Pub Date : 2023-04-17DOI: 10.1177/13505076231162691
M. Fougère, Nikodemus Solitander
In the responsible turn in business school education and management learning, the responsibility approach is proposed as a possible panacea against a hidden curriculum which leads to damaging business practice. The explicit promise of responsible management learning and education is that homo oeconomicus can be re-formed in the image of a responsible business subject, what we here call ‘homo responsabilis’. We explore how a business school curriculum centred on responsibility affects key subject positions such as consumer, employee, manager, entrepreneur, investor and leader. In three responsible management learning and education illustrations at our business school, we observe three layers of responsibilization of the individual: responsibilization for self-enhancement, responsibilization for economic prosperity and responsibilization for social and environmental sustainability. We find that these three layers of responsibilization impact business school subjects in several problematic ways: excessive moral burdening of consumers, overburdening of self-managing employees and fantasmatic gripping of prospective entrepreneurs. Our contribution to critical studies of responsible management learning and education is twofold: (1) we show how explicit responsible management learning and education curricula tend to extend the neoliberal HC, and (2) we complement studies calling for re-politicizing responsible management learning and education by suggesting transformative learning ways to generate explicitly ethico-political imaginations that can help in resisting individual responsibilization in business school education.
{"title":"Homo responsabilis as an extension of the neoliberal hidden curriculum: The triple responsibilization of responsible management education","authors":"M. Fougère, Nikodemus Solitander","doi":"10.1177/13505076231162691","DOIUrl":"https://doi.org/10.1177/13505076231162691","url":null,"abstract":"In the responsible turn in business school education and management learning, the responsibility approach is proposed as a possible panacea against a hidden curriculum which leads to damaging business practice. The explicit promise of responsible management learning and education is that homo oeconomicus can be re-formed in the image of a responsible business subject, what we here call ‘homo responsabilis’. We explore how a business school curriculum centred on responsibility affects key subject positions such as consumer, employee, manager, entrepreneur, investor and leader. In three responsible management learning and education illustrations at our business school, we observe three layers of responsibilization of the individual: responsibilization for self-enhancement, responsibilization for economic prosperity and responsibilization for social and environmental sustainability. We find that these three layers of responsibilization impact business school subjects in several problematic ways: excessive moral burdening of consumers, overburdening of self-managing employees and fantasmatic gripping of prospective entrepreneurs. Our contribution to critical studies of responsible management learning and education is twofold: (1) we show how explicit responsible management learning and education curricula tend to extend the neoliberal HC, and (2) we complement studies calling for re-politicizing responsible management learning and education by suggesting transformative learning ways to generate explicitly ethico-political imaginations that can help in resisting individual responsibilization in business school education.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"396 - 417"},"PeriodicalIF":2.4,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45534505","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 : 2023-04-17DOI: 10.1177/13505076231163860
R. Suddaby
At the turn of the 19th century, American humorist Benjamin Franklin King became famous for a poem called The Pessimist in which he wrote “nothing to do but work, nothing to eat but food, nothing to wear but clothes, to keep from going nude.” King’s bleak poem evoked the disaffection of his generation that emerged from the chaos and trauma of the Civil War and expressed his grim worry that humanity may have reached the end point of human progress. I was reminded of King’s weary poem while reading Mats Alvesson’s The Triumph of Emptiness. Alvesson’s book analyzes the growing weight of modern organizational life. Each chapter of the text focuses attention on a particular aspect of how consumerism and modern management practices have eroded our sense of human progress. Alvesson methodically details our collective disenchantment with decaying standards of quality in higher education, work, professions, leadership, and organizations. Alvesson’s overarching thesis is that we have become absorbed into a lifeworld of commodity capitalism in which the “puffery of modern marketing has replaced the concrete and traditional aspects of economic exchange with illusory substitutes.” The result is an economy of persuasion where the superficial trumps the substantive and the spectacle subsumes the real. Ultimately, Alvesson concludes, we are left with the triumph of emptiness—a term that describes the alienation, disaffection, and disenchantment with the world that arises from the increasing rationalization of everyday life. The Triumph of Emptiness is organized into 11 chapters. The first chapter begins with the end. Here, Alvesson describes the unanticipated long-term effects