Pub Date : 2023-12-15DOI: 10.1177/13505076231217667
Sorin MS Krammer
The rapid rise to prominence of ChatGPT, one of the most successful generative artificial intelligence tools to date, presents both important challenges and opportunities for management education. Specifically, while it improves prospects in many areas (i.e. remote learning, asynchronous communication, online collaboration, gamification, student engagement and assessments), it also poses significant challenges, particularly in relation to academic integrity and traditional forms of assessment (i.e. ‘open book’, non-invigilated, essays). Drawing on insights from social epistemology, I argue that this exogenous shock to the educational system provides opportunities for epistemic evolution, particularly in fields like management education, where essays have traditionally been the dominant form of assessment. I conclude by proposing potential responses to this disruption that can enable educators, students and institutions to succeed in this new environment.
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Pub Date : 2023-11-10DOI: 10.1177/13505076231207940
Jenny Helin, Monika Kostera, Joanna Srednicka
In gratitude toward those who have paved the way for a multitude of academic writing genres, we continue to de-stabilize writing conventions to propose, so as to put forward, ways of writing ethnographic research differently. We do this through an exploration of how the poetics of materiality can be written in ethnographic research. By means of Bachelard’s work on material imagination and poetic instants, as well as re-visiting ethnographic clay-and-wood fieldwork, we suggest the subgenre of vertical ethnography. This is a genre that enables a shift from the often taken-for-granted thick description, which focuses on interpretations of meaning of what happened in the field, to deep inscription, a writing that breaks through the surface when our entanglement with materiality is awakening poetic sensibilities, enabling a vertical writing of ethnographic accounts.
{"title":"Vertical ethnography: Writing the poetics of materiality","authors":"Jenny Helin, Monika Kostera, Joanna Srednicka","doi":"10.1177/13505076231207940","DOIUrl":"https://doi.org/10.1177/13505076231207940","url":null,"abstract":"In gratitude toward those who have paved the way for a multitude of academic writing genres, we continue to de-stabilize writing conventions to propose, so as to put forward, ways of writing ethnographic research differently. We do this through an exploration of how the poetics of materiality can be written in ethnographic research. By means of Bachelard’s work on material imagination and poetic instants, as well as re-visiting ethnographic clay-and-wood fieldwork, we suggest the subgenre of vertical ethnography. This is a genre that enables a shift from the often taken-for-granted thick description, which focuses on interpretations of meaning of what happened in the field, to deep inscription, a writing that breaks through the surface when our entanglement with materiality is awakening poetic sensibilities, enabling a vertical writing of ethnographic accounts.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"117 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135137732","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 : 2023-11-02DOI: 10.1177/13505076231207938
Ronald Hartz
This article explores the dismantling of professional autonomy during a change management programme at a business school in the United Kingdom. The change programme proposed the disinvestment from research in Critical Management Studies (CMS) and Political Economy and resulted in compulsory redundancies. The study reconstructs the managerial processing of this ‘case for change’ with a particular focus on the mechanisms behind the dismantling of professional autonomy. Specifically, three mechanisms of degradation are highlighted: first, a managerial attitude of censorship and anti-intellectualism that serves to demean academic scholarship, second, the regulation of time, space and information that deprives academics of the means to defend themselves and, finally, the isolation of professionals and the creation of docile academic subjects. By focussing on the micro-physics of power and understanding the mundane processes through which it takes effect and circulates, the ways in which it routinely undermines the autonomy of those it wants out, the article offers further avenues to discuss ways to resist the dismantling of professional autonomy in the managerial university.
