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UID:10000039-1735689600-1798675200@www.aom.org
SUMMARY:AMD Call for Submissions: Registered Reports
DESCRIPTION:Learn About AOM Registered Reports\n\n\n\n\nIn cases in which results\, whether present or not\, may have important theoretical or practical implications\, scholars are encouraged to submit a Registered Report. In this type of submission\, authors submit the introduction\, methods\, measurement info\, and analysis plan (but not the results) of a completed or planned study. This abbreviated paper is then evaluated on the basis of the importance of the topic\, the merit of the selected analytic approach\, methodological rigor and quality\, and potential for impacting down-the-road theorizing and/or practice/policy. As results are not included in the registered report\, what was or is likely to be found has no bearing on the outcome of the evaluation. This is in line with AMD’s willingness to publish papers reporting negligible or non-effects (see Miller & Bamberger\, 2016).
URL:https://www.aom.org/event/call-for-submissions-amd-registered-reports/
CATEGORIES:Call for Submissions
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UID:10000033-1767225600-1772150400@www.aom.org
SUMMARY:AMLE Special Section Call for Papers: Learning to Hope In and Through Management Learning & Education
DESCRIPTION:Submission Deadline: 27 February 2026 \n\n\n\nAnticipated Publication: December 2026 \n\n\n\n\n\nRegister Here\n\n\n\nSubmission Guidelines\n\n\n\n\n\nAMLE Editors\n\n\n\n\nKatrin Muehlfeld\, Trier University (Germany)\n\n\n\nLaura Colombo\, University of Exeter (United Kingdom)\n\n\n\nStuart Middleton\, University of Queensland (Australia)\n\n\n\nTodd Bridgman\, Victoria University of Wellington (New Zealand)\n\n\n\nDirk Lindebaum\, University of Bath (United Kingdom)\n\n\n\n\nCall for Papers\n\n\n\nHope is situated between what is and what might be. As such\, hope is typically experienced under conditions of uncertainty\, and there is no paucity of uncertainty in these times of geo-political upheaval and existential threats posed by climate change. Why and how should/can we hope in these troubling times? This is the guiding question for us in this special section. Hope is defined as “the perceived capability to derive pathways to desired goals\, and motivate oneself via agency thinking to use those pathways” (Snyder\, 2002\, p. 249). This definition is useful in four ways: it (i) identifies individual agency as the nucleus of hope; (ii) highlights the intimate connections between agency and pathway thinking (i.e.\, understanding causal relations to overcome obstacles); (iii) emphasizes the action-orientation that hope may imply; and (iv) it highlights the key role of an individual’s cognitive appraisal of the world—past\, present\, and future. As such\, hope has bearings on the pragmatic\, critical\, and spiritual pedagogical foundations of our field and the knowledge that has emerged from it (bell hooks\, 2003; Dewey\, 1922; Freire\, 1992; Harvey\, 1988). \n\n\n\nWhile hope’s crucial relevance to education has been recently highlighted by international research initiatives such as No Limits to Hope\, launched in 2025 by the Club of Rome\, the World Environmental Education Congress and the Fifth Element (WEEC\, 2025)\, hope remains considerably under-explored in (i) management learning\, (ii) management education\, and (iii) the business of business schools. It is only recently that scholars have begun to discuss hope’s potentially pivotal role for and within management (see Hudson\, Wright\, Toubiana\, Jarvis\, Granqvist\, 2025) and\, more specifically\, management learning and education (Lindebaum\, 2025; Skilling et al.\, 2023). This special section in AMLE seeks to harness this nascent momentum to explore why and how hope (as noun) and/or hoping (as verb) can enrich our substantive understanding for tackling grand challenges and bringing about holistic and desirable futures (Comi\, Mosca\, & Whyte\, 2025; Gümüsay & Reinecke\, 2024; Muzio & Wickert\, 2025; Lindebaum\, 2025; Wenzel\, Cabantous\, & Koch\, 2025; Wickert\, 2025; Wright\, 2025). All three thematic priorities in AMLE can and should have a role to play (Lindebaum\, 2025). As to management learning\, learning to hope is essential to who we are as human beings (as agency and pathway thinkers). Concerning management education\, we can leverage appropriate pedagogical approaches to make learning to hope possible. Finally\, institutional structures within business schools (and wider universities) may require careful examination and adjustment if our students are to hope for solutions to grand challenges and holistic and desirable futures. \n\n\n\nIn this special section\, we are specifically interested in exploring the ways in which we may hope in and through management learning and education. Underlining the theory-driven ethos of AMLE (Caza\, Harley\, Coraiola\, Lindebaum\, & Moser\, 2024)\, the special section seeks new theorizing about the role of hope for and within MLE across levels of analysis and in relation to desirable future end states. Building on this\, we are interested in practical insights that may inform management educators and decision-makers in business schools in their initiatives geared at supporting learning to hope in and through management learning and education\, with the ultimate aim of facilitating effective tackling of grand challenges and bringing about desirable futures (e.g.\, Starkey & Tempest\, 2025). Therefore\, submissions could\, for example\, address thematic questions around the following illustrative (but not exclusive) areas of concern: \n\n\n\n1. Hope as multifaceted\, multilevel phenomenon across time \n\n\n\nThe literature on hope features a variety of issues that touch upon the multifaceted nature of hope as a multilevel phenomenon\, ranging from the microlevel of the individual\, to the most aggregate macro-level of society as a whole\, with a whole range of intermediate levels including dyads\, teams\, groups\, and organizations. \n\n\n\nAt the individual level\, questions arise\, such as\, for example: \n\n\n\n\nWhat is the role of ‘talking about hope’ (Lindebaum\, Geddes\, & Jordan\, 2018) in shaping cognitive (re)appraisals around hope? Are there different types of hope that may give rise to different types of behavior—for example\, hope that implies relying on one’s own agency in contrast to hope that encourages waiting for some external force to bring about ‘a miracle’ (e.g.\, Bernardo\, 2010)? If so\, what does it take to transform ‘passive’ hope into hope that embraces one’s own agency?\n\n\n\nWhat is the role of (other) emotions (such as\, for example\, anger or fear) for stimulating of hindering hope?\n\n\n\nAre there any possible negative or dysfunctional consequences for individuals when they learn to hope? If so\, how can they be counteracted?\n\n\n\n\nAt the level of collectives (e.g.\, dyads\, teams\, groups\, organizations\, societies)\, issues that could be addressed include\, for example: \n\n\n\n\nHow can collective hope be conceptualized? By what mechanisms(s) does hope cross from the individual (i.e.\, micro) to the collective (i.e.\, macro) level?\n\n\n\nWhat is the role of emotions in fostering or hindering movement across levels (Ashkanasy\, 2003)\, potentially facilitating the emergence of ‘escalators of hoping’ (Lindebaum\, 2025)?\n\n\n\nHow is hope distinctly conceptualized across cultural contexts (e.g.\, Averill & Sundararajan\, 2005) and what are the consequences and the potential for cross-fertilization to the benefit of MLE? For example\, do Indigenous ways of being and acting offer distinct insights into how to learn to hope when faced with powerful exogenous influences?\n\n\n\n\nSuch macro-level perspectives further point to the need to look back in order to look forward and to explore the embeddedness of conceptualizations of hope within specific historical contexts. Thus\, in terms of a historical perspective\, \n\n\n\n\nHow can historical approaches inform our conceptualization of hope? What can we learn from the past\, as well as from histories of the past\, to provide insight on learning to hope?\n\n\n\nTo what extent and in what ways could reflections at the nexus between historical and cultural perspectives on hope deepen and broaden our understanding of learning to hope?\n\n\n\n\n2. Management Learning\, Education and the business of business schools \n\n\n\nConcerning Management Learning\, possible questions that emerge are: \n\n\n\n\nHow do extant learning theories conceive of learning to hope? Many seminal established theories such as experiential learning (e.g.\, Kolb & Kolb\, 2005) comprise a strong retrospective element. Could they be meaningfully extended to emphasize prospective elements of learning (Lindebaum\, 2024)? Could\, for example\, recent conceptualizations of learners’ transitions through liminal space\, triggered by encounters with threshold concepts (Irving\, Wright\, & Hibbert\, 2019) hold valuable insights for how to broaden the scope of existing learning theories with the aim of fostering understanding of antecedents and boundary conditions of learning to hope?\n\n\n\nHow do cognitive assessments and anticipated emotions interact in individuals’ evaluation of future possible outcomes (Baumeister\, Maranges\, & Sjåstad\, 2018; Baumeister\, Vohs\, Nathan DeWall\, & Zhang\, 2007)? To what extent and under what conditions do anticipated emotions have the potential to steer individuals towards striving for desirable futures? How can these interactions be harnessed in the management classroom to foster learning to hope in and through MLE?\n\n\n\nWhat motivates students to engage in training and education\, especially when ‘all hope seems lost’; that is\, when the state of the world around them makes their futures seem highly uncertain and their present riddled with eco-anxiety?\n\n\n\nWhat motivates students to invest (sometimes significant amounts of time and financial means) in their education when it seems highly uncertain whether they will be able to reap the benefits of this investment (whatever they consider these benefits to be)?\n\n\n\n\nFor management education\, prospective authors may wonder\, for example: \n\n\n\n\nWhy and how do we teach about hope in uncertain times? What can we learn from the past in terms of teaching during times of global upheaval (e.g.\, Lewis\, 2013)? Which pedagogical strategies and interventions may enable students to develop pathway and agency thinking towards holistic and desirable futures?\n\n\n\nDo initiatives to support learning to hope in and for MLE need to distinguish between programs aimed at freshman students\, who have not yet been socialized within a business (school) environment (e.g.\, Ong\, Cunningham\, & Parmar\, 2024) and programs aimed at professionals?