which we ascribe the following labels: applying, achieving, collaborating, believing and transforming. These five different experiences contribute to theory by revealing the interrelationships and interdependencies between different forms of capital. Finally, we highlight that while it is possible to develop certain forms of career capital either with or without others, this is not the case for those involving personal transformation, which cannot be achieved alone. The article concludes with reflections on the implication of our findings for management educators, MBA teachers and researchers.
本文着重了解英国一所商学院的 MBA 校友在职业发展方面的不同经历。虽然 MBA 在支持职业资本发展方面的潜力以前就已被发现，但一直缺乏对如何体验职业资本发展的深入研究。本研究从三个方面对经验后管理教育背景下的职业资本理论做出了贡献。首先，我们的研究结果报告了职业资本的发展，并描述了这些资本是如何在 MBA 的背景下体现出来的。其次，我们确定了职业资本发展的五种不同体验，并将其归纳为以下标签：应用、实现、合作、相信和转变。这五种不同的经历揭示了不同形式的资本之间的相互关系和相互依存性，从而为理论做出了贡献。最后，我们强调，虽然有可能发展某些形式的职业资本，也有可能不发展其他形式的职业资本，但涉及个人转变的职业资本则不然，因为个人转变不可能单独实现。文章最后对我们的研究结果对管理教育工作者、MBA 教师和研究人员的意义进行了思考。
{"title":"With or without you: Career capital development as experienced by MBA alumni","authors":"Elizabeth Houldsworth, Andrea Tresidder, Tatiana Rowson","doi":"10.1177/13505076241236337","DOIUrl":"https://doi.org/10.1177/13505076241236337","url":null,"abstract":"This article focuses on understanding the qualitatively different experiences of career development reported by the MBA alumni of a UK business school. Although the potential of the MBA to support career capital development has been previously identified, a thorough investigation into how this is experienced has been lacking. The study contributes to career capital theory in the context of post-experience management education in three ways. First, our findings report the development of career capitals, and we describe how these are manifested within the context of an MBA. Second, we identify five different experiences of career capital development, to which we ascribe the following labels: applying, achieving, collaborating, believing and transforming. These five different experiences contribute to theory by revealing the interrelationships and interdependencies between different forms of capital. Finally, we highlight that while it is possible to develop certain forms of career capital either with or without others, this is not the case for those involving personal transformation, which cannot be achieved alone. The article concludes with reflections on the implication of our findings for management educators, MBA teachers and researchers.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"51 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140165447","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 : 2024-03-19DOI: 10.1177/13505076241236341
Chahrazad Abdallah
In this provocation, I argue that epistemic decolonizing is an opposition to the Master promulgator of knowledge, the Western/Eurocentric epistemic subject position. This epistemic refusal of mastery can only happen in the margins of the Business School, and as such, it is always an unfinished project whose incompleteness should be celebrated. To develop my argument, I proceed in three steps. First, I conceptualize the Business School as a postcolony, that is, a realm of extended epistemic domination rooted in the institution’s colonial historical role. Second, I suggest an alternative understanding of the margins not only rooted in spatiality, location, or identity but as a specific minoritarian epistemic position against mastery within the postcolony. These margins are not stable and immutable but relational, constantly being made, re-made, transformed, and negotiated. They are the location for an affirmative, generative and imaginative ongoing sabotage of epistemic domination. Finally, I offer that epistemic decolonizing as a minoritarian engagement, is unavoidably incomplete, unfinished, and unfinishable as knowledge always already exists and is always already weaved from a multiplicity of entangled historical, cultural, political, and disciplinary threads.