of consumerism which are characterized by a heightened state of social comparison, which he terms a zero-sum game, a tendency toward a heightened sense of self, which he terms grandiosity, and an increasing erosion of our ability to understand the various ways in which we construct a sense of value, which he terms illusion tricks. The second chapter describes the causal source of the loss of value in society and our tendency toward social comparison. The perversity of social comparison is that we do it in order to feel good about ourselves, but it inevitably has the opposite effect. Social comparison, Alvesson reminds us, is the foundation of consumerism. The third chapter describes the ironic consequence of the loss of value that arises from a consumer culture that constantly demands social comparison—the loss of satisfaction that comes from 1163860 MLQ0010.1177/13505076231163860Management LearningBook Review book-review2023
{"title":"Book Review: The Triumph of Emptiness: Consumption, Higher Education, and Work Organization","authors":"R. Suddaby","doi":"10.1177/13505076231163860","DOIUrl":"https://doi.org/10.1177/13505076231163860","url":null,"abstract":"At the turn of the 19th century, American humorist Benjamin Franklin King became famous for a poem called The Pessimist in which he wrote “nothing to do but work, nothing to eat but food, nothing to wear but clothes, to keep from going nude.” King’s bleak poem evoked the disaffection of his generation that emerged from the chaos and trauma of the Civil War and expressed his grim worry that humanity may have reached the end point of human progress. I was reminded of King’s weary poem while reading Mats Alvesson’s The Triumph of Emptiness. Alvesson’s book analyzes the growing weight of modern organizational life. Each chapter of the text focuses attention on a particular aspect of how consumerism and modern management practices have eroded our sense of human progress. Alvesson methodically details our collective disenchantment with decaying standards of quality in higher education, work, professions, leadership, and organizations. Alvesson’s overarching thesis is that we have become absorbed into a lifeworld of commodity capitalism in which the “puffery of modern marketing has replaced the concrete and traditional aspects of economic exchange with illusory substitutes.” The result is an economy of persuasion where the superficial trumps the substantive and the spectacle subsumes the real. Ultimately, Alvesson concludes, we are left with the triumph of emptiness—a term that describes the alienation, disaffection, and disenchantment with the world that arises from the increasing rationalization of everyday life. The Triumph of Emptiness is organized into 11 chapters. The first chapter begins with the end. Here, Alvesson describes the unanticipated long-term effects of consumerism which are characterized by a heightened state of social comparison, which he terms a zero-sum game, a tendency toward a heightened sense of self, which he terms grandiosity, and an increasing erosion of our ability to understand the various ways in which we construct a sense of value, which he terms illusion tricks. The second chapter describes the causal source of the loss of value in society and our tendency toward social comparison. The perversity of social comparison is that we do it in order to feel good about ourselves, but it inevitably has the opposite effect. Social comparison, Alvesson reminds us, is the foundation of consumerism. The third chapter describes the ironic consequence of the loss of value that arises from a consumer culture that constantly demands social comparison—the loss of satisfaction that comes from 1163860 MLQ0010.1177/13505076231163860Management LearningBook Review book-review2023","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"587 - 589"},"PeriodicalIF":2.4,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45807723","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 : 2023-04-13DOI: 10.1177/13505076231162717
S. Mavin, J. James, N. Patterson, Amy Stabler, S. Corlett
This article explores tensions when flipping the normative by developing and facilitating a programme-long critical pedagogy for executive education in a UK business school. Through a small-scale qualitative study with academics, we explore a critical pedagogy underpinning two executive MSc programmes and informing an Executive MBA. We demonstrate how the approach flips the normative by deviating from norms, doing the unexpected and disrupting ‘how things are understood and done around here’. Critical pedagogy is unusual, in opposition to traditional business school education. Programme-long critical approaches are rare. We explore tensions when flipping the normative through the following themes: power, control and trusting the process; vulnerability as strength and emotional risk; and academic privilege, precariousness and Othering. We make four contributions. First, we articulate a programme-long critical pedagogy in executive education, illustrating how this flips the normative. Second, we outline tensions and learning when facilitating a critical pedagogy. Third, through collective reflexivity, we reveal academics’ personal perspectives of facilitating critical pedagogy and its impact. Fourth, we theorize how recognizing vulnerability as strength is a pedagogical process that facilitates critical management and leadership education. We offer learning for future critical executive education and implications for practitioners, academics, business schools and universities to consider.