\n\n\n\nAre there any potential unintended and adverse consequences that might arise from fostering learning to hope in and for MLE\, for example\, by unintentionally encouraging disengagement from the present\, through focusing on the future?\n\n\n\nIf hope is distinctly conceptualized across cultural contexts (e.g.\, Averill & Sundararajan\, 2005)\, how could this variety of conceptualizations be used to achieve cross-fertilization to the benefit of management education? For example\, how could insights from Indigenous ways of hoping be translated into pedagogies and business school contexts across the globe?\n\n\n\nHow can we buttress and protect the function of hope as management educators\, given that ‘function’ (Keltner & Haidt\, 1999) concerns the regular consequences of a phenomenon in a (socio-ecological) system (Colombo\, Moser\, Muehlfeld\, & Joy\, 2024)?\n\n\n\nHow might spiritual understandings of hope across different cultural and religious contexts\, with their relation to personal character (Comer & Schwarz\, 2020) and human connectedness through love (Berry\, 2010) help in our efforts to pedagogically engage with framing understandings of hope in our classrooms?\n\n\n\nWhat might philosophies of American pragmatism\, as found in Peirce (1878) and Dewey (1922)\, and with its underlying dynamics in nineteenth-century pioneering spirit have to offer for theories of hope in management education? What might the incremental nature of knowledge in this philosophy have to add to our understanding of processes by which hope may emerge and progress?\n\n\n\nWith the roots of critical theory in ancient Gnosticism (Carlin\, 2021)\, is it possible for critical pedagogy to be hopeful? How has hope been represented by leading critical scholars in the education field (e.g.\, Freire\, 1992; bell hooks\, 2003)\, and how might critical theory branch out to other philosophies for advancing a hopeful research agenda?\n\n\n\n\nIn the context of business of business schools\, the following questions could be entertained: \n\n\n\n\nHow do business schools develop institutional structures that hinder and/or facilitate teachers’ and students’ embracing of pathway and agency thinking towards holistic and desirable futures?\n\n\n\nFor scholars who have long critiqued the neoliberal business school\, how might changing macro trends presage elements of hope? Might emergent postliberal philosophies (e.g.\, Middleton\, 2024) affect an emphasis on learning to hope in and through management learning and education? For example\, if\, following the extant business of business schools literature\, American hegemony over higher education may constrain global efforts to tackle grand challenges\, then what does a postliberal shift towards “America First” mean for this hegemony? Might it mean the end of American domination of international business schools? If so\, what could perhaps replace it? \n\n\n\n\nSubmission Types\n\n\n\nWe welcome Research and Review\, Essay\, and Book and Resource Review submissions for this special section. The agnostic ethos of AMLE in terms of underlying paradigms\, theories\, and methods is reiterated—for as long as a submission falls within the remit of AMLE. All of the journal’s standard formatting and peer review guidelines will apply. \n\n\n\nInquiries\n\n\n\nThose interested in contributing to this special issue are welcome to contact any of the editors involved in the special section with their questions: \n\n\n\n\nKatrin Muehlfeld\n\n\n\nLaura Colombo\n\n\n\nStuart Middleton\n\n\n\nTodd Bridgman\n\n\n\nDirk Lindebaum\n\n\n\n\nWe encourage authors interested in submitting a book or resource review to contact Laura Colombo prior to preparing a manuscript. Authors interested in submitting a book or resource review should identify the work to be reviewed and a brief explanation of how it fits the remit of the special section. Please note that consultation with the editors is neither a prerequisite nor an expectation for submission to the special issue. \n\n\n\nSpecial Section Timeline and Process\n\n\n\nSubmissions will be accepted via AMLE’s Manuscript Central portal between the 1st of February\, 2026\, and the 27th of February\, 2026. Prior to submission\, we will hold a virtual paper development workshop (PDW)\, tentatively scheduled for the 1st of Dec 2025\, for interested authors to receive feedback on their ideas. Those interested in participating in the virtual workshop should submit either (a) a full draft paper or (b) a 4\,000–5\,000 word proposal (including an indication of the structure of the proposed paper\, its aims\, key arguments\, theoretical contribution to and practical implications for AMLE) by the 10th of November 2025. While we encourage interested contributors to participate in this PDW\, participation is not a prerequisite for\, or a guarantee of\, eventual acceptance for the special section. Please note that authors whose papers receive an invitation to revise their work for possible inclusion in the special section need to be able to be responsive to strict turnaround times for their revision given that the special section is scheduled for the last issue handled by the current editorial team at AMLE. \n\n\n\nReferences\n\n\n\nAshkanasy\, N. M. (2003). Emotions in organizations: A multi-level perspective. In Multi-level Issues in Organizational Behavior and Strategy (pp. 9–54). Emerald Group Publishing Limited. \n\n\n\nAverill\, J.R.\, & Sundararajan\, L. (2005). Hope as rhetoric: Cultural narratives of wishing and coping. In J.A. Eliott (Ed.)\, Interdisciplinary Perspectives on Hope (pp. 127–159). New York: Nova Science. \n\n\n\nBaumeister\, R. F.\, Maranges\, H. M.\, & Sjåstad\, H. (2018). Consciousness of the future as a matrix of maybe: Pragmatic prospection and the simulation of alternative possibilities. Psychology of Consciousness: Theory\, Research\, and Practice\, 5(3)\, 223–238. \n\n\n\nBaumeister\, R. F.\, Vohs\, K. D.\, Nathan DeWall\, C.\, & Zhang\, L. (2007). How emotion shapes behavior: Feedback\, anticipation\, and reflection\, rather than direct causation. Personality and Social Psychology Review\, 11(2)\, 167–203. \n\n\n\nbell hooks (2003). Teaching community. A pedagogy of hope. New York: Routledge. \n\n\n\nBernardo\, A. B. (2010). Extending hope theory: Internal and external locus of trait hope. Personality and Individual Differences\, 49(8)\, 944–949. \n\n\n\nBerry\, W. (2010). A poem of difficult hope. In W. Berry (Ed.)\, A Continuous Harmony. Counterpoint\, 83–61. \n\n\n\nCarlin\, M. (2021). Gnosticism\, progressivism and the (im)possibility of the ethical academy. Educational\, Philosophy and Theory\, 53(5)\, 436– 447. \n\n\n\nCaza\, A.\, Harley\, B.\, Coraiola\, D. M.\, Lindebaum\, D.\, & Moser\, C. (2024). What is a contribution and how can you make one at AMLE?. Academy of Management Learning & Education\, 23(4)\, 523-528. \n\n\n\nColombo\, L. A.\, Moser\, C.\, Muehlfeld\, K.\, & Joy\, S. (2024). Sowing the seeds of change: Calling for a social–ecological approach to management learning and education. Academy of Management Learning & Education\, 23(2)\, 207–213. \n\n\n\nComer\, D. R.\, & Schwartz\, M. (2020). Adapting Mussar to develop management students’ character. Journal of Management Education\, 44(2)\, 196–246. \n\n\n\nComi\, A.\, Mosca\, L.\, & Whyte\, J. (2025). Future making as emancipatory inquiry: A value‐based exploration of desirable futures. Journal of Management Studies. \n\n\n\nDewey\, J. (1922). Human Nature and Conduct: An Introduction to Social Psychology. Henry Holt and Company. \n\n\n\nFreire\, P. (1992). Pedagogy of Hope: Reliving the Pedagogy of the Oppressed. New York: The Continuum Publishing Company. \n\n\n\nGümüsay\, A. A.\, & Reinecke\, J. (2024). Imagining desirable futures: A call for prospective theorizing with speculative rigour. Organization Theory\, 5(1)\, 26317877241235939. \n\n\n\nHarvey\, J. B. (1988). The Abilene Paradox and Other Meditations on Management. Lexington Books. \n\n\n\nHudson\, B. A.\, Wright\, A.\, Toubiana\, M.\, Jarvis\, L.\, & Granqvist\, N. (2025). The architecture of hope in distressing times and places: Construction\, action\, and possibilities. Organization Studies\, Special Issue Call for Papers\, available from https://journals.sagepub.com/page/oss/call-for-papers. \n\n\n\nIrving\, G.\, Wright\, A.\, & Hibbert\, P. (2019). Threshold concept learning: Emotions and liminal space transitions. Management Learning\, 50(3)\, 355–373. \n\n\n\nKeltner\, D.\, & Haidt\, J. (1999). Social functions of emotions at four levels of analysis. Cognition & Emotion\, 13(5)\, 505–521. \n\n\n\nKolb\, A. Y.\, & Kolb\, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education\, 4(2)\, 193–212. \n\n\n\nLewis\, C. S. (2013). Learning in War Time. In C.S. Lewis (Ed.)\, The Weight of Glory\, William Collins\, 25–46. \n\n\n\nLindebaum\, D. 2024. Management Learning and Education as “big picture” social science. Academy of Management Learning & Education\, 23(1)\, 1–7. \n\n\n\nLindebaum\, D. (2025). Hope. Academy of Management Learning & Education. doi:10.5465/amle.2025.0145. \n\n\n\nLindebaum\, D.\, Geddes\, D.\, & Jordan\, P. J. (Eds.). (2018). Social Functions of Emotion and Talking about Emotion at Work. Edward Elgar Publishing. \n\n\n\nMiddleton\, S. (2024). Advancing the Future of Management Education Research. Edward Elgar Publishing. \n\n\n\nMuzio\, D.\, & Wickert\, C. (2025). Climate change and the politics of system‐level change: The challenges of moving beyond incremental transformation. Journal of Management Studies. doi:10.1111/joms.13234. \n\n\n\nOng\, M.\, Cunningham\, J. L.\, & Parmar\, B. L. (2024). Lay beliefs about homo economicus: How and why does economics education make us see honesty as effortful?. Academy of Management Learning & Education\, 23(1)\, 41–60. \n\n\n\nPeirce\, C. (1878). How to make our ideas clear. Popular Science Monthly\, 12 (January)\, 286–302. \n\n\n\nSkilling\, P.\, Hurd\, F.\, Lips-Wiersma\, M.\, & McGhee\, P. (2023). Navigating hope and despair in sustainability education: A reflexive roadmap for being with eco-anxiety in the classroom. Management Learning\, 54(5)\, 655–679. \n\n\n\nSnyder\, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry\, 13\, 249–275. \n\n\n\nStarkey\, K.\, & Tempest\, S. (2025). The business school and the end of history: Reimagining management education. Academy of Management Learning & Education\, 24(1)\, 111–125. \n\n\n\nWEEC (2025). No Limits to Hope. Transforming learning for better futures. Retrieved from: https://res.cloudinary.com/dnive3aoc/images/v1742891560/NLTH_Call-and-Concept-Note-1/NLTH_Call-and-Concept-Note-1.pdf?_i=AA \n\n\n\nWenzel\, M.\, Cabantous\, L.\, & Koch\, J. (2025). Future making: Towards a practice perspective. Journal of Management Studies. doi:10.1111/joms.13222. \n\n\n\nWickert\, C. (2025). What is the future of future making in management research?. Journal of Management Studies. doi:10.1111/joms.13230. \n\n\n\nWright\, A. (2025). Back to the future? A caution. Journal of Management Studies. doi:10.1111/joms.13226.
