Pub Date : 2023-06-30DOI: 10.1177/13505076231183216
Ruth Cherrington, C. Manolchev, A. Alexander, Jessica Fishburn
Over 60 years of scholarship have been dedicated to describing meaning-making processes through which organisational learning occurs. Recently, researchers have considered the creation of shared meaning-making through prolonged and co-located interactions situated in the context of a community. The spread of hybrid working has had an adverse impact on several of these meaning-making processes, disrupting knowledge-sharing ecosystems and organisational learning overall. In this article, we explore ways of facilitating knowledge-sharing against such disruption. To maximise the efficiency of verbal communication, we introduce Basil Bernstein’s socio-linguistic approach of learning as the emergence and consolidation of verbal codes. We trial the LEGO® SERIOUS PLAY® method as a means of facilitating the emergence and consolidation of such verbal codes in five online workshops with manufacturing businesses. We find that the emergence of verbal codes can be facilitated through the use of the LEGO® SERIOUS PLAY® method. We also find that code consolidation is a much more spontaneous process, and we observe this in the final reflection stage of the workshops. Our study offers insights into the process of meaning-making in online exchanges and has implications for organisations seeking to manage hybrid or fully remote workforces, as well as the wider field of organisational learning.
{"title":"Learning through games: Facilitating meaning-making in online exchanges","authors":"Ruth Cherrington, C. Manolchev, A. Alexander, Jessica Fishburn","doi":"10.1177/13505076231183216","DOIUrl":"https://doi.org/10.1177/13505076231183216","url":null,"abstract":"Over 60 years of scholarship have been dedicated to describing meaning-making processes through which organisational learning occurs. Recently, researchers have considered the creation of shared meaning-making through prolonged and co-located interactions situated in the context of a community. The spread of hybrid working has had an adverse impact on several of these meaning-making processes, disrupting knowledge-sharing ecosystems and organisational learning overall. In this article, we explore ways of facilitating knowledge-sharing against such disruption. To maximise the efficiency of verbal communication, we introduce Basil Bernstein’s socio-linguistic approach of learning as the emergence and consolidation of verbal codes. We trial the LEGO® SERIOUS PLAY® method as a means of facilitating the emergence and consolidation of such verbal codes in five online workshops with manufacturing businesses. We find that the emergence of verbal codes can be facilitated through the use of the LEGO® SERIOUS PLAY® method. We also find that code consolidation is a much more spontaneous process, and we observe this in the final reflection stage of the workshops. Our study offers insights into the process of meaning-making in online exchanges and has implications for organisations seeking to manage hybrid or fully remote workforces, as well as the wider field of organisational learning.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46021205","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 : 2023-05-25DOI: 10.1177/13505076231166850
C. Schwabenland, Alexander K. Kofinas
Despite widespread agreement on the importance of preparing management students for working in diverse organisations, there is evidence that this is often ignored or marginalised in formal curricula. Our article draws on the concept of the hidden curriculum to present the results of a project in which business school academics and support staff explored the ‘unthought knowns’ that influence how equality, diversity and inclusion are, or are not, engaged with in the classroom. Our data were generated during workshops using the LEGO® Serious Play® methodology in which participants built LEGO® models to develop their own understandings of equality, diversity and inclusion. The models, and the discussions about them, uncovered complexities and contradictions inherent within these topics, alongside significant levels of anxiety and fear. Our study makes two contributions: first, through the animal metaphors that featured in the models, we identify some of the anxieties that are generated by these topics which are likely to influence the hidden curriculum. Second, our innovative use of LEGO® Serious Play® contains important implications about the actual mechanism through which such insights can be ‘surfaced’ so that they become available for reflection and thought.