{"title":"Flipping the normative: Developing and delivering a critical pedagogy for executive education in a UK business school","authors":"S. Mavin, J. James, N. Patterson, Amy Stabler, S. Corlett","doi":"10.1177/13505076231162717","DOIUrl":"https://doi.org/10.1177/13505076231162717","url":null,"abstract":"This article explores tensions when flipping the normative by developing and facilitating a programme-long critical pedagogy for executive education in a UK business school. Through a small-scale qualitative study with academics, we explore a critical pedagogy underpinning two executive MSc programmes and informing an Executive MBA. We demonstrate how the approach flips the normative by deviating from norms, doing the unexpected and disrupting ‘how things are understood and done around here’. Critical pedagogy is unusual, in opposition to traditional business school education. Programme-long critical approaches are rare. We explore tensions when flipping the normative through the following themes: power, control and trusting the process; vulnerability as strength and emotional risk; and academic privilege, precariousness and Othering. We make four contributions. First, we articulate a programme-long critical pedagogy in executive education, illustrating how this flips the normative. Second, we outline tensions and learning when facilitating a critical pedagogy. Third, through collective reflexivity, we reveal academics’ personal perspectives of facilitating critical pedagogy and its impact. Fourth, we theorize how recognizing vulnerability as strength is a pedagogical process that facilitates critical management and leadership education. We offer learning for future critical executive education and implications for practitioners, academics, business schools and universities to consider.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46591456","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 : 2023-04-13DOI: 10.1177/13505076231164018
Simon M. Smith, Karen Cripps, Peter Stokes, H. Séraphin
This article discusses whether, as academics, we are behaving irresponsibly in the manner in which we deliver the much-vaunted Principles for Responsible Management Education. The Principles for Responsible Management Education constitutes an association and ethos which seeks to promote and infuse responsible management education into business schools and organisations. RME seeks to, inter alia, surface and challenge hegemonic neo-liberal and capitalistic meta-narratives with a view to replacing these with more value-driven, ethical, sustainable and corporately socially responsible education in business schools and business. In our article, we propose a more complementary approach – one in which Principles for Responsible Management Education/RME might work in parallel with dominant capitalistic perspectives. We do this by considering the impact of the hidden curriculum, sustainability competencies and related symbolization (through rankings and accreditations) all within the paradox-explanatory framework of organisational ambidexterity. The argument proposes that a paradoxical approach is needed that is aligned with both the capitalist norms of business society and yet, achieves the more socially orientated United Nations Sustainable Development Goals. Business schools and Principles for Responsible Management Education can play an essential role in ensuring this happens. In essence, we hope to provoke thought, change and action towards the achievement of more socially and societally focused United Nations Sustainable Development Goals on which Principles for Responsible Management Education is predicated.