URL:https://www.aom.org/event/amle-special-section-call-for-papers-learning-to-hope-in-and-through-management-learning-education/
CATEGORIES:Call for Papers
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SUMMARY:AMD Call for Submissions: Discoveries-through-Prose
DESCRIPTION:Learn More about AMD Discoveries-through-Prose\n\n\n\n\n\n\nDiscoveries-through-Prose empower authors to craft their manuscripts in nontraditional ways that make for tighter\, more engaging narratives. Click the button to see more information about AMD Discoveries-through-Prose.
URL:https://www.aom.org/event/call-for-submissions-amd-discoveries-through-prose/
CATEGORIES:Call for Submissions
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SUMMARY:Academy of Management Collections: Call for Submissions
DESCRIPTION:Learn More About Submitting to Academy of Management Collections\n\n\n\n\nThe mission of Academy of Management Collections is to publish carefully organized collections of articles from the AOM’s archive of previously published journal articles\, tied together by an original essay. AOM journals include Academy of Management Journal\, Academy of Management Review\, Academy of Management Perspectives\, Academy of Management Learning and Education\, Academy of Management Discoveries\, and Academy of Management Annals.
URL:https://www.aom.org/event/call-for-submissions-academy-of-management-collections/
CATEGORIES:Call for Submissions
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SUMMARY:AMD Special Research Spotlight: From Circularity to Regeneration in Management and Organizations
DESCRIPTION:Submission Deadline: 16 March 2026 \n\n\n\nSubmission window for Special Research Spotlight: 1 February – 16 March 2026 \n\n\n\n\n\n\n\nGuest Editors\n\n\n\n\nOana Branzei\, Western University\n\n\n\nSusan K. Cohen\, University of Pittsburgh\, AMD Deputy Editor\n\n\n\nNancy Bocken\, Maastricht University\n\n\n\nStefano Pascucci\, University of Exeter\n\n\n\n\nOverview\n\n\n\nToday’s pressing need for organizations to operate within planetary boundaries (Williams et al.\, 2024) dates to the 1960s\, when Kenneth Boulding and Herman Daly[1] famously employed the analogy of “Spaceship Earth” to problematize the standing premise of endless growth. Building on this analogy\, the concept of a circular economy promises to “decouple economic growth from resource depletion” (Kitchherr et al.\, 2023: 6). Concretely\, a circular economy (CE) refers to an economic system based on business models that emphasize reducing\, reusing\, recycling and recovering materials in both production and consumption processes\, with the aim of advancing environmental quality\, economic prosperity and social equity\, in current and future generations. The underlying assumption of a circular economy is that “materials never become waste and nature is regenerated” because closed-loop cycles optimize resource utilization\, maintain financial\, natural\, and social capital\, and minimize waste and pollution[2]. A CE thus requires evolving away from linear production systems at the micro level (products\, companies\, consumers)\, meso level (industry value chains\, industrial districts\, regional clusters or ecosystems) and macro level (city\, region\, nation\, or pan-national systems). \n\n\n\nSince the 2010s\, the Ellen MacArthur Foundation has advocated closed-loop economic systems to reduce waste\, conserve resources and promote economic resilience. Definitions of CE have proliferated\, reflecting a growing range of applications across industries and contexts. By 2017\, Kirchherr\, Reike and Hekkert counted 144 different definitions of circular economy. By 2023\, Kirchherr and colleagues referenced 221 (see also Lacy et al.\, 2020; Lehtimäki et al.\, 2022). The European Parliament succinctly describes the circular economy as “less raw materials\, less waste\, fewer emissions”[3]. The World Economic Forum advocates for the circular transformation by “adopting circularity at scale.”[4] Common to these definitions is faith in free-market capitalism (neoliberal ideology) and the belief that addressing environmental challenges it poses can further fuel economic growth through ecological modernization (Dzhengiz et al.\, 2023: 270). \n\n\n\nIn the past two decades\, circular practices like maintenance\, reuse\, refurbishment\, remanufacture\, recycling\, and composting have been widely adopted: organizations such as Adidas\, H&M\, IKEA\, Patagonia\, Unilever and Walmart now champion the transition from linear to circular economies as one way to mitigate problems created by over-production and over-consumption (see also Kopnina & Poldner\, 2021). Many studies have documented why and how organizations embrace circularity (Bocken et al.\, 2023; Geissdoerfer et al.\, 2017; González-Sánchez et al.\, 2023; Kopnina & Poldner\, 2021). Recent reviews (Dzhengiz et al.\, 2023; Hossain et al.\, 2021) confirm that circular systems can help firms produce less waste and convert more of the waste they do produce into something of value\, a practice referred to as waste valorization (Bojovic et al.\, 2025). In the context of a circular economy\, valorizing waste refers to the process of reusing\, recycling\, or converting outputs into new products or forms of energy\, such as biofertilizers\, bioplastics\, or biofuels\, instead of discarding them (Patala et al.\, 2022). \n\n\n\nThe conceptual landscape of circularity continues to broaden (Alexander\, Pascucci\, & Charnley\, 2023)\, driven largely by practical agendas (Frishammar & Parida\, 2019; Hopkinson et al.\, 2018; Huikkola\, Kohtamäki & Rabetino\, 2025; Patala\, Albareda & Halme\, 2022). There is evidence that micro-shifts in consumer preferences can motivate\, and macro-shifts in global policies can incentivize\, the transition from linear to circular economies\, in sectors such as food\, fashion\, construction and transportation. \n\n\n\nNonetheless\, the original premise that the circular economy can eventually replace the linear take-make-waste model as it “tackles climate change and other global challenges\, like biodiversity loss\, waste\, and pollution\,”[5] remains largely unexplored[6]. Notably\, important concerns remain regarding the efficacy of CE’s unifying principles\, such as efficiency (Parte & Alberca\, 2024) and valorization (Bojovic et al.\, 2025). CE research has also recently been criticized for its assumptions of continued economic growth (Corvellec et al.\, 2022) and tendency to reinforce power asymmetries by marginalizing certain stakeholders\, making them more vulnerable to exploitation\, or rendering them invisible to decision-making processes (Lobbedez\, Pascucci\, & Panico\, 2025). \n\n\n\nPartly in response to these debates\, some scholarly research has begun reorienting towards more radical socio-ecological principles that could reconcile the ecology with the economy of circularity (Colluci & Vecchi\, 2024). By focusing on Ellen MacArthur’s third principle\, “to support natural processes and leave more room for nature to thrive by moving from a take-make-waste linear economy to a circular economy”[7]\, regeneration foregrounds the mutuality within and among living systems. It underscores that “one form of life is inseparably connected to the healthy development of all others […] so human and nonhuman living beings coevolve in a way that nurtures diversity\, creativity\, complexity\, and life” (Muñoz & Branzei\, 2021: 510). \n\n\n\nThe World Economic Forum broadly describes regeneration as “a way to create a positive impact on the planet and society”[8] (Das & Bocken\, 2024). Natural scientists view regeneration as a set of dynamic processes of renewal or re-creation of desired outcomes such as respecting planetary boundaries and protecting biodiversity. Social scientists showcase regeneration practices that actively restore\, renew\, or revitalize natural systems (Albareda & Branzei\, 2024). A focus on regeneration reorients managers\, organizations\, and supply chains to protecting and restoring rather than simply limiting further harm to socio-ecological systems (Gualandris et al.\, 2024). \n\n\n\nDespite growing attention to ecological regeneration[9]\, how it manifests as a formative and constitutive principle in business and economic systems is poorly understood and warrants empirical exploration. We particularly call for discovery-oriented research to examine the foundational premise that business and economic systems designed to be circular “can regenerate nature”. Studies that empirically explore how regenerative principles affect the design of organizational and economic systems could characterize dynamics and illuminate mechanisms that distinguish socio-ecological from socioeconomic systems\, for example. We need meticulous qualitative and quantitative exploration within and across distinctive institutional\, industrial\, and organizational contexts to identify important antecedents and theorize mechanisms underlying the assimilation of regenerative principles and their observed consequences. To advance understanding of whether\, when\, and how circularity can drive regeneration\, we require new insight into micro\, meso\, and macro level phenomena constitutive of regenerative processes. This AMD Spotlight provides a premier outlet for such research. With this initial call\, and a commitment to highlight and connect research on regeneration going forward\, this AMD Spotlight aims to catalyze and accumulate richly descriptive empirical accounts of and plausible theoretical explanations for regenerative processes that distinguish effective circular economic and socio-ecological systems. This knowledge is prerequisite to deductive research on circular economy and thus central to advancing robust and resilient regenerative business practices. \n\n\n\nCircular Economy Frontiers in Management and Organizations \n\n\n\nAs the global economy continues to expand and industrialize\, there is emerging consensus that closing the loop via circularity can begin to address some problems created by over-production and over-consumption (González-Sánchez et al.