{"title":"Demeaning, depriving, and isolating the academic subject: A case study of the degradation of professional autonomy","authors":"Ronald Hartz","doi":"10.1177/13505076231207938","DOIUrl":"https://doi.org/10.1177/13505076231207938","url":null,"abstract":"This article explores the dismantling of professional autonomy during a change management programme at a business school in the United Kingdom. The change programme proposed the disinvestment from research in Critical Management Studies (CMS) and Political Economy and resulted in compulsory redundancies. The study reconstructs the managerial processing of this ‘case for change’ with a particular focus on the mechanisms behind the dismantling of professional autonomy. Specifically, three mechanisms of degradation are highlighted: first, a managerial attitude of censorship and anti-intellectualism that serves to demean academic scholarship, second, the regulation of time, space and information that deprives academics of the means to defend themselves and, finally, the isolation of professionals and the creation of docile academic subjects. By focussing on the micro-physics of power and understanding the mundane processes through which it takes effect and circulates, the ways in which it routinely undermines the autonomy of those it wants out, the article offers further avenues to discuss ways to resist the dismantling of professional autonomy in the managerial university.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"15 15","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135972960","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 : 2023-10-31DOI: 10.1177/13505076231201734
Maria Ceci Misoczky
The appropriation of Paulo Freire’s ideas by academic and educators of the West often reduces them to a pedagogical method. This article’s argument affirms that considering his contributions from a strictly pedagogic perspective would empty the educative act of its political content and, according to Freire, would make it as dominating as any other. The text is written in a close relationship with the words of Freire. It is recognized, in the discussion of the challenges we face if we intend to explore the possibilities of practicing a liberating education at the space of management schools, that it is always possible to make something to contradict the dominant and to open space for creativity and hope. In this situation, it necessarily includes the critique of management and its insertion in the process of cultural invasion. The aim is not to provide a conclusive contribution; it is an invitation to future dialogues that embrace Paulo Freire’s ideas mainly around themes such as organization, leadership and education, always keeping in mind the praxeology and the critical ethics that are at the fundament of his propositions.
{"title":"Paulo Freire and the praxis of liberation: Education, organization and ethics","authors":"Maria Ceci Misoczky","doi":"10.1177/13505076231201734","DOIUrl":"https://doi.org/10.1177/13505076231201734","url":null,"abstract":"The appropriation of Paulo Freire’s ideas by academic and educators of the West often reduces them to a pedagogical method. This article’s argument affirms that considering his contributions from a strictly pedagogic perspective would empty the educative act of its political content and, according to Freire, would make it as dominating as any other. The text is written in a close relationship with the words of Freire. It is recognized, in the discussion of the challenges we face if we intend to explore the possibilities of practicing a liberating education at the space of management schools, that it is always possible to make something to contradict the dominant and to open space for creativity and hope. In this situation, it necessarily includes the critique of management and its insertion in the process of cultural invasion. The aim is not to provide a conclusive contribution; it is an invitation to future dialogues that embrace Paulo Freire’s ideas mainly around themes such as organization, leadership and education, always keeping in mind the praxeology and the critical ethics that are at the fundament of his propositions.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869276","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 : 2023-10-31DOI: 10.1177/13505076231206558
Richard J Arend
This essay is written to provoke a reaction against the Association to Advance Collegiate Schools of Business. When a business school’s administration is criminally convicted of conspiracy to commit fraud and yet it retains its accreditations, something is wrong. Accreditors expect that we enforce ethical standards like “no cheating” on our students but do not enforce those standards on deans, even in cases of publicly-admitted years-long submissions of misrepresentative rankings data. That inconsistency is not lost on us, given the explicit statements such accreditors have about quality, social responsibility, and serving students—all of which are violated in their inactions when their paying members (or their graduates) are involved in harmful behaviors. Management learning is negatively affected as a result; whatever we state in the classroom about ethics is effectively drowned out by what standards are actually enforced in the real world by those who claim to provide legitimacy to our programs and give us a license to operate. So, it is time to address that. An implementable solution is proposed, one which if not adopted should lead to serious consideration of the dissolution of the Association to Advance Collegiate Schools of Business and any other accreditor who fails to provide the public service expected of it.
这篇文章是为了激起人们对促进大学商学院协会的反对。如果一所商学院的管理层被判犯有共谋欺诈罪，但仍保留其资格，那一定是出了问题。认证机构希望我们对学生执行“不作弊”等道德标准，但不会对院长执行这些标准，即使是在公开承认多年来提交的虚假排名数据的情况下。考虑到这些认证机构在质量、社会责任和服务学生方面的明确声明，我们并没有忽视这种不一致——当他们的付费会员(或毕业生)参与有害行为时，所有这些都在他们的不作为中被违反了。管理学习因此受到负面影响;无论我们在课堂上讲什么道德，都被那些声称为我们的项目提供合法性并给我们经营许可证的人在现实世界中实际执行的标准所淹没。所以，是时候解决这个问题了。提出了一个可行的解决方案，如果不采纳，就应该认真考虑解散“促进大学商学院协会”(Association to Advance Collegiate Schools of Business)和其他未能提供公众期望的认证机构。
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Pub Date : 2023-10-06DOI: 10.1177/13505076231201445
Amon Barros, Ajnesh Prasad, Martyna Śliwa
In this editorial, we identify some of the opportunities and the consequences of generative artificial intelligence for academia. We discuss how generative artificial intelligence will affect the three main areas of an academic’s job responsibilities: research, teaching and service. To animate our ideas, we offer illustrative examples of how generative artificial intelligence will impact each of these areas. Further recognizing that generative artificial intelligence poses both opportunities and consequences for academia from a management learning perspective, we use examples that represent a positive and a negative outcome resultant of generative artificial intelligence to each of the three areas of academic responsibility.