{"title":"The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization","authors":"Simon M. Smith, Karen Cripps, Peter Stokes, H. Séraphin","doi":"10.1177/13505076231164018","DOIUrl":"https://doi.org/10.1177/13505076231164018","url":null,"abstract":"This article discusses whether, as academics, we are behaving irresponsibly in the manner in which we deliver the much-vaunted Principles for Responsible Management Education. The Principles for Responsible Management Education constitutes an association and ethos which seeks to promote and infuse responsible management education into business schools and organisations. RME seeks to, inter alia, surface and challenge hegemonic neo-liberal and capitalistic meta-narratives with a view to replacing these with more value-driven, ethical, sustainable and corporately socially responsible education in business schools and business. In our article, we propose a more complementary approach – one in which Principles for Responsible Management Education/RME might work in parallel with dominant capitalistic perspectives. We do this by considering the impact of the hidden curriculum, sustainability competencies and related symbolization (through rankings and accreditations) all within the paradox-explanatory framework of organisational ambidexterity. The argument proposes that a paradoxical approach is needed that is aligned with both the capitalist norms of business society and yet, achieves the more socially orientated United Nations Sustainable Development Goals. Business schools and Principles for Responsible Management Education can play an essential role in ensuring this happens. In essence, we hope to provoke thought, change and action towards the achievement of more socially and societally focused United Nations Sustainable Development Goals on which Principles for Responsible Management Education is predicated.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"384 - 395"},"PeriodicalIF":2.4,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49602427","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 : 2023-04-01Epub Date: 2022-01-05DOI: 10.1177/13505076211062900
Rajashi Ghosh, Sanghamitra Sonai Chaudhuri
How are immigrant academic mothers negotiating the confounding terrains of work and family during the pandemic? How can they support each other in learning how to resist the prevalent notions of ideal working and mothering amidst the demanding schedule of working remotely and parenting? This study addresses these questions through sharing a narrative of how two immigrant mothers in academia challenged and began the journey of transforming their gendered work and family identities. Building on personal essays and 6 weeks of extensive journaling that reflected our positionalities and experiences of motherhood, work-life, and intersections between work and home during the pandemic, we offer a fine-grained understanding of how we helped each other as co-mentors to identify moments of our lived experiences as triggers for transformative learning. In doing so, we realized how duoethnography could be more than just a research methodology in helping us co-construct a relational space to empathize and challenge each other's perspectives about our roles as mothers and professors and the gendered nature of social forces shaping those roles.
{"title":"Immigrant academic mothers negotiating ideal worker and mother norms during the COVID-19 pandemic: Duoethnography as a co-mentoring tool for transformative learning.","authors":"Rajashi Ghosh, Sanghamitra Sonai Chaudhuri","doi":"10.1177/13505076211062900","DOIUrl":"10.1177/13505076211062900","url":null,"abstract":"<p><p>How are immigrant academic mothers negotiating the confounding terrains of work and family during the pandemic? How can they support each other in learning how to resist the prevalent notions of ideal working and mothering amidst the demanding schedule of working remotely and parenting? This study addresses these questions through sharing a narrative of how two immigrant mothers in academia challenged and began the journey of transforming their gendered work and family identities. Building on personal essays and 6 weeks of extensive journaling that reflected our positionalities and experiences of motherhood, work-life, and intersections between work and home during the pandemic, we offer a fine-grained understanding of how we helped each other as co-mentors to identify moments of our lived experiences as triggers for transformative learning. In doing so, we realized how duoethnography could be more than just a research methodology in helping us co-construct a relational space to empathize and challenge each other's perspectives about our roles as mothers and professors and the gendered nature of social forces shaping those roles.</p>","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 2","pages":"152-176"},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10067899/pdf/10.1177_13505076211062900.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9289131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/13505076231152722
Sally Riad
The world’s dire experience with a new coronavirus has shown that the (re)organization embedded in managing a virus and knowledge on organization(s) and management are out of joint. This article entwines life story into reflections on the pandemic to illustrate how knowledge relations are afflicted by othering that constrains learning and facilitates the conditions of possibility for precarious pandemics. In doing so, the account scrutinizes both knowledge activities and domains of scholarship as it navigates tensions between the works of Latour and Foucault. The article is structured into four parts. Theoria focuses on the textual body and the politics of ‘willful blindness’ that segregate the ‘theoretical other’; Praxis addresses the human body, operational knowledge and the ‘everyday geopolitics of fear’ that heroicize the ‘essential other’; Regimen examines the social body, regulatory knowledge and the ‘political economy of truth’ that contests the ‘prescribing other’ and Poiesis addresses the global body, productive knowledge and the international geopolitics that distance the cultural and national other. Each activity poses relational tensions that confront organization which compel us to extend organizational scholarship in ways that facilitate its articulation with scholarship on the virus and invite us to approach knowledge on pandemic (re)organization as a joint cause.