\, 2023; Webster & Pascucci\, 2024). Substantial research in industrial ecology and engineering provides insight into the implementation of closed loop production systems and the validation of life cycle metrics. But the body of work on circularity has paid limited attention to managerial and organizational dilemmas regarding how to reduce\, let alone reverse\, ecological impacts of the linear economy (Hahn & Tampe\, 2021). Research has not deeply examined or systematically mapped the diverse agencies\, designs\, temporalities\, or interfaces between organizations and socio-ecological systems that may underpin their regenerative capacity and affect transition towards more climate just and biodiversity positive futures (Dzhengiz et al.\, 2023: 283). \n\n\n\nMuñoz and Branzei (2021: 510) introduce the notion of regenerative organizing as “the process of sensing and embracing surrounding living ecosystems\, aligning organizational knowledge\, decision-making\, and actions to these systems’ structures and dynamics and acting in conjunction\, in a way that allows for ecosystems to regenerate\, build resilience and sustain life. Regenerative organizations are ecologically embedded by design and designed to go beyond minimizing harm to purposefully reverse the degradation of living ecosystems. Regenerative business models (Konietzko\, Das & Bocken\, 2023) are premised on recognizing and respecting the paces and patterns of living interactions. Regenerative strategies help actors “enhance\, and thrive through\, the health of social-ecological systems in a co-evolutionary process” (Hahn & Tampe\, 2021: 456). \n\n\n\nWe invite exploratory empirical research that enriches or challenges extant conceptualizations of the circular economy by advancing our understanding of how the concept of regeneration is shaping business practice and thinking. Three lenses: sufficiency\, biomimicry\, and rhythmicity\, inform how regeneration is accomplished and foreground specific principles and dilemmas related to how regeneration might advance economic and societal well-being. Empirical exploration of how each lens transforms the design and management of businesses and economic systems\, and with what impacts\, are of particular interest. \n\n\n\n1. Sufficiency \n\n\n\nThe principle of sufficiency goes beyond recycling and reuse to emphasize the need to consume less. Socio-ecological systems designed for sufficiency must be economically and ecologically regenerative. This implies designing within sufficiency constraints\, like reducing demand for end products and their constitutive materials\, and might include requirements for positive ecological impacts\, such as promoting biodiversity or nature-positive emotions like awe or biophilia. Sufficiency thus takes issue with neoliberal ideology and ecological modernization theory underpinning much extant circularity thinking and practice. Building on Alexander’s (2012: 2) notion of the sufficiency economy\, which “can be understood in direct contrast to the dominant macro-economic paradigm based on limitless growth\,” Bocken and Short (2016: 41) define a sufficiency-driven business model as one that seeks “to moderate overall resource consumption by curbing demand through education and consumer engagement\, making products that last longer and avoiding built-in obsolescence\, focusing on satisfying ‘needs’ rather than promoting ‘wants’.” Heikkurinen and colleagues (2024) define a sufficiency ethos as “one in which limits\, boundaries\, optimums\, enoughness\, and ‘not toomuchness’ take center stage.”  \n\n\n\nEmpirical exploration of sufficiency as practiced in specific contexts could help us better understand variation in how it manifests in business models and economic systems\, mechanisms through which it advances regeneration\, as well as the impacts of regenerative circularity when it replaces traditional linear approaches (Jungell-Michelsson & Heikkurinen\, 2022; Heikkurinen et al.\, 2024). Discovering new contexts or modalities for organizing and measuring the efficacy of sufficiency-based business models and business ecosystems could advance the circularity frontier by illuminating how managers and other economic and political actors come to understand and define sufficiency and how this shapes their efforts to innovate and collaborate (Dzhengiz et al.\, 2023; Colluci & Vecchi\, 2024). Exploratory research could usefully reveal how the practice of sufficiency affects power (im)balances and social equity\, such as by altering opportunities to participate in the economy\, particularly for actors who are closely embedded within or dependent on nature (Van Hille et al.\, 2021; Vlasov\, 2021). \n\n\n\n2. Biomimicry \n\n\n\nWhereas sufficiency challenges us to rethink end goals for productive systems\, biomimicry advocates learning from and replicating designs found in nature. Natural ecosystems encompass innumerable designs – in their constitutive biomaterials (e.g.\, proteins like collagen or materials like chitin)\, in the tissues and organs that biomaterials interface with\, and in interdependencies among organisms comprising an ecosystem (Benyus\, 1997).  As solutions to challenges posed by specific environments\, designs in nature offer models for creating manmade materials and technological and business systems with regenerative properties (Fisch\, 2017). For instance\, the unique structures and compositions of natural biomaterials have served as models for manmade materials with self-healing and self-repair properties (Raman et al.\, 2024). Natural ecosystems thrive on closed-loop cycles\, in which waste generated by one organism becomes a valuable resource for another. In addition to being generative for manmade designs\, biomimicry can sensitize human actors to vital but often invisible roles of nonhuman actors in socio-ecological systems\, enroll different forms of agency\, and cultivate more symbiotic relationships between human and non-human actors (Sommer et al.\, 2025). \n\n\n\nWhile promising examples exist\, there is much we do not understand about how complex ecological designs can be translated into scalable solutions for regenerative socio-ecological systems. Research has emphasized technical aspects of biomimicry\, and we lack empirical evidence and deep theorization of biomimicry’s social and economic implications and potentiality. Systematic empirical work to determine when and how highly localized regenerative solutions can scale to regional or supra-regional solutions is scarce. Consensus regarding how to define\, measure\, and benchmark regeneration in socio-ecological systems does not exist (Barros et al.\, 2024). Biomimicry challenges ingrained engineering and economic mindsets rooted in extractive practices and linear models\, but it is unclear where and how economic and political actors are successfully reconceptualizing fundamental concepts such as value creation and reimagining the boundaries of business and economic systems to encompass the ecologies they depend on. Given the lack of theory on these issues\, empirical exploration into relationships between biomimicry and regenerative business and socio-ecological systems is needed. \n\n\n\n3. Rhythmicity \n\n\n\nBoth natural and manmade systems embody distinctive rhythmicity: the temporal pacing of recurring cycles that are fundamental to their organization and operate at multiple time scales. In ecological systems\, an example of daily rhythmicity is the circadian rhythm to which cellular activity is attuned\, whereas ecosystems respond to seasonal shifts that occur with predictable regularity. Economic systems likewise exhibit rhythmicity shaped by daily patterns of consumption and production as well as macro-economic patterns that recur over longer time periods. Observed rhythmicity reflects myriad unobserved interconnections and interdependencies that orchestrate system function. Rhythmicity in nature is central to regenerative processes including resource cycling\, renewal and repair. It operates at every level\, from cellular to organism to ecosystem\, and underlies the resilience of each. Understanding rhythmicity is crucial for designing regenerative socio-ecological systems that can self-organize and self-repair amidst recurrent ecological degradation and unpredictable disturbances. \n\n\n\nGualandris et al. (2024: 60) underscore the need to recognize and reconcile the multiple rhythms inherent to socio-ecological systems that can either augment or counteract one another: “the polyrhythmicity principle requires supply chain members to consider the simultaneous rhythms characterizing social–ecological systems and to make strategic\, tactical\, and operational decisions that align with such rhythmic patterns”. This is not so different from how entrepreneurs synchronize their ventures to multiple ecosystems (techno-economic\, socio-cultural as well as ecological) except that human actors might miss the rhythmicity governing the natural systems they engage with (Muñoz and Cohen\, 2017). Muñoz and Branzei (2021) suggest that organizing with and for nature can sensitize managers and organizations to a broader range of temporalities than those managers and organizations typically attend to (Bansal et al.