{"title":"Generative artificial intelligence and academia: Implication for research, teaching and service","authors":"Amon Barros, Ajnesh Prasad, Martyna Śliwa","doi":"10.1177/13505076231201445","DOIUrl":"https://doi.org/10.1177/13505076231201445","url":null,"abstract":"In this editorial, we identify some of the opportunities and the consequences of generative artificial intelligence for academia. We discuss how generative artificial intelligence will affect the three main areas of an academic’s job responsibilities: research, teaching and service. To animate our ideas, we offer illustrative examples of how generative artificial intelligence will impact each of these areas. Further recognizing that generative artificial intelligence poses both opportunities and consequences for academia from a management learning perspective, we use examples that represent a positive and a negative outcome resultant of generative artificial intelligence to each of the three areas of academic responsibility.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135352101","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 : 2023-10-03DOI: 10.1177/13505076231197908
Shehla R Arifeen, Farooq Mughal
Using the case of the COVID-19 lockdown as a disruptive event, this article aims to show the paradox of improvisation by investigating students’ experiences of transitioning from in-person to digital learning spaces across three select business schools in Pakistan. Using Foucault, we analyse the discursive strategies deployed by students as they oscillate between different subject positions under improvised digital conditions. Our analysis reveals contradictory views about the agency of the improvised subjects which is often considered as enterprising in the sense that individuals are willing agents of change. Findings suggest that improvisation can also be paradoxically experienced as it misaligns with predispositions of agents. We show this through the struggles of students in getting to grips with the digital move, giving rise to uncertainty. This study, therefore, makes three distinct, yet interrelated, contributions to the literature on management learning by identifying: the risks of taming embodied subjectivities, the changing positionality of learners and the paradox of improvisation. Our work has implications for understanding improvisation in business schools during disruptive events, as overlooking the predispositions of students can lead to an enterprising agency of a different kind (e.g. resistance) that forfeits the purpose of improvisation.
{"title":"Can improvisation be paradoxical? Learner positionality and the improvised digital disruption","authors":"Shehla R Arifeen, Farooq Mughal","doi":"10.1177/13505076231197908","DOIUrl":"https://doi.org/10.1177/13505076231197908","url":null,"abstract":"Using the case of the COVID-19 lockdown as a disruptive event, this article aims to show the paradox of improvisation by investigating students’ experiences of transitioning from in-person to digital learning spaces across three select business schools in Pakistan. Using Foucault, we analyse the discursive strategies deployed by students as they oscillate between different subject positions under improvised digital conditions. Our analysis reveals contradictory views about the agency of the improvised subjects which is often considered as enterprising in the sense that individuals are willing agents of change. Findings suggest that improvisation can also be paradoxically experienced as it misaligns with predispositions of agents. We show this through the struggles of students in getting to grips with the digital move, giving rise to uncertainty. This study, therefore, makes three distinct, yet interrelated, contributions to the literature on management learning by identifying: the risks of taming embodied subjectivities, the changing positionality of learners and the paradox of improvisation. Our work has implications for understanding improvisation in business schools during disruptive events, as overlooking the predispositions of students can lead to an enterprising agency of a different kind (e.g. resistance) that forfeits the purpose of improvisation.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739286","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 : 2023-10-03DOI: 10.1177/13505076231194831
Hannah Knox, Damian O’Doherty, Theo Vurdubakis, Chris Westrup
The idea(l) of ‘legitimate peripheral participation’ remains at the heart of debates over the nature and potential of communities of practice. Yet the question of how the legitimacy or otherwise of participation is actually established is seldom addressed. In this article, we focus on ‘legitimacy’ as figure instead of ground. We attend to the ‘displays of competence’, and their associated ‘labours of division’, by means of which ‘practitioners’ claim recognition and are made recognisable to each other as members, or non-members, of an ‘us’. We seek to understand how members come to recognise particular ‘doings’ and forms of knowledge as belonging (or not belonging) to a particular practice. How is the common ‘domain’ (communis) of practice settled (or un-settled) in the course of specific performances of membership? Empirically, the article draws upon a 2-year investigation of how community of practice boundaries and participation were negotiated in ‘UltraGlass Plc’, a multinational manufacturing company, and specifically of the failure of ‘community’ to cohere around practices.
