Pub Date : 2024-08-09DOI: 10.1177/13505076241258023
Markus Hällgren, David A Buchanan
How can we understand the demands on leaders who will have to deal with extreme events that have not occurred before? This is becoming increasingly important as organizations need support to prepare for unknown, unprecedented, and unimaginable events. In a workshop with a police incident command team, we explore how extreme fiction—radically imaginative narratives of accidents, crises, and disasters—can help. To do this, we conducted a workshop with the team, responding to a scene from the apocalyptic television series The Walking Dead. We make two contributions. First, we show how extreme fiction can help to reimagine assumptions about crisis leadership. Specifically, we find that crisis leadership can benefit from weaknesses as it increases the response approach. Second, we find that extreme fiction creates engagement and reduces the reliance on simple, formulaic solutions that may be of little use in the future. This helps practitioners prepare and build resilience for handling surprising, unimaginable extreme events.
{"title":"Extreme fiction for leadership development","authors":"Markus Hällgren, David A Buchanan","doi":"10.1177/13505076241258023","DOIUrl":"https://doi.org/10.1177/13505076241258023","url":null,"abstract":"How can we understand the demands on leaders who will have to deal with extreme events that have not occurred before? This is becoming increasingly important as organizations need support to prepare for unknown, unprecedented, and unimaginable events. In a workshop with a police incident command team, we explore how extreme fiction—radically imaginative narratives of accidents, crises, and disasters—can help. To do this, we conducted a workshop with the team, responding to a scene from the apocalyptic television series The Walking Dead. We make two contributions. First, we show how extreme fiction can help to reimagine assumptions about crisis leadership. Specifically, we find that crisis leadership can benefit from weaknesses as it increases the response approach. Second, we find that extreme fiction creates engagement and reduces the reliance on simple, formulaic solutions that may be of little use in the future. This helps practitioners prepare and build resilience for handling surprising, unimaginable extreme events.","PeriodicalId":508032,"journal":{"name":"Management Learning","volume":"38 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141924052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-16DOI: 10.1177/13505076231221792
Amon Barros, Alexandra Bristow, Alessia Contu, Sergio Wanderley, Ajnesh Prasad
Paulo Freire is widely acknowledged as one of the leading 20th-century philosophers of education. Freire’s ideas have been leveraged by scholars across the social sciences, including in the field of organization studies where it has come to inform extant understandings of management learning and education. While such engagements with Freire have enriched many germane discourses in our field, we have yet to excavate the full potential of his writings. This special issue aims to remedy this oversight by illuminating myriad promising trajectories through which scholars in organization studies can return to Freire’s ideas with the intention of enhancing the future of management learning and education.
{"title":"Politicizing and humanizing management learning and education with Paulo Freire","authors":"Amon Barros, Alexandra Bristow, Alessia Contu, Sergio Wanderley, Ajnesh Prasad","doi":"10.1177/13505076231221792","DOIUrl":"https://doi.org/10.1177/13505076231221792","url":null,"abstract":"Paulo Freire is widely acknowledged as one of the leading 20th-century philosophers of education. Freire’s ideas have been leveraged by scholars across the social sciences, including in the field of organization studies where it has come to inform extant understandings of management learning and education. While such engagements with Freire have enriched many germane discourses in our field, we have yet to excavate the full potential of his writings. This special issue aims to remedy this oversight by illuminating myriad promising trajectories through which scholars in organization studies can return to Freire’s ideas with the intention of enhancing the future of management learning and education.","PeriodicalId":508032,"journal":{"name":"Management Learning","volume":"32 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139528508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-23DOI: 10.1177/13505076231218109
Behlül Üsdiken
{"title":"Book Review: Debating Business School Legitimacy: Attacking, Rocking, and Defending the Status Quo","authors":"Behlül Üsdiken","doi":"10.1177/13505076231218109","DOIUrl":"https://doi.org/10.1177/13505076231218109","url":null,"abstract":"","PeriodicalId":508032,"journal":{"name":"Management Learning","volume":"26 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1177/13505076231213176
William S Harvey, A. P. Spee
Field research is an important site for engagement between academics and practitioners, and a stepping stone for collecting data, publishing outputs, and fostering impact. Despite a long-standing recognition that academic research should be relevant for practitioners, academic–practitioner relationships have been stymied through stereotypes around the binary expectations of both groups. Drawing on rich illustrations from a global research project, we show some of the challenges that can characterize field research. We illustrate how academic and practitioner tensions can become salient at different stages and impact on the trajectory of a research project. We argue for a dynamic rather than a binary perspective to manage academic–practitioner relationships. This highlights how tensions emerge between academics and practitioners, and offers lessons and reflections on how they can be overcome to achieve mutual positive outcomes.