\, 2022).  \n\n\n\nDespite a large body of work on temporality and temporal work within traditional organizational settings (Bansal et al.\, 2022)\, the literature on circularity has yet to fully account for temporal complexity and cyclicality involved in regenerating nature (Vlasov\, 2021; Albareda & Branzei\, 2024). There is little theory and limited empirical evidence to explain when and how managers can orchestrate regenerative rhythmicity in socio-ecological systems (Gualandris et al.\, 2024). We encourage empirical exploration of rhythmicity applied to specific roles in socio-ecological systems such as actors who intermediate between ecological and economic processes. Discovery-oriented research could reveal how polyrhythmicity is orchestrated or designed into regenerative business models\, start-ups or ecosystems (Klofsten et al.\, 2024; Konietzko et al.\, 2023; Lacy\, Long & Spindler\, 2020; Lehtimäki et al.\, 2023). Further empirical exploration is needed to drive theorizing on how digital technologies\, algorithms\, and architectures can alleviate tensions among social and ecological rhythms; how understudied actors and intermediaries take on roles of custodians of natural\, cultural\, and historical heritage[10]; and to identify novel modes of organizing across distinctive ecological and socioeconomic temporalities.  \n\n\n\nGoals of the AMD Spotlight \n\n\n\nAMD publishes research that presents “clear and compelling discoveries: empirical findings that challenge existing assumptions while opening new theoretical paths or that otherwise promote future\, ‘down-the-road\,’ theorizing.” (AMD website). The goals of this Spotlight are well-aligned with this mission and successful submissions will go beyond documenting circularity principles to explore dilemmas associated with organizing for sufficiency\, biomimicry and rhythmicity. We encourage work that moves us beyond observing\, cataloguing\, and comparing actual\, concrete practices and toward novel and rigorously established empirical patterns and plausible theoretical explanations of the underlying mechanisms; the latter should be informed by deep contextual understanding as well as relevant literature. Authors may wish to engage practitioners to surface generative lenses for their research (Ben-Menahem\, 2024).  \n\n\n\nSample Topics \n\n\n\nThe following is a non-exhaustive list of topics that fall within the scope of this Spotlight. We welcome diverse disciplinary lenses and methodological approaches\, provided the research is relevant to management and organizational scholars and their stakeholders.  \n\n\n\n\nLevels. Are circularity principles best conceptualized and theorized at the level of business models and ecosystems\, regional or national economies\, local or global communities? What are the implications of designing for regeneration across different levels of organizing?\n\n\n\nEcosystems. What ecosystem actors and dynamics (e.g.\, intermediary organizations\, inside or outside activism\, incubation or acceleration) affect the diffusion and scalability of regenerative business models\, and how? When\, why and how do ecosystems embrace sufficiency as a goal\, or turn away from overconsumption and toward enoughness?\n\n\n\nRights and responsibilities. How are rights to use natural resources conferred through legal\, normative\, or ‘in practice’ institutions? What triggers change in established norms (e.g.\, rooted in colonialism or neoliberalism) regarding resource utilization\, in specific communities or in novel types of CEs\, i.e. (bio)circular\, de- or post-growth? How is the responsibility to undo ecological damage distributed among rights holders? How do new norms emerge to offer guideposts for organizing with nature?\n\n\n\nKnowers and ways of knowing. How do particular experts and ways of knowing shape transition towards (bio)circularity and regeneration? How do logics governing socioeconomic systems evolve from efficiency and profitability (or\, neoliberalism and ecological modernization) to logics that support circularity and regeneration? How do the knowers address socioeconomic and socio-ecological tensions and paradoxes central to shifting from linear to circular modes of organizing?\n\n\n\nAttention and ways of attending: How do actors come to notice and connect with non-human actors as partners in socio-ecological systems? What roles do attention-based processes play in the transition to (bio)circularity and regeneration? What aspects of executives’ background (upbringing\, training) affect their attention to downsides of traditional economies (waste\, pollution\, injustice)? How do new patterns of attention emerge and when and how do they encompass new kinds of connections to\, or relationships with\, nature?  What attentional patterns and scaffolds enable the recognition of biophysical anomalies and opportunities?\n\n\n\nAgency. What assumptions implicit in human agency\, when relaxed\, enable human actors to more fully connect and cooperate with non-humans in socio-ecological systems? How do nature-informed processes such as photosynthesis and chemosynthesis\, metabolisms\, symbiosis\, or synchronicity inspire different forms and paths of agency? What paradoxes of non-human agencies (e.g.\, tools like AI can be used to fight climate change also exacerbate it; mycelium can replace plastic as biodegradable packaging but requires industrial processes to scale) persist when economies operate within versus beyond planetary boundaries?\n\n\n\nTechnology. What role do technologies play in accelerating the transition towards (bio)circularity and regeneration? What affordances give voice\, visibility\, or power to more-than-human actors? When and how does technology intermediation (including AI) enable human actors to appreciate non-human actors in new ways\, to radically rethink their qualities and importance\, and to reorganize interspecies relationships? How can digitization and AI inform\, coordinate\, and amplify the positive effects of biomaterial workers and work?\n\n\n\nChange. How do modes of organizing change when economic actors embrace principles of sufficiency\, biomimicry\, and/or rhythmicity? How do theories of self and/or system change intersect when actors commit to enacting these principles? How can we track and analyze the ways organizations start to dramatically change direction\, maybe even doing the opposite of what they used to do\, once they realize the environment can’t support endless growth?\n\n\n\nEthics. What ethical guides do managers rely on when organizations transition towards regeneration? How do existing ethics evolve\, or new ethics emerge\, and how do they portray our responsibilities and relationships with ecologies and non-human actors?\n\n\n\nNature. How does the adoption of sufficiency\, biomimicry\, and/or rhythmicity principles affect organizational commitment to closed-loop solutions? When does reorganizing around these principles alter the balance of resource exploitation and regeneration or engagement with vulnerable human and non-human actors? When and how do sufficient\, biomaterial\, and/or rhythmic processes drive regenerative cycles? How do organizations effectively assess their intended and unintended impacts in socio-ecological systems?\n\n\n\nClimate. When and how do climate disruptions affect the practice of sufficiency\, biomimicry\, and rhythmicity? When and why might these different perspectives accelerate or decelerate climate adaptation?\n\n\n\nFuture. What is the role of sufficiency\, biomimicry\, and/or rhythmicity in seeing and making alternative futures? How do actors come to understand which aspects of the future are (un)desirable? How are futures imagined and implemented\, especially in settings defined by power asymmetries and colonial legacies and in a more-than-human world? \n\n\n\n\nIf you have a specific question about research you would like to contribute to this Spotlight\, please reach out directly to one of the Guest Editors by email.  \n\n\n\nAbout AMD \n\n\n\nAMD is a premier journal for the empirical exploration of data describing or investigating compelling phenomena. AMD is not a journal for deductive theorizing or hypothesis testing. Authors are encouraged to present findings without the need to “reverse engineer” any theoretical framework or hypotheses. AMD publishes discoveries resulting from both quantitative and qualitative data sources. AMD articles are phenomenon-forward rather than theory-forward. This means that AMD papers look quite different in comparison to articles sent to other empirical journals. The goal at the front end of an AMD paper should primarily be to demonstrate the novelty/interestingness of the phenomenon and why current theory fails to explain the phenomenon. It is in the discussion section of an AMD paper where a plausible theoretical explanation—the theoretical contribution—is provided. The goal for every AMD paper is for discoveries derived from empirical exploration to open new lines of research inquiry. For further information about the goals of AMD\, we encourage potential submitters to review recent “From-the-Editors” essays (Miller\, 2024; Rockmann\, 2023) and to visit the AMD website.  \n\n\n\nSubmission Guidelines \n\n\n\nStandard AMD paper guidelines apply to papers submitted for this Spotlight. Manuscripts may be submitted as traditional papers or as Discoveries-through-Prose. Discoveries-through-Prose are crafted in more creative and engaging ways than traditional papers. When composing such manuscripts\, we encourage authors to relax their use of traditional headings and traditional “academic writing” to create a compelling narrative from start to finish. More information about Discoveries-through-Prose can be found on the AMD website.  \n\n\n\nReferences  \n\n\n\nAlbareda\, L.\, & Branzei\, O. (2024). Biocentric work in the Anthropocene: How actors regenerate degenerated natural commons. Journal of Management Studies. https://doi.org/10.1111/joms.13080 \n\n\n\nAlexander\, A.\, Pascucci\, S.\, & Charnley\, F. (2023). Handbook of the circular economy: Transitions and transformation. Walter de Gruyter GmbH & Co KG. \n\n\n\nAlexander\, S. (2012). The sufficiency economy. http://simplicityinstitute.org/wp-content/uploads/2011/04/TheSufficiencyEconomy3.pdf (accessed February 1\, 2025). \n\n\n\nBansal\, P.\, Reinecke\, J.\, Suddaby\, R.\, & Langley\, A. (2022). Temporal work: The strategic organization of time. Strategic Organization\, 20(1)\, 6-19. \n\n\n\nBarros\, M. V.\, Salvador\, R.\, Pieroni\, M.\, & Piekarski\, C. M. (2024). How to measure circularity? State-of-the-art and insights on positive impacts on businesses. Environmental Development\, 50\, 100989. \n\n\n\nBen-Menahem\, S. M. (2024). Engaging practitioners in empirical exploration. Academy of Management Discoveries\, 10(2)\, 155-162. \n\n\n\nBenyus\, J. M. (1997). Biomimicry: Innovation inspired by nature. New York: Morrow. \n\n\n\nBocken\, N.\, Pinkse\, J.\, Darnall\, N.\, & Ritala\, P. (2023). Between circular paralysis and utopia: organizational transformations towards the circular economy. Organization & Environment\, 36(2)\, 378-382. \n\n\n\nBocken\, N.M.P.\, & Short\, S.W. (2016). Towards a sufficiency-driven business model: Experiences and opportunities. Environmental Innovation and Social Transitions\, 18\, 41–61. \n\n\n\nCorvellec\, H.\, Stowell\, A.F.\, & Johansson\, N. (2022). Critiques of the circular economy. Journal of Industrial Ecology\, 26\, 421–432. \n\n\n\nDas\, A. & Bocken\, N. (2024). Regenerative business strategies: A database and typology to inspire business experimentation towards sustainability. Sustainable Production and Consumption\, 49\, 529-544. \n\n\n\nDzhengiz\, T.\, Miller\, E. M.\, Ovaska\, J.-P.\, & Patala\, S. (2023). Unpacking the circular economy: A problematizing review. International Journal of Management Reviews. doi/pdf/10.1111/ijmr.12329 \n\n\n\nFisch\, M. (2017). The nature of biomimicry: Toward a novel technological culture. Science\, Technology\, & Human Values\, 42(5)\, 795-821. \n\n\n\nFischer\, J.\, Farny\, S.\, Abson\, D.J. et al. (2024). Mainstreaming regenerative dynamics for sustainability. Nature Sustainability\, 7\, 964–972. \n\n\n\nGonzález-Sánchez\, R.\, Alonso-Muñoz\, S.\, & Medina-Salgado\, M. S. (2023). Circularity in waste management: A research proposal to achieve the 2030 Agenda. Operations Management Research\, 16(3)\, 1520-1540. \n\n\n\nGualandris\, J.\, Branzei\, O.\, Wilhelm\, M.\, Lazzarini\, S.\, Linnenluecke\, M.\, Hamann R.\, Dooley\, K. J.\, Michael L. Barnett\, M. L.\, & Chien-Ming Chen\, C.-M. (2025). Unchaining supply chains: Transformative leaps toward regenerating social–ecological systems. Journal of Supply Chain Management\, 60(1)\, 53-67. \n\n\n\nHahn T.\, & Tampe M. (2021). Strategies for regenerative business. Strategic Organization\, 19(3)\, 456–477. \n\n\n\nHeikkurinen\, P.\, Bocken\, N.\, Gossen\, M.\, & Princen\, T. (2024). Call for Papers-Sufficiency: An ethic for ecologically constrained organizations. Journal of Business Ethics. https://link.springer.com/collections/hicgjgfhjd?trk=public_post_comment-text \n\n\n\nHossain\, M.\, Park\, S.\, Suchek\, N.\, & Pansera\, M. (2021). Circular economy: A review of review articles. Business\, Strategy and the Environment\, 33(7)\, 6125-7688. \n\n\n\nKirchherr\, J.\, Reike\, D.\, & Hekkert (2017). Conceptualizing the circular economy: An analysis of 114 definitions. Resources\, Conservation and Recycling\, 127\, 221-232. \n\n\n\nKirchherr\, J.\, Nan-Hua Nadja Yang\, N-H. N\, Schulze-Spüntrup\, F.\, Heerink\, M. J.\, & Hartley\, K. (2023). Conceptualizing the circular economy (revisited): An analysis of 221 definitions. Resources\, Conservation and Recycling\, 194\, 107001\, https://doi.org/10.1016/j.resconrec.2023.107001 \n\n\n\nKlofsten\, M.\, Kanda\, W.\, Bienkowska\, D.\, Bocken\, N.\, Mian\, S.\, & Lamine\, W. (2024). Start-ups within entrepreneurial ecosystems: Transition towards a circular economy. International Small Business Journal\, 42(4)\, 383-395.  \n\n\n\nKonietzko\, J.\, Das\, A.\, & Bocken\, N. (2023). Towards regenerative business models: A necessary shift? Sustainable Production and Consumption\, 38\, 372-388. \n\n\n\nKopnina\, H.\, & Poldner\, K. (2021). Circular economy: Challenges and opportunities for ethical and sustainable business. Routledge. \n\n\n\nLacy\, P.\, Long\, J.\, & Spindler\, W. (2020). The circular economy handbook: Realizing the circular advantage. Palgrave MacMillan. \n\n\n\nLehtimäki\, H.\, Aarikka-Stenroos\, L.\, Jokinen\, A.\, & Jokinen\, P. (2023). The Routledge handbook of catalysts for a sustainable circular economy. Taylor & Francis. \n\n\n\nLobbedez\, E.\, Pascucci\, S.\, & Panico\, T. Theorizing waste as a technique of power in capitalistic stakeholder relations. Journal of Management Studies. Forthcoming \n\n\n\nMuñoz\, P.\, & Branzei\, O. (2021). Regenerative organizations: Introduction to the Special Issue. Organization & Environment\, 34(4)\, 507-516.  \n\n\n\nMuñoz\, P.\, & Cohen\, B. (2017). Towards a social-ecological understanding of sustainable venturing. Journal of Business Venturing Insights\, 7\, 1-8. https://doi.org/10.1016/j.jbvi.2016.12.001. \n\n\n\nPatala\, S.\, Albareda\, L.\, & Halme\, M. (2022). Polycentric governance of privately owned resources in circular economy systems. Journal of Management Studies\, 59(6)\, 1359-1656. \n\n\n\nRaman\, R.\, Sreenivasan\, A.\, Suresh\, M.\, & Nedungadi\, P. (2024). Mapping biomimicry research to sustainable development goals. Nature: Scientific Reports\, 14 (article no. 18613)  \n\n\n\nRovanto\, S.\, & Virtanen\, Y. (2024). Circular economy capabilities for slowing resource loops at small businesses in China\, Finland and Japan–An institutional logics perspective. British Journal of Management. https://doi.org/10.1111/1467-8551.12892 \n\n\n\nSommer\, S. G.\,  Christensen\, M. L.\, Norddahl\, B.\, Ambye-Jensen\, M.\, & Roda-Serrat\, M. C. (2025). Bioprocesses: A comprehensive guide to sustainable resources in the non-fossil era. Cambridge University Press. \n\n\n\nVan Hille I.\, De Bakker F. G. A.\, Groenewgen P.\, Ferguson J. E. (2021). Strategizing nature in cross-sector partnerships: Can plantation revitalization enable living wages? Organization & Environment\, 34(2)\, 175–197. \n\n\n\nVlasov\, M. (2019). In transition toward the ecocentric entrepreneurship nexus: How nature helps entrepreneurs make ventures more regenerative over time. Organization & Environment\, 34(4)\, 559-580. \n\n\n\nWilliams\, A.\, Perego\, P.\, Whiteman\, G. (2024). Boundary conditions for organizations in the Anthropocene: A review of the planetary boundaries framework 10 years on. Journal of Management Studies. https://doi.org/10.1111/joms.13150 \n\n\n\n[1] https://esgri.com/circular_economy/ \n\n\n\n[2] https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-circularity \n\n\n\n[3] https://www.europarl.europa.eu/topics/en/article/20151201STO05603/circular-economy-definition-importance-and-benefits#:~:text=What%20is%20the%20circular%20economy\,cycle%20of%20products%20is%20extended. \n\n\n\n[4] https://initiatives.weforum.org/the-circular-transformation-of-industries/home \n\n\n\n[5] https://www.ellenmacarthurfoundation.org/topics/circular-economy-introduction/overview \n\n\n\n[6] https://circulareconomy.europa.eu/platform/sites/default/files/emf_completing_the_picture.pdf; https://www.eea.europa.eu/publications/capturing-the-climate-change-mitigation#:~:text=Circular%20economy’s%20potential%20key%20role\,50%25%20of%20global%20GHG%20emissions. \n\n\n\n[7] https://www.ellenmacarthurfoundation.org/regenerate-nature \n\n\n\n[8] https://www.weforum.org/stories/2024/01/business-resilience-regeneration/ \n\n\n\n[9] https://www.weforum.org/stories/2024/01/business-resilience-regeneration/ \n\n\n\n[10] https://www.undp.org/blog/truly-circular-economy-we-need-listen-indigenous-voices; https://regenexpo.com.au/session/indigenous-knowledge-the-basis-of-circularity/
URL:https://www.aom.org/event/amd-special-research-spotlight-from-circularity-to-regeneration-in-management-and-organizations/
CATEGORIES:Call for Submissions
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260226T210000
DTEND;TZID=America/New_York:20260226T220000
DTSTAMP:20260419T215302
CREATED:20260226T045738Z
LAST-MODIFIED:20260325T153542Z
UID:10000060-1772139600-1772143200@www.aom.org
SUMMARY:Ask an AMR Associate Editor: Developing ideas for AMR
DESCRIPTION:Presenter: Mark Bolino \n\n\n\nIn this virtual Ask an AMR AE session\, I will share my experiences in generating novel and interesting research questions for theory papers. I will discuss effective strategies for identifying gaps in the literature\, applying theoretical frameworks\, and developing new theoretical models. I hope to provide valuable insights that will help you approach theory development in innovative ways\, enhancing your own scholarly work.