{"title":"Ducks, elephants and sharks: Using LEGO® Serious Play® to surface the ‘hidden curriculum’ of equality, diversity and inclusion","authors":"C. Schwabenland, Alexander K. Kofinas","doi":"10.1177/13505076231166850","DOIUrl":"https://doi.org/10.1177/13505076231166850","url":null,"abstract":"Despite widespread agreement on the importance of preparing management students for working in diverse organisations, there is evidence that this is often ignored or marginalised in formal curricula. Our article draws on the concept of the hidden curriculum to present the results of a project in which business school academics and support staff explored the ‘unthought knowns’ that influence how equality, diversity and inclusion are, or are not, engaged with in the classroom. Our data were generated during workshops using the LEGO® Serious Play® methodology in which participants built LEGO® models to develop their own understandings of equality, diversity and inclusion. The models, and the discussions about them, uncovered complexities and contradictions inherent within these topics, alongside significant levels of anxiety and fear. Our study makes two contributions: first, through the animal metaphors that featured in the models, we identify some of the anxieties that are generated by these topics which are likely to influence the hidden curriculum. Second, our innovative use of LEGO® Serious Play® contains important implications about the actual mechanism through which such insights can be ‘surfaced’ so that they become available for reflection and thought.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"318 - 337"},"PeriodicalIF":2.4,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47269158","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 : 2023-05-13DOI: 10.1177/13505076231164011
Uracha Chatrakul Na Ayudhya, Michelle Edmondson, America Harris, Fabien Littel
We are a student–educator writing collective that have come together outside the formal classroom to experiment with ‘writing differently’, imbued with a desire to enact collective resistance against ‘unnoticed’ and intentionally hidden aspects of the business school curriculum that condone, normalize and reproduce social injustice and inequalities. As students and educator located in the Department of Organizational Psychology at a UK-based business school, we see our non-traditional writing and inquiry through collective writing as a form of resistance against hegemonic scientific norms of knowledge production that dominate our discipline. We evoked Freire’s problem-posing education through a collective enactment of ‘responsibility learning-in-action’ by participating in regular ‘writing as resistance’ sessions, where we wrote around our lived experiences of the ‘unnoticed’ and intentionally hidden curriculum and responsibility learning in the same virtual space and time and then read aloud to one another. Our coming together through this practice (re)claims relationality and solidarity in the student–educator relationship, which is in itself a contribution to the topic of the intersections between responsibility learning and the hidden curriculum at business schools.
{"title":"Moving from responsibility learning inaction to ‘responsibility learning-in-action’: A student-educator collective writing on the ‘unnoticed’ in the hidden curriculum at business schools","authors":"Uracha Chatrakul Na Ayudhya, Michelle Edmondson, America Harris, Fabien Littel","doi":"10.1177/13505076231164011","DOIUrl":"https://doi.org/10.1177/13505076231164011","url":null,"abstract":"We are a student–educator writing collective that have come together outside the formal classroom to experiment with ‘writing differently’, imbued with a desire to enact collective resistance against ‘unnoticed’ and intentionally hidden aspects of the business school curriculum that condone, normalize and reproduce social injustice and inequalities. As students and educator located in the Department of Organizational Psychology at a UK-based business school, we see our non-traditional writing and inquiry through collective writing as a form of resistance against hegemonic scientific norms of knowledge production that dominate our discipline. We evoked Freire’s problem-posing education through a collective enactment of ‘responsibility learning-in-action’ by participating in regular ‘writing as resistance’ sessions, where we wrote around our lived experiences of the ‘unnoticed’ and intentionally hidden curriculum and responsibility learning in the same virtual space and time and then read aloud to one another. Our coming together through this practice (re)claims relationality and solidarity in the student–educator relationship, which is in itself a contribution to the topic of the intersections between responsibility learning and the hidden curriculum at business schools.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"359 - 383"},"PeriodicalIF":2.4,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46793201","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 : 2023-05-13DOI: 10.1177/13505076231171371
T. Wall, M. Blasco, S. Nkomo, M. Racz, M. Mandiola
We frame this special issue on the hidden responsibility curriculum through the lens of Jun’ichirō Tanizaki’s 1933 essay, In Praise of Shadows, which recognises the subtlety, modesty and dignity of shadows that are highly prized in Japanese culture. We do this to embody the themes both present and absent from the seven articles in this special issue. The articles share flecks and flickers, suggesting that (1) salient things happen in the shadows when it comes to responsibility learning – for better or worse, (2) students can play a role in illuminating and challenging the shadow sides of learning environments and (3) discernible symbols provide navigational possibilities in the shadows. Our tribute to Tanizaki reflects both the involuntary absence, in our Special Issue, of contributions beyond dominant White, Northern European perspectives and the lack of methodological apparatus that can effectively capture the implicit, shadow side of educational life – and life beyond – that evades conventional academic approaches. We also share reflections from the shadows of our own curation of this special issue, as an invite to shine a light on how curational ecosystems might be reimagined.