{"title":"Walking the tightrope of academic and practitioner expectations in field research","authors":"William S Harvey, A. P. Spee","doi":"10.1177/13505076231213176","DOIUrl":"https://doi.org/10.1177/13505076231213176","url":null,"abstract":"Field research is an important site for engagement between academics and practitioners, and a stepping stone for collecting data, publishing outputs, and fostering impact. Despite a long-standing recognition that academic research should be relevant for practitioners, academic–practitioner relationships have been stymied through stereotypes around the binary expectations of both groups. Drawing on rich illustrations from a global research project, we show some of the challenges that can characterize field research. We illustrate how academic and practitioner tensions can become salient at different stages and impact on the trajectory of a research project. We argue for a dynamic rather than a binary perspective to manage academic–practitioner relationships. This highlights how tensions emerge between academics and practitioners, and offers lessons and reflections on how they can be overcome to achieve mutual positive outcomes.","PeriodicalId":508032,"journal":{"name":"Management Learning","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139231600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1177/13505076231210635
Jose Balarezo, Nicolai J Foss, Bo Bernhard Nielsen
Much progress has been made with respect to improving our understanding of organizational learning. However, important gaps remain with respect to understanding barriers to learning flows that are rooted in bounded rationality and how such barriers can be reduced. We show how manifestations of bounded rationality in the form of framing effects and cognitive biases can act as barriers to learning at the individual, group, and organizational levels. We theorize that organizations can cope with these barriers to learning by deploying managerial practices that function as organizational repairs. More specifically, we add 3Is to the 4I framework by showing how intervening, inducing, and inquiring practices can attenuate these cognitive barriers to organizational learning. The three kinds of organizational repairs differ in terms of how directly they engage with the learning behaviors of organizational members. They range from direct managerial interventions (intervening) to incentivizing or nudging organizational members to engage in learning behaviors (inducing) to building a culture of reflexivity (inquiring). Throughout the paper we critically reflect on the explicit and implicit assumptions in the 4I framework as well as our extension of it.
{"title":"Organizational learning: Understanding cognitive barriers and what organizations can do about them","authors":"Jose Balarezo, Nicolai J Foss, Bo Bernhard Nielsen","doi":"10.1177/13505076231210635","DOIUrl":"https://doi.org/10.1177/13505076231210635","url":null,"abstract":"Much progress has been made with respect to improving our understanding of organizational learning. However, important gaps remain with respect to understanding barriers to learning flows that are rooted in bounded rationality and how such barriers can be reduced. We show how manifestations of bounded rationality in the form of framing effects and cognitive biases can act as barriers to learning at the individual, group, and organizational levels. We theorize that organizations can cope with these barriers to learning by deploying managerial practices that function as organizational repairs. More specifically, we add 3Is to the 4I framework by showing how intervening, inducing, and inquiring practices can attenuate these cognitive barriers to organizational learning. The three kinds of organizational repairs differ in terms of how directly they engage with the learning behaviors of organizational members. They range from direct managerial interventions (intervening) to incentivizing or nudging organizational members to engage in learning behaviors (inducing) to building a culture of reflexivity (inquiring). Throughout the paper we critically reflect on the explicit and implicit assumptions in the 4I framework as well as our extension of it.","PeriodicalId":508032,"journal":{"name":"Management Learning","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139229836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-25DOI: 10.1177/13505076231204293
Teresa Harari, Marlei Pozzebon
An increasing number of academic scholars have been espousing a decolonial stance, seeking to address the so-called coloniality of power/knowledge. Yet, this path is far from cleared in critical management research and education, where we find a substantial number of studies bringing post-colonial arguments to the debate, but very few engaging with decolonial thinking. In this essay, we highlight the contribution of Paulo Freire to the decolonial debate through the concept of metodologia otra, a notion that questions the hegemony of Western-based methodologies and challenges the modern/colonial matrix by carving out spaces for those who have suffered a long history of oppression and marginalization to communicate from their own frames of reference. We argue that more than being critical, reflexive, or dialogical, a concrete engagement with decoloniality means mobilizing radical principles such as learning to unlearn, escrevivência, interculturality, and corazonar/sentipensar. Although Freire’s contribution to the construction of metodologia otra was original and pivotal, this contribution is poorly known. By salvaging Freire’s contribution in this special issue, we move decolonial concepts and values from the margins to the center of postcolonial debates within critical management studies and critical management education communities.