URL:https://www.aom.org/event/ask-an-amr-associate-editor-developing-ideas-for-amr/
CATEGORIES:Journal Workshops
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BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260306T100000
DTEND;TZID=Europe/London:20260306T110000
DTSTAMP:20260419T215302
CREATED:20260225T142516Z
LAST-MODIFIED:20260325T155542Z
UID:10000013-1772791200-1772794800@www.aom.org
SUMMARY:AMP Information Session for Special Issue: Managing Under Political Turbulence
DESCRIPTION:Guest Editors:\n\n\n\n\nSrividya Jandhyala\, ESSEC Business School\n\n\n\nGrazia D. Santangelo\, Copenhagen Business School\n\n\n\n\nAMP Associate Editor:\n\n\n\n\nTazeeb Rajwani\, University of Surrey\n\n\n\n\nSession Information\n\n\n\nAcademy of Management Perspectives (AMP) is pleased to announce this virtual information session for the Special Issue (SI) titled “Managing Under Political Turbulence: Practical Solutions for coping with Rising Geopolitical Risk” to be held on Friday\, 6 March 2026\, from 10:00 am to 11:00 am GMT. \n\n\n\nThis information session aims to engage with scholars interested in contributing to the Special Issue. For more details\, the call for papers can be accessed here: \n\n\n\n\nAMP Call for Special Issue Papers: Managing Under Political Turbulence | Academy of Management\n\n\n\n\nDuring this information session\, the editors will outline the requirements for submission to AMP\, share their vision for the SI\, and facilitate a Q&A session. \n\n\n\nPlease note that this information session is purely informational\, and no paper presentations are scheduled for the event. Participation in the session does not guarantee acceptance of the paper to AMP or special preference in the review process \n\n\n\nThe SI adheres to AMP’s rigorous standards. Selected papers in the SI will be scholarly articles focused on important real-world problems that have evidence-based\, actionable insights for managerial practice and policy. AMP articles are not theory-driven. Thus\, writing for AMP differs from writing for traditional academic journals. See the AMP open call for papers here and a recent editorial: \n\n\n\n\nAMP Open Call for Papers | Academy of Management\n\n\n\nMattering Matters: Explaining What Fits at Academy of Management Perspectives | Academy of Management Perspectives
URL:https://www.aom.org/event/amp-information-session-for-special-issue-managing-under-political-turbulence/
CATEGORIES:Journal Workshops
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BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260306T100000
DTEND;TZID=Europe/London:20260306T110000
DTSTAMP:20260419T215302
CREATED:20260226T045743Z
LAST-MODIFIED:20260325T155456Z
UID:10000067-1772791200-1772794800@www.aom.org
SUMMARY:AMP Information Session for Special Issue: Managing Under Political Turbulence
DESCRIPTION:Guest Editors:\n\n\n\n\nSrividya Jandhyala\, ESSEC Business School\n\n\n\nGrazia D. Santangelo\, Copenhagen Business School\n\n\n\n\nAMP Associate Editor:\n\n\n\n\nTazeeb Rajwani\, University of Surrey\n\n\n\n\nSession Information\n\n\n\nAcademy of Management Perspectives (AMP) is pleased to announce this virtual information session for the Special Issue (SI) titled “Managing Under Political Turbulence: Practical Solutions for coping with Rising Geopolitical Risk” to be held on Friday\, 6 March 2026\, from 10:00 am to 11:00 am GMT. \n\n\n\nThis information session aims to engage with scholars interested in contributing to the Special Issue. For more details\, the call for papers can be accessed here: \n\n\n\n\nAMP Call for Special Issue Papers: Managing Under Political Turbulence | Academy of Management\n\n\n\n\nDuring this information session\, the editors will outline the requirements for submission to AMP\, share their vision for the SI\, and facilitate a Q&A session. \n\n\n\nPlease note that this information session is purely informational\, and no paper presentations are scheduled for the event. Participation in the session does not guarantee acceptance of the paper to AMP or special preference in the review process \n\n\n\nThe SI adheres to AMP’s rigorous standards. Selected papers in the SI will be scholarly articles focused on important real-world problems that have evidence-based\, actionable insights for managerial practice and policy. AMP articles are not theory-driven. Thus\, writing for AMP differs from writing for traditional academic journals. See the AMP open call for papers here and a recent editorial: \n\n\n\n\nAMP Open Call for Papers | Academy of Management\n\n\n\nMattering Matters: Explaining What Fits at Academy of Management Perspectives | Academy of Management Perspectives
URL:https://www.aom.org/event/amp-information-session-for-special-issue-managing-under-political-turbulence-2/
CATEGORIES:Journal Workshops
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260320T000000
DTEND;TZID=America/New_York:20260320T000000
DTSTAMP:20260419T215302
CREATED:20260226T045738Z
LAST-MODIFIED:20260325T152956Z
UID:10000061-1773964800-1773964800@www.aom.org
SUMMARY:AMD Publishing and Paper Development Workshop\, Nice\, France
DESCRIPTION:In-person workshop hosted by EDHEC Business School\, Nice\, France\n\n\n\n\n\n\n\nWorkshop Leaders\n\n\n\n\nC. Chet Miller & Prithviraj Chattopadhyay\, Coeditors\,Academy of Management Discoveries (AMD)\n\n\n\nOther Associate Editors\, Editorial Review Board members\, and Authors from the journal will be in attendance\n\n\n\n\nPurpose\n\n\n\nThis workshop is geared toward all scholars (PhD students\, junior and senior scholars) who are interested in publishing in AMD. In this workshop\, we will work with potential authors to determine whether AMD provides the best fit for their ideas\, and then help them develop well-crafted ideas potentially suitable for submission to the journal. \n\n\n\nAgenda\n\n\n\nTimeSessionRoom9:00-9:30Registration & CoffeeMain Hall9:30-10:45Plenary session:WelcomePublishing in AMD(AMD Co-Editor Chet Miller)Amphitheatre 00210:45-11:15Coffee BreakMain Hall11:15-12:45Breakout Session IAmphitheatres 001 & 00212:45-13:45LunchMain Hall13:45-15:15Breakout Session IIAmphitheatres 001 & 00215:15-15:45Coffee BreakMain Hall15:45-16:45Plenary session:Publishing in AOM JournalsWrap-up and closingAmphitheatre 002\n\n\n\nPlenary sessions\n\n\n\nThe plenary sessions will be geared toward providing general information about publishing in AMD\, such as what makes a successful paper\, the main reasons that papers are rejected\, and strategies for addressing the core challenges that editors and reviewers see in rejected papers. \n\n\n\nSubmission and Registration Information:\n\n\n\nAbstract submission deadline for submitting authors: All participants seeking feedback in the breakout sessions must submit extended abstracts for review by 11:59 p.m. U.S. Eastern Time on 2 February 2026. These extended abstracts should be no longer than four double-spaced pages and convey the essence of the research questions\, the pertinent research that is missing from existing literature\, proposed/actual empirical methods\, and expected/actual empirical findings. \n\n\n\nThe extended abstracts should be submitted using this link: https://form.jotform.com/253484046923158 \n\n\n\nBreakout sessions and Workshop instructions\n\n\n\nIn each breakout group\, four to six participants will be paired with a facilitator with editorial experience at AMD (a Coeditor or Associate Editor from the journal). See the overview below. Each person whose work is accepted for a breakout session should prepare and bring 10 printed copies of a 1-page summary that describes the research question\, methods for empirical exploration\, and expected/actual findings. Each participant also should prepare a 2-minute presentation in which to present a brief overview of their idea\, and why they believe the paper fits the AMD mission. The facilitator will then lead a discussion (30 minutes per paper) on the fit of that idea for the journal\, and how it can be developed further to enhance the potential for success. The process of giving and receiving feedback by everyone in a breakout group also will help participants get a better understanding of how to craft ideas into manuscripts for AMD. The template reviewers are encouraged to use for AMD submissions may be found here: AMD reviewer template. To enable participants in your breakout group to prepare for your presentation\, you may also share your extended abstract within your breakout group ahead of the PDW using the email list provided.  \n\n\n\nLocation Information\n\n\n\nEDHEC Business School is located close to Nice city center and Nice Airport\, at Promenade des Anglais 393. The building is wheelchair accessible. All plenary and breakout sessions are held at the ground-floor\, rooms 001 and 002. Participants are encouraged to travel by public transport. Public parking is available at Q-Park Arénas Cassin – aéroport de Nice. \n\n\n\nHotel lodgings located near EDHEC Nice\n\n\n\nThe EDHEC building is located near Nice city center and Nice Airport and is close to numerous hotels. Nearby options include: \n\n\n\n\nSheraton Nice\, Aeroporthttps://www.marriott.com/fr/hotels/ncesi-sheraton-nice/overview/\n\n\n\n\n\nOther hotels in the areahttps://www.nice.aeroport.fr/en/guide/local-hotels
URL:https://www.aom.org/event/amd-publishing-and-paper-development-workshop-nice-france/
CATEGORIES:Journal Workshops
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DTSTART;TZID=America/New_York:20260323T100000
DTEND;TZID=America/New_York:20260323T110000
DTSTAMP:20260419T215302
CREATED:20260226T045739Z
LAST-MODIFIED:20260325T152929Z
UID:10000062-1774260000-1774263600@www.aom.org
SUMMARY:Ask an AMR Associate Editor: Responding to AMR Reviewers
DESCRIPTION:Presenters: Kristie Rogers\, Christy Shropshire\, and Mark Bolino \n\n\n\nThis virtual “Ask an AMR AE’ session outlines a framework with suggested practices for effectively responding to AMR reviewer comments during the revision process. We will discuss recommendations for crafting thoughtful responses and the importance of maintaining professionalism and clarity when engaging with reviewers. Whether you’re a seasoned author or new to the AMR publication process\, this Ask an AMR AE session will offer valuable tools to navigate the revision stage with confidence.