{"title":"In Praise of Shadows: Exploring the hidden (responsibility) curriculum","authors":"T. Wall, M. Blasco, S. Nkomo, M. Racz, M. Mandiola","doi":"10.1177/13505076231171371","DOIUrl":"https://doi.org/10.1177/13505076231171371","url":null,"abstract":"We frame this special issue on the hidden responsibility curriculum through the lens of Jun’ichirō Tanizaki’s 1933 essay, In Praise of Shadows, which recognises the subtlety, modesty and dignity of shadows that are highly prized in Japanese culture. We do this to embody the themes both present and absent from the seven articles in this special issue. The articles share flecks and flickers, suggesting that (1) salient things happen in the shadows when it comes to responsibility learning – for better or worse, (2) students can play a role in illuminating and challenging the shadow sides of learning environments and (3) discernible symbols provide navigational possibilities in the shadows. Our tribute to Tanizaki reflects both the involuntary absence, in our Special Issue, of contributions beyond dominant White, Northern European perspectives and the lack of methodological apparatus that can effectively capture the implicit, shadow side of educational life – and life beyond – that evades conventional academic approaches. We also share reflections from the shadows of our own curation of this special issue, as an invite to shine a light on how curational ecosystems might be reimagined.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"291 - 304"},"PeriodicalIF":2.4,"publicationDate":"2023-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43270802","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 : 2023-05-12DOI: 10.1177/13505076231167265
O. Alakavuklar
This essay invites my colleagues in business schools to do their research differently by working with and for community/grassroots organisations. Based on my fieldwork experience at a free food store problematising food surplus and food waste in Aotearoa New Zealand, I offer ‘activist performativity’ as a scholarship modality that builds on critical praxis aligning activism, research and teaching for a socially just and sustainable society. I present my attempt to become an-Other critical scholar bridging multiple domains as a case of activist performativity with the hope of collectively transforming the alienating research practices at business schools as critical scholars.
{"title":"An attempt to become an-Other critical scholar: Bridging as ‘activist performativity’","authors":"O. Alakavuklar","doi":"10.1177/13505076231167265","DOIUrl":"https://doi.org/10.1177/13505076231167265","url":null,"abstract":"This essay invites my colleagues in business schools to do their research differently by working with and for community/grassroots organisations. Based on my fieldwork experience at a free food store problematising food surplus and food waste in Aotearoa New Zealand, I offer ‘activist performativity’ as a scholarship modality that builds on critical praxis aligning activism, research and teaching for a socially just and sustainable society. I present my attempt to become an-Other critical scholar bridging multiple domains as a case of activist performativity with the hope of collectively transforming the alienating research practices at business schools as critical scholars.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42166406","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 : 2023-05-12DOI: 10.1177/13505076231170173
H. Vesala
Using Maurice Merleau-Ponty’s theory of the flesh as rhythm, this article examines how lived dynamics between embodiment and space construct distinct modes of togetherness and learning in working life. Workspaces are becoming increasingly hybrid collections of various physical and virtual spaces. Contemporary workspace ideals embrace openness and a collective ‘buzz’, but this can also be disorientating. This article examines how different spaces could be combined to create spatial rhythms that balance collective working and learning with more silent types of understanding and reflexivity. The article suggests that we need both intimate and open spaces, as well as transitional spaces in between, to nurture learning and togetherness. First, spatial withdrawal can help people to connect with their earlier work history and dreams, sustaining openness of perception. Second, rhythmic movements between different spaces create a transitional experience of different worlds overlapping and a fertile condition for immediate communities. The article suggests that both approaches to space can assist in opening personal registers that are often suppressed: imagination and lived past. This article illuminates how reflexively created hybrid spaces can support personal grounding, spur learning opportunities and actualise novel modes of being together.