{"title":"Organization encounters a new virus: A cautionary tale of othering and (not) learning","authors":"Sally Riad","doi":"10.1177/13505076231152722","DOIUrl":"https://doi.org/10.1177/13505076231152722","url":null,"abstract":"The world’s dire experience with a new coronavirus has shown that the (re)organization embedded in managing a virus and knowledge on organization(s) and management are out of joint. This article entwines life story into reflections on the pandemic to illustrate how knowledge relations are afflicted by othering that constrains learning and facilitates the conditions of possibility for precarious pandemics. In doing so, the account scrutinizes both knowledge activities and domains of scholarship as it navigates tensions between the works of Latour and Foucault. The article is structured into four parts. Theoria focuses on the textual body and the politics of ‘willful blindness’ that segregate the ‘theoretical other’; Praxis addresses the human body, operational knowledge and the ‘everyday geopolitics of fear’ that heroicize the ‘essential other’; Regimen examines the social body, regulatory knowledge and the ‘political economy of truth’ that contests the ‘prescribing other’ and Poiesis addresses the global body, productive knowledge and the international geopolitics that distance the cultural and national other. Each activity poses relational tensions that confront organization which compel us to extend organizational scholarship in ways that facilitate its articulation with scholarship on the virus and invite us to approach knowledge on pandemic (re)organization as a joint cause.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111444","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 : 2023-02-27DOI: 10.1177/13505076231152410
Ziyun Fan, Caterina Bettin
Book review editors across management journals have long argued that the under-appreciation of books is the outcome of academic work being increasingly subjected to quantifiable metrics (e.g. Suddaby and Trank, 2013), and the instrumentalization of career progression (e.g. Lindebaum et al., 2018). While we are in deep agreement with them, the rising dominance of journal rankings, such as FT50 and the chartered association of business schoools’ academic journal guide, has increasingly marginalized books and, concomitantly, book reviews. As such, we want to make a different argument here for books: rather than criticizing such career progression, we stress that to craft one’s career, one cannot do it without books; to realize and actualize one’s intellectual potentialities, one cannot do it without books; and to capture one’s intellectual opportunities, one cannot do it without books. In this sense, books are ‘a choice of how to live as well as a choice of career’ (Mills, 1959: 196) located at the centre of our ‘selves’ and involved in every intellectual product we cultivate. To say one ‘has experience’ for career cultivation, would mean that their intellectual accumulation in the past has shaped their present and influences their capacity to future experience. Mills (1959) called this ‘intellectual craftmanship ’ within which books play a reflective and engaging role in constructing characters and qualities of our craft of career and, in turn, of ourselves as craftsmen – whether we realize it or not. Drawing upon the commitment of Management Learning to critique and to engage in thoughtprovoking discourse, to reinvent intellectual craftsmanship through book reviews is to keep moving book reviews away from descriptive summaries and passive outlines into a form of stimulating engagement with the book. This engagement is a collective process of crafting ways and possibilities to voice, scrutinize, share and celebrate the potentialities of management and organization studies scholarship. We might be researchers, practitioners and/or users of phenomena and practices focused on in a book. The communicative performativity of book reviews enables us as readers in different roles or from different perspectives to interpret how authors interpret a particular reality, even if they might have lived centuries ago and many miles away. At the same time, it enables us as authors to be interpreted differently and inspired by such differences. The performativity of book reviews is generative in cultivating alternative sensemaking and the multiple being of ourselves as intellectual craftsmen.