{"title":"Against mastery: Epistemic decolonizing in the margins of the Business School","authors":"Chahrazad Abdallah","doi":"10.1177/13505076241236341","DOIUrl":"https://doi.org/10.1177/13505076241236341","url":null,"abstract":"In this provocation, I argue that epistemic decolonizing is an opposition to the Master promulgator of knowledge, the Western/Eurocentric epistemic subject position. This epistemic refusal of mastery can only happen in the margins of the Business School, and as such, it is always an unfinished project whose incompleteness should be celebrated. To develop my argument, I proceed in three steps. First, I conceptualize the Business School as a postcolony, that is, a realm of extended epistemic domination rooted in the institution’s colonial historical role. Second, I suggest an alternative understanding of the margins not only rooted in spatiality, location, or identity but as a specific minoritarian epistemic position against mastery within the postcolony. These margins are not stable and immutable but relational, constantly being made, re-made, transformed, and negotiated. They are the location for an affirmative, generative and imaginative ongoing sabotage of epistemic domination. Finally, I offer that epistemic decolonizing as a minoritarian engagement, is unavoidably incomplete, unfinished, and unfinishable as knowledge always already exists and is always already weaved from a multiplicity of entangled historical, cultural, political, and disciplinary threads.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"146 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140165429","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 : 2024-03-18DOI: 10.1177/13505076241234153
P Matthijs Bal, Yvonne van Rossenberg, Mehmet A Orhan
This article investigated elite maintenance in the field of management and how early career researchers are taught to behave to become part of the elite. We develop insights into how the elite reproduces itself through socializing subsequent generations of scholars into the norms and hegemonic practices of the elite. Through analysis of sessions for early career researchers at a major academic management conference held online in 2021, we investigated how the elite functions as a racket, instructing the next generations of scholars how to enhance their chances of entering this racket. Relying on role modeling and specific behavioral advice, the elite reproduces itself by laying out the basic rules for the next generations on how to behave as the elite. This includes overemphasizing how early career researchers can join the academic elite while neglecting the discussion of how we could improve the academic system itself. We discuss the implications of racket-like manifestation of academic disciplines, including the control of a rather small group of elite scholars over an entire field of scientific investigation through which alternative voices are suppressed.
{"title":"Manifestation of academic rackets in management research through early career sessions at academic conferences","authors":"P Matthijs Bal, Yvonne van Rossenberg, Mehmet A Orhan","doi":"10.1177/13505076241234153","DOIUrl":"https://doi.org/10.1177/13505076241234153","url":null,"abstract":"This article investigated elite maintenance in the field of management and how early career researchers are taught to behave to become part of the elite. We develop insights into how the elite reproduces itself through socializing subsequent generations of scholars into the norms and hegemonic practices of the elite. Through analysis of sessions for early career researchers at a major academic management conference held online in 2021, we investigated how the elite functions as a racket, instructing the next generations of scholars how to enhance their chances of entering this racket. Relying on role modeling and specific behavioral advice, the elite reproduces itself by laying out the basic rules for the next generations on how to behave as the elite. This includes overemphasizing how early career researchers can join the academic elite while neglecting the discussion of how we could improve the academic system itself. We discuss the implications of racket-like manifestation of academic disciplines, including the control of a rather small group of elite scholars over an entire field of scientific investigation through which alternative voices are suppressed.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"22 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140165342","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 : 2024-02-17DOI: 10.1177/13505076231223115
Behlül Üsdiken, Ozan Duygulu, Betül Altunsu
Drawing upon recent extensions of the centre–periphery model, we examine research and publications by academics at the periphery within the present environment of increasing institutional pressures to publish internationally. Reviewing the emergence and the historical development of management as a discipline, we describe the fragmentation in approaches to research that has arisen in this field among countries that are typically considered as the ‘centre’ of worldwide scholarship. We propose and empirically demonstrate that the differentiation within the ‘centre’ becomes largely mirrored at the periphery with respect to attention to societal contexts, research methodology and publishing. Our companion argument that doctoral education in and/or co-authorship ties to various parts of the ‘centre’, or a lack thereof, serve as the main vehicles in generating heterogeneity and some degree of agency at the periphery receives strong support. We also find that when ties to the ‘centre’ are absent contributions from the periphery remain limited. In addition, we show that tendencies towards decontextualized research, quantitative methodologies and publishing in US-based journals have become stronger over time. The article concludes with a discussion of the theoretical contributions, main findings and the implications of our study for the possible futures of research at the periphery.