{"title":"Lived rhythms as a ground for togetherness and learning in hybrid workspace","authors":"H. Vesala","doi":"10.1177/13505076231170173","DOIUrl":"https://doi.org/10.1177/13505076231170173","url":null,"abstract":"Using Maurice Merleau-Ponty’s theory of the flesh as rhythm, this article examines how lived dynamics between embodiment and space construct distinct modes of togetherness and learning in working life. Workspaces are becoming increasingly hybrid collections of various physical and virtual spaces. Contemporary workspace ideals embrace openness and a collective ‘buzz’, but this can also be disorientating. This article examines how different spaces could be combined to create spatial rhythms that balance collective working and learning with more silent types of understanding and reflexivity. The article suggests that we need both intimate and open spaces, as well as transitional spaces in between, to nurture learning and togetherness. First, spatial withdrawal can help people to connect with their earlier work history and dreams, sustaining openness of perception. Second, rhythmic movements between different spaces create a transitional experience of different worlds overlapping and a fertile condition for immediate communities. The article suggests that both approaches to space can assist in opening personal registers that are often suppressed: imagination and lived past. This article illuminates how reflexively created hybrid spaces can support personal grounding, spur learning opportunities and actualise novel modes of being together.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42237174","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 : 2023-05-11DOI: 10.1177/13505076231169594
E. Crișan, I. Beleiu, I. Salanță, Ovidiu-Niculae Bordean, R. Bunduchi
The past decade has seen increased interest in entrepreneurship education outside business schools, driven both by changes in market demand and governmental policies. This has led to an expansion of embedded entrepreneurship education, where entrepreneurship is included as part of existing, non-business courses. Using the context-intervention-outcome-mechanism framework, we systematically review 33 cases of embedded entrepreneurship education programs to understand where, how, and with what outcomes such initiatives were implemented. Our analysis identifies four mechanisms, which explain how embedded entrepreneurship education functions: individual, team-based, organizational, and multi-organizational. Our analysis points to three key recommendations for embedded entrepreneurship education practice and three related avenues for future research: considering program scalability, intended outcomes and misaligned pedagogical models, and contextual diversity.
{"title":"Embedding entrepreneurship education in non-business courses: A systematic review and guidelines for practice","authors":"E. Crișan, I. Beleiu, I. Salanță, Ovidiu-Niculae Bordean, R. Bunduchi","doi":"10.1177/13505076231169594","DOIUrl":"https://doi.org/10.1177/13505076231169594","url":null,"abstract":"The past decade has seen increased interest in entrepreneurship education outside business schools, driven both by changes in market demand and governmental policies. This has led to an expansion of embedded entrepreneurship education, where entrepreneurship is included as part of existing, non-business courses. Using the context-intervention-outcome-mechanism framework, we systematically review 33 cases of embedded entrepreneurship education programs to understand where, how, and with what outcomes such initiatives were implemented. Our analysis identifies four mechanisms, which explain how embedded entrepreneurship education functions: individual, team-based, organizational, and multi-organizational. Our analysis points to three key recommendations for embedded entrepreneurship education practice and three related avenues for future research: considering program scalability, intended outcomes and misaligned pedagogical models, and contextual diversity.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45864202","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 : 2023-04-27DOI: 10.1177/13505076231166764
Edwina Pio, Guillermo Merelo
What does it take for business schools to reconnect with new cohorts of students and their societal expectations? One of the myriad barriers that universities face when addressing such a conundrum is widely given by a hidden – in plain sight – part of the educational curriculum: the principle of secularism adopted decades ago as a precondition of Western modernisation. We do not argue in favour of the adoption of religious forms of education or the design of religious-oriented curricula. Our argument is that within religious philosophies lies a rich inventory of knowledge that connects with millions of religious and non-religious people who are members of a diverse range of societies, organisations and businesses. We propose that a better integrated approach to business students’ development could draw from more human-centred methods of pedagogical design to which the concept of eudaemonia – what motivates people’s hearts and minds – is closely connected. This is particularly salient if we consider the enormous influence that business programmes have globally. This article contributes to the extant literature on business education and management learning by establishing clearer links and theoretical reflections between myriad scholarships concerned with addressing business schools’ connections with new cohorts of students in increasingly diverse societies.