{"title":"Labours of division: Legitimacy, membership and the performance of business knowledge","authors":"Hannah Knox, Damian O’Doherty, Theo Vurdubakis, Chris Westrup","doi":"10.1177/13505076231194831","DOIUrl":"https://doi.org/10.1177/13505076231194831","url":null,"abstract":"The idea(l) of ‘legitimate peripheral participation’ remains at the heart of debates over the nature and potential of communities of practice. Yet the question of how the legitimacy or otherwise of participation is actually established is seldom addressed. In this article, we focus on ‘legitimacy’ as figure instead of ground. We attend to the ‘displays of competence’, and their associated ‘labours of division’, by means of which ‘practitioners’ claim recognition and are made recognisable to each other as members, or non-members, of an ‘us’. We seek to understand how members come to recognise particular ‘doings’ and forms of knowledge as belonging (or not belonging) to a particular practice. How is the common ‘domain’ (communis) of practice settled (or un-settled) in the course of specific performances of membership? Empirically, the article draws upon a 2-year investigation of how community of practice boundaries and participation were negotiated in ‘UltraGlass Plc’, a multinational manufacturing company, and specifically of the failure of ‘community’ to cohere around practices.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739533","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 : 2023-09-30DOI: 10.1177/13505076231198488
Sam Dallyn, Marco Checchi, Patricia Prado, Iain Munro
The unprecedented scale of the climate crisis has led to a questioning of conventional approaches to sustainability in management education, centred around business case for sustainability narratives. Such critique gives rise to serious questions around how we approach teaching the universality of the climate crisis, species extinction and biodiversity loss differently. Working with Freire’s stress on the political role of the educator, action rooted in the concrete and the interconnections he establishes between pedagogy and political organisation, our contribution is to connect these interventions with Haraway’s call to stay ‘with the trouble’ and generate Communities of Compost – that is, collective more than human communities of multi-species flourishing. In doing so, we propose threading together ecocentric and political economy approaches in management education, to present an alternative to corporate sustainability solutionism and to politically rethink scalar mismatches – that is when problems and proposed ‘solutions’ to the climate crisis apply to different sets of relations. As a way of addressing this, we develop pedagogical practices around Haraway’s multi-species Communities of Compost and combine this with the political movement of La Via Campesina – focusing on its campaigns for agroecology and food sovereignty.
气候危机的空前规模，引发了对管理教育中以可持续发展叙事的商业案例为中心的传统可持续发展方法的质疑。这样的批评引发了一个严肃的问题，即我们如何以不同的方式来教授气候危机、物种灭绝和生物多样性丧失的普遍性。弗莱雷强调教育工作者的政治角色、根植于具体的行动以及他在教育学和政治组织之间建立的相互联系，我们的贡献是将这些干预措施与哈拉威的呼吁联系起来，即“与麻烦同在”，并产生堆肥社区——也就是说，集体而不是多物种繁荣的人类社区。在此过程中，我们建议在管理教育中结合生态中心和政治经济学方法，提出企业可持续性解决方案主义的替代方案，并从政治上重新思考标量错配-即当气候危机的问题和提出的“解决方案”适用于不同的关系集时。为了解决这个问题，我们围绕Haraway的多物种堆肥社区开展教学实践，并将其与La Via Campesina的政治运动结合起来，重点关注其农业生态学和粮食主权运动。
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Pub Date : 2023-09-30DOI: 10.1177/13505076231198491
Susan Cooper, Dipsikha Guha Majumdar
Recently in academia, and particularly in management and organization studies, there is more attention being paid to unpacking our own oppressive systems and practices. In this article, we join the conversation examining the pressures of academia by exploring how reflexivity can be elicited through engaging with theory. We draw on the theories and concepts of Paulo Freire to (re-)interpret how PhD students experience the material practices and symbolic systems of the business school. We use autoethnographic vignettes to engage with our personal experiences and stories as field-based researchers and PhD scholars in UK business schools. Through critical reflection and cooperation-based dialogue, we analyzed these experiences using Freire’s concepts of banking education and (de)humanization. This can be considered conscientização (conscientization), raising critical consciousness of our own experiences. We find that doctoral students suffer from processes of dehumanization in the business school, but they also reinforce these processes through social reproduction. We reflect on the need for solidarity and how an awareness of the role we play within the system can shift our thinking toward constructive social change.
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