{"title":"Reinventing intellectual craftsmanship through book reviews","authors":"Ziyun Fan, Caterina Bettin","doi":"10.1177/13505076231152410","DOIUrl":"https://doi.org/10.1177/13505076231152410","url":null,"abstract":"Book review editors across management journals have long argued that the under-appreciation of books is the outcome of academic work being increasingly subjected to quantifiable metrics (e.g. Suddaby and Trank, 2013), and the instrumentalization of career progression (e.g. Lindebaum et al., 2018). While we are in deep agreement with them, the rising dominance of journal rankings, such as FT50 and the chartered association of business schoools’ academic journal guide, has increasingly marginalized books and, concomitantly, book reviews. As such, we want to make a different argument here for books: rather than criticizing such career progression, we stress that to craft one’s career, one cannot do it without books; to realize and actualize one’s intellectual potentialities, one cannot do it without books; and to capture one’s intellectual opportunities, one cannot do it without books. In this sense, books are ‘a choice of how to live as well as a choice of career’ (Mills, 1959: 196) located at the centre of our ‘selves’ and involved in every intellectual product we cultivate. To say one ‘has experience’ for career cultivation, would mean that their intellectual accumulation in the past has shaped their present and influences their capacity to future experience. Mills (1959) called this ‘intellectual craftmanship ’ within which books play a reflective and engaging role in constructing characters and qualities of our craft of career and, in turn, of ourselves as craftsmen – whether we realize it or not. Drawing upon the commitment of Management Learning to critique and to engage in thoughtprovoking discourse, to reinvent intellectual craftsmanship through book reviews is to keep moving book reviews away from descriptive summaries and passive outlines into a form of stimulating engagement with the book. This engagement is a collective process of crafting ways and possibilities to voice, scrutinize, share and celebrate the potentialities of management and organization studies scholarship. We might be researchers, practitioners and/or users of phenomena and practices focused on in a book. The communicative performativity of book reviews enables us as readers in different roles or from different perspectives to interpret how authors interpret a particular reality, even if they might have lived centuries ago and many miles away. At the same time, it enables us as authors to be interpreted differently and inspired by such differences. The performativity of book reviews is generative in cultivating alternative sensemaking and the multiple being of ourselves as intellectual craftsmen.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"441 - 444"},"PeriodicalIF":2.4,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46171277","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 : 2023-02-11DOI: 10.1177/13505076221150791
R. Warhurst, Kate Black
Management learning aims to ensure managerial success and while failure is acknowledged, learners are encouraged to adopt a growth mindset and to bounce back from failure. However, the complexity of contemporary managerial work and the degradation of the managerial labour process mean that managers increasingly experience failures. Managers therefore need to learn not merely from failure but to learn to tolerate failure, that is, to fail well. The article differentiates types of failures and focuses on intractable failures that leave managers feeling inadequate and that corrode their sense-of-self. Therefore, an affective and embodied identity-based understanding of managerial failure is developed and an empirical case study of managers who engage in the most popular managerial sporting activity, running, is used to theorise the process of learning to fail-well. The mixed-methods empirical study using artefact elicitation participant data and autoethnographic authorial data is detailed and suggestions for more reflexive managerial education are advanced.
{"title":"Learning to manage as learning to fail: The lessons of running","authors":"R. Warhurst, Kate Black","doi":"10.1177/13505076221150791","DOIUrl":"https://doi.org/10.1177/13505076221150791","url":null,"abstract":"Management learning aims to ensure managerial success and while failure is acknowledged, learners are encouraged to adopt a growth mindset and to bounce back from failure. However, the complexity of contemporary managerial work and the degradation of the managerial labour process mean that managers increasingly experience failures. Managers therefore need to learn not merely from failure but to learn to tolerate failure, that is, to fail well. The article differentiates types of failures and focuses on intractable failures that leave managers feeling inadequate and that corrode their sense-of-self. Therefore, an affective and embodied identity-based understanding of managerial failure is developed and an empirical case study of managers who engage in the most popular managerial sporting activity, running, is used to theorise the process of learning to fail-well. The mixed-methods empirical study using artefact elicitation participant data and autoethnographic authorial data is detailed and suggestions for more reflexive managerial education are advanced.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47066312","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 : 2023-02-01DOI: 10.1177/13505076221132980
Ace Volkmann Simpson, Alexia Panayiotou, Marco Berti, Miguel Pina E Cunha, Shireen Kanji, Stewart Clegg
The global COVID-19 pandemic made salient various paradoxical tensions, such as the trade-offs between individual freedom and collective safety, between short term and long-term consequences of adaptation to the new conditions, the power implications of sameness (COVID-19 was non-discriminatory in that all were affected in one way or another) and difference (yet not all were affected equally due to social differences), whereas most businesses became poorer under lockdown, others flourished; while significant numbers of workers were confined to home, some could not return home; some thrived while working from home as others were challenged by the erosion of barriers between their private and working lives. Rapid improvisational responding and learning at all levels of society presented itself as a naturally occurring research opportunity for improvisation scholars. This improvisation saw the arrival of a 'New Normal', eventually defined as 'learning to live with COVID-19'. The five articles in this special issue capture critical aspects of improvisation, paradoxes and power made salient by the COVID-19 pandemic in contexts ranging from higher-education, to leadership, to medical care and virtue ethics. In their own ways, each breaks new ground by contributing novel insights into improvisation scholarship.
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