{"title":"Getting into top-ranked management journals from business schools at the periphery: The role of doctoral education and co-authorship","authors":"Behlül Üsdiken, Ozan Duygulu, Betül Altunsu","doi":"10.1177/13505076231223115","DOIUrl":"https://doi.org/10.1177/13505076231223115","url":null,"abstract":"Drawing upon recent extensions of the centre–periphery model, we examine research and publications by academics at the periphery within the present environment of increasing institutional pressures to publish internationally. Reviewing the emergence and the historical development of management as a discipline, we describe the fragmentation in approaches to research that has arisen in this field among countries that are typically considered as the ‘centre’ of worldwide scholarship. We propose and empirically demonstrate that the differentiation within the ‘centre’ becomes largely mirrored at the periphery with respect to attention to societal contexts, research methodology and publishing. Our companion argument that doctoral education in and/or co-authorship ties to various parts of the ‘centre’, or a lack thereof, serve as the main vehicles in generating heterogeneity and some degree of agency at the periphery receives strong support. We also find that when ties to the ‘centre’ are absent contributions from the periphery remain limited. In addition, we show that tendencies towards decontextualized research, quantitative methodologies and publishing in US-based journals have become stronger over time. The article concludes with a discussion of the theoretical contributions, main findings and the implications of our study for the possible futures of research at the periphery.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"255 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139951367","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 : 2024-01-06DOI: 10.1177/13505076231220121
Maria Fernanda Rios Cavalcanti, Andre Luis Silva
Management scholarship faces a challenge in maintaining relevance, as it struggles to influence and shape practices that address pressing societal problems such as social inequalities and environmental degradation. While critical management education has surfaced as a promising avenue for reshaping management practices, it has yet to realize its potential. This article aims to address this relevance crisis by examining the limits of critical management education, particularly through the lens of Freire’s contributions. By recognizing coloniality as a crucial institutional constraint that underlies various forms of oppression, we gain insights into the barriers hindering our relevance. Overseeing this constraint is troubling within business schools, often viewed as colonial endeavors. Consequently, these insights shed light on our circumstances and limitations in producing social change. In response, we suggest reframing critical management education as a form of critical performativity informed by Freire’s insights. In this light, knowledge serves as a catalyst for change, empowered by its relational, responsible, and provocative validity. By embracing Freire’s principles of thematic investigation, thematization, and problematization, we provide a comprehensive framework for understanding and addressing academic oppressions as a fundamental step in the quest for social change, offering valuable insights for future research and interventions in critical management education and beyond.
{"title":"Unveiling systemic oppression in business education: Freire’s contribution to our quest for social change","authors":"Maria Fernanda Rios Cavalcanti, Andre Luis Silva","doi":"10.1177/13505076231220121","DOIUrl":"https://doi.org/10.1177/13505076231220121","url":null,"abstract":"Management scholarship faces a challenge in maintaining relevance, as it struggles to influence and shape practices that address pressing societal problems such as social inequalities and environmental degradation. While critical management education has surfaced as a promising avenue for reshaping management practices, it has yet to realize its potential. This article aims to address this relevance crisis by examining the limits of critical management education, particularly through the lens of Freire’s contributions. By recognizing coloniality as a crucial institutional constraint that underlies various forms of oppression, we gain insights into the barriers hindering our relevance. Overseeing this constraint is troubling within business schools, often viewed as colonial endeavors. Consequently, these insights shed light on our circumstances and limitations in producing social change. In response, we suggest reframing critical management education as a form of critical performativity informed by Freire’s insights. In this light, knowledge serves as a catalyst for change, empowered by its relational, responsible, and provocative validity. By embracing Freire’s principles of thematic investigation, thematization, and problematization, we provide a comprehensive framework for understanding and addressing academic oppressions as a fundamental step in the quest for social change, offering valuable insights for future research and interventions in critical management education and beyond.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"3 12","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139380305","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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