{"title":"Metodologia otra: Challenging modern/colonial matrix with Paulo Freire and decolonial thinking","authors":"Teresa Harari, Marlei Pozzebon","doi":"10.1177/13505076231204293","DOIUrl":"https://doi.org/10.1177/13505076231204293","url":null,"abstract":"An increasing number of academic scholars have been espousing a decolonial stance, seeking to address the so-called coloniality of power/knowledge. Yet, this path is far from cleared in critical management research and education, where we find a substantial number of studies bringing post-colonial arguments to the debate, but very few engaging with decolonial thinking. In this essay, we highlight the contribution of Paulo Freire to the decolonial debate through the concept of metodologia otra, a notion that questions the hegemony of Western-based methodologies and challenges the modern/colonial matrix by carving out spaces for those who have suffered a long history of oppression and marginalization to communicate from their own frames of reference. We argue that more than being critical, reflexive, or dialogical, a concrete engagement with decoloniality means mobilizing radical principles such as learning to unlearn, escrevivência, interculturality, and corazonar/sentipensar. Although Freire’s contribution to the construction of metodologia otra was original and pivotal, this contribution is poorly known. By salvaging Freire’s contribution in this special issue, we move decolonial concepts and values from the margins to the center of postcolonial debates within critical management studies and critical management education communities.","PeriodicalId":508032,"journal":{"name":"Management Learning","volume":"259 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139237919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-21DOI: 10.1177/13505076231212980
Dirk Lindebaum, Paul Hibbert
In this essay, we question evaluative practices concerning ‘scientific excellence’ as solely captured in so-called ‘A journals’, because they can entail a disconnection between the measure and its contents. Where this occurs, we start writing for our own immediate ‘survival’ and long-term social standing among our peers. Along the way, however, there is a risk that we lose sight of what ‘meaningful’ research can feel and look like. While research must be reliable or trustworthy, we advocate the use of complementary evaluative practices that involve learned societies, along with employee or employer-focused organisations and their assessment of the meaningfulness of published research in their respective contexts. Our proposal (a) encourages diverse forms of research contribution, (b) enables researchers to develop a collaborative approach that supports engagement and dialogue between researchers and the appropriate audiences for their work and (3) ensures that the impact of research can be developed more intentionally after publication.
{"title":"Beyond research excellence: A proposal for complementary evaluative practices in management and organisation studies","authors":"Dirk Lindebaum, Paul Hibbert","doi":"10.1177/13505076231212980","DOIUrl":"https://doi.org/10.1177/13505076231212980","url":null,"abstract":"In this essay, we question evaluative practices concerning ‘scientific excellence’ as solely captured in so-called ‘A journals’, because they can entail a disconnection between the measure and its contents. Where this occurs, we start writing for our own immediate ‘survival’ and long-term social standing among our peers. Along the way, however, there is a risk that we lose sight of what ‘meaningful’ research can feel and look like. While research must be reliable or trustworthy, we advocate the use of complementary evaluative practices that involve learned societies, along with employee or employer-focused organisations and their assessment of the meaningfulness of published research in their respective contexts. Our proposal (a) encourages diverse forms of research contribution, (b) enables researchers to develop a collaborative approach that supports engagement and dialogue between researchers and the appropriate audiences for their work and (3) ensures that the impact of research can be developed more intentionally after publication.","PeriodicalId":508032,"journal":{"name":"Management Learning","volume":"49 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139254593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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