{"title":"Do neutral hearts make the world go around? A eudaemonic turn in business curricula","authors":"Edwina Pio, Guillermo Merelo","doi":"10.1177/13505076231166764","DOIUrl":"https://doi.org/10.1177/13505076231166764","url":null,"abstract":"What does it take for business schools to reconnect with new cohorts of students and their societal expectations? One of the myriad barriers that universities face when addressing such a conundrum is widely given by a hidden – in plain sight – part of the educational curriculum: the principle of secularism adopted decades ago as a precondition of Western modernisation. We do not argue in favour of the adoption of religious forms of education or the design of religious-oriented curricula. Our argument is that within religious philosophies lies a rich inventory of knowledge that connects with millions of religious and non-religious people who are members of a diverse range of societies, organisations and businesses. We propose that a better integrated approach to business students’ development could draw from more human-centred methods of pedagogical design to which the concept of eudaemonia – what motivates people’s hearts and minds – is closely connected. This is particularly salient if we consider the enormous influence that business programmes have globally. This article contributes to the extant literature on business education and management learning by establishing clearer links and theoretical reflections between myriad scholarships concerned with addressing business schools’ connections with new cohorts of students in increasingly diverse societies.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"305 - 317"},"PeriodicalIF":2.4,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48522692","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 : 2023-04-18DOI: 10.1177/13505076231162633
Amir E. Keshtiban, Mark Gatto, Jamie L. Callahan
In this paper, we describe a mechanism for subverting the institutional-level neo-liberal hidden curricula of responsibility learning in universities by using a positive hidden curriculum based on extra-curricular activities partnering staff and students. In our study, we leverage projects from an institution-sponsored Justice, Equality, Diversity and Inclusion (JEDI) initiative as notional ‘Trojan horses’ to instil within university students a more reflexive awareness of responsibility that they can take with them when they graduate. In delivering this positive hidden (extra)curriculum, staff are seemingly performing the formal agenda of the institution’s responsibility agenda while undermining its managerialist hidden curriculum by working in tandem with students. Our key findings – student reflection and voice – are evidence of the positive hidden curriculum implementation. Our contributions are twofold. First, we demonstrate that positive hidden curricula can serve as a tool of micro-activism to subvert managerialist hidden curricula. Second, we offer another dimension to Semper and Blasco’s interpersonal strategies for challenging the hidden curriculum by showing that collaborative projects between students and staff can be sites of a positive hidden (extra)curriculum. Collaborative initiatives such as the ones we describe in this article provide a tangible foundation for reconsidering creative and intrinsic approaches to responsible learning environments.
{"title":"Trojan horses: Creating a positive hidden (extra)curriculum through a Justice, Equality, Diversity and Inclusion (JEDI) initiative","authors":"Amir E. Keshtiban, Mark Gatto, Jamie L. Callahan","doi":"10.1177/13505076231162633","DOIUrl":"https://doi.org/10.1177/13505076231162633","url":null,"abstract":"In this paper, we describe a mechanism for subverting the institutional-level neo-liberal hidden curricula of responsibility learning in universities by using a positive hidden curriculum based on extra-curricular activities partnering staff and students. In our study, we leverage projects from an institution-sponsored Justice, Equality, Diversity and Inclusion (JEDI) initiative as notional ‘Trojan horses’ to instil within university students a more reflexive awareness of responsibility that they can take with them when they graduate. In delivering this positive hidden (extra)curriculum, staff are seemingly performing the formal agenda of the institution’s responsibility agenda while undermining its managerialist hidden curriculum by working in tandem with students. Our key findings – student reflection and voice – are evidence of the positive hidden curriculum implementation. Our contributions are twofold. First, we demonstrate that positive hidden curricula can serve as a tool of micro-activism to subvert managerialist hidden curricula. Second, we offer another dimension to Semper and Blasco’s interpersonal strategies for challenging the hidden curriculum by showing that collaborative projects between students and staff can be sites of a positive hidden (extra)curriculum. Collaborative initiatives such as the ones we describe in this article provide a tangible foundation for reconsidering creative and intrinsic approaches to responsible learning environments.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"338 - 358"},"PeriodicalIF":2.4,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47699349","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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