URL:https://www.aom.org/event/ask-an-amr-associate-editor-responding-to-amr-reviewers/
CATEGORIES:Journal Workshops
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/amr-ask-an-amr-associate-editor.png
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BEGIN:VEVENT
DTSTART;TZID=America/Toronto:20260327T090000
DTEND;TZID=America/Toronto:20260327T180000
DTSTAMP:20260419T215302
CREATED:20260225T060844Z
LAST-MODIFIED:20260325T155157Z
UID:10000012-1774602000-1774634400@www.aom.org
SUMMARY:Joint AMD\, AMLE\, AMP Paper Development Workshop\, Ontario\, Canada
DESCRIPTION:In-person Paper Development Workshop hosted by Ivey Business School\, Western University\n\n\n\n\n\n\n\nAcademy of Management Perspectives (AMP)\, Academy of Management Discoveries (AMD)\, and Academy of Management Learning and Education (AMLE) are pleased to partner with the Ivey Business School (Ivey) and Western University (Western) to host an in-person Paper Development Workshop (PDW)\, to be held on the London\, ON campus\, on Friday\, 27 March 2026\, from 9:00 – 17:00 local time\, followed by a reception. \n\n\n\nPDW attendees will meet members of the three editorial teams and participate in breakout sessions and plenaries that enhance understanding of how to publish in AMP\, AMD\, and AMLE. \n\n\n\nRegistrants are not required to submit a proposal to attend the PDW. However\, those who wish to obtain individualized feedback on their specific research idea must submit a proposal at the time of registration. Proposals must indicate the target journal (AMP\, AMD\, or AMLE) and contain 3-4 pages that clearly and concisely detail the research idea. Please carefully review the mission and author guidelines on your focal journal’s website and clearly specify in the proposal how your research fits within these guidelines. Applicants will receive notice of acceptance of proposals by no later than 6 March 2026. \n\n\n\nPlease note that participation in the workshop does not guarantee acceptance of the paper to AMP\, AMD\, or AMLE or special preference in the review process. \n\n\n\nRegistration Information\n\n\n\nThere is a nonrefundable US$50 registration fee. Payment must be completed by 11 March 2026 or registration will be cancelled. If a coauthor plans to attend\, each coauthor is required to register separately. \n\n\n\nTo attend\, please register no later than 27 February 2026.  \n\n\n\nPDW Timeline\n\n\n\n\nRegistration and Proposal Submission Deadline: 27 February 2026 (payment is not required at the time of registration)\n\n\n\nProposal Acceptance Decision: 6 March 2026\n\n\n\n\nAccommodation and Logistics\n\n\n\nBreakfast\, lunch\, coffee breaks\, and a closing reception on 27 March are included in the registration fee. Travel and accommodation\, if needed\, are not. Travel suggestions and reasonable hotel options will be provided to those who register. Any questions about accommodations or logistics should be directed to Oana Branzei\, cc-ing her faculty assistant Sara Musa. \n\n\n\nTentative Agenda\n\n\n\nWe have planned a full and exciting agenda\, as follows (subject to change): \n\n\n\n8:00-9:00Registration and Breakfast9:00-9:15Welcome by Dean Julian Birkinshaw9:15-9:30Agenda and Introductions9:30-10:30Opening PanelJournal overviews. AMP\, AMD & AMLE10:30-11:00Coffee Break11:00-12:30Morning Breakouts and PlenariesExperienced scholars with accepted proposals will be assigned to journal-specific breakout sessions to receive focused feedback. Other experienced scholars in attendance are encouraged to join a breakout session. Less experienced scholars should attend one of the following plenaries:Plenary 1a: A beginner’s guide to writing for AMPPlenary 1b: A beginner’s guide to writing for AMDPlenary 1c: A beginners guide to writing for AMLE                      12:30-13:30Lunch13:30-15:00Afternoon Breakouts and PlenariesLess experienced scholars with accepted proposals will be assigned to journal-specific breakout sessions to receive focused feedback. Other less-experienced scholars in attendance are encouraged to join a breakout session. Experienced scholars should attend one of the following plenaries:Plenary 2a: An advanced guide to writing for AMPPlenary 2b: An advanced guide to writing for AMDPlenary 2c: An advanced guide to writing for AMLE                      15:00-15:30Coffee Break15:30-17:00Closing PlenaryWhat research matters to managers and how can scholars and practitioners work together to provide it?17:00-18:00Reception\n\n\n\nWe look forward to seeing you and helping you to develop your work!
URL:https://www.aom.org/event/joint-amd-amle-amp-paper-development-workshop-ontario-canada/
CATEGORIES:Journal Workshops
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Paris:20260414T093000
DTEND;TZID=Europe/Paris:20260414T190000
DTSTAMP:20260419T215302
CREATED:20260226T045346Z
LAST-MODIFIED:20260413T173354Z
UID:10000034-1776159000-1776193200@www.aom.org
SUMMARY:AMR Idea Development Workshop\, France
DESCRIPTION:Submission Deadline: 15 February 2026 \n\n\n\nRegistration Deadline: 31 March 2026 \n\n\n\n\nRegister for the Workshop\n\n\n\n\n\n\n\n\nPurpose and Agenda\n\n\n\nThis idea development workshop (IDW) is primarily geared toward early career researchers (e.g.\, assistant professors and postdoctoral fellows) and PhD students who are interested in publishing in AMR—the highest-ranked journal publishing conceptual and theoretical manuscripts. This IDW is open to anyone though we will give preference to individuals from institutions in Europe. This workshop is designed to help participants develop great ideas that are the foundation for well-crafted manuscripts suitable for submission to AMR. \n\n\n\nThe workshop has two parts. Participants can apply to participate in the first part (morning session) only or to participate in the first and second parts (morning and afternoon sessions).  \n\n\n\nIn the first part\, we will provide information about publishing in AMR. The AMR team will discuss what makes a successful AMR paper\, why papers are rejected\, and how to address the core challenges often seen in rejected papers. \n\n\n\nIn the second part\, we offer roundtable discussions of participants’ ideas for papers to be submitted to AMR. We will match participants with a facilitator such as an Associate Editor or Editorial Board member\, who will discuss and provide feedback on these ideas. Participation in this part of the workshop is limited.  \n\n\n\nRegistration Information \n\n\n\nApplication is required for all participants and the deadline to apply is 15 February 2026. To participate in the roundtable discussions of theory ideas in the afternoon\, please submit a 350-word abstract of your theoretical or conceptual idea. \n\n\n\nIDW Timeline\n\n\n\n\nSubmission Deadline: 15 February 2026\n\n\n\nAcceptance to IDW Decision: 15 March 2026\n\n\n\nRegistration and Payment Required*: 31 March 2026\n\n\n\nAttending morning session only: US$20.00\n\n\n\nAttending morning and afternoon sessions: US$40.00 (lunch included)\n\n\n\n\n*IDW nonrefundable registration fee for accepted workshop participants. \n\n\n\nPlease note: \n\n\n\n\nSubmitting a proposal does not guarantee acceptance to the workshop.\n\n\n\nAn accepted proposal does not guarantee acceptance of the associated full-text manuscript to AMR and does not provide special preference in the review process.\n\n\n\nThe registration fee is nonrefundable. Paid registrations may be transferred to another member of the accepted author’s team.\n\n\n\n\nPre-Workshop Activities\n\n\n\nPlease read these From the Editors’ essays prior to submitting your abstract. \n\n\n\n\nCornelissen\, J. (2017). From the Editors: Developing propositions\, a process model or a typology? Addressing the challenges of writing theory without a boilerplate. Academy of Management Review\, 42(1)\, 1-9. https://doi.org/10.5465/amr.2016.0196.\n\n\n\nCampbell\, J.T. & Aguilera\, R.V. 2022. From the Editors: Why I rejected your paper: Common pitfalls in writing theory papers and how to avoid them. Academy of Management Review\, 47(4). https://doi.org/10.5465/amr.2022.0331.\n\n\n\nThatcher\, S.M.B. & Fisher\, G. 2022. From the Editor: The nuts and bolts of writing a theory paper: A practical guide to getting started. Academy of Management Review\, 47(1): 1-8. https://doi.org/10.5465/amr.2021.0483.
URL:https://www.aom.org/event/amr-idea-development-workshop-france/
CATEGORIES:Journal Workshops
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/amr_idw.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Rome:20260417T093000
DTEND;TZID=Europe/Rome:20260417T180000
DTSTAMP:20260419T215302
CREATED:20260226T045731Z
LAST-MODIFIED:20260325T152841Z
UID:10000051-1776418200-1776448800@www.aom.org
SUMMARY:AMR Idea Development Workshop\, Milan\, Italy
DESCRIPTION:Submission Deadline: 15 February 2026 \n\n\n\nRegistration Deadline: 31 March 2026 \n\n\n\n\nRegister for the Workshop\n\n\n\n\n\n\n\n\nPurpose and Agenda\n\n\n\nThis idea development workshop (IDW) is primarily geared toward early career researchers (e.g.\, assistant professors and postdoctoral fellows) and PhD students who are interested in publishing in AMR—the highest-ranked journal publishing conceptual and theoretical manuscripts. This IDW is open to anyone though we will give preference to individuals from institutions in Europe. This workshop is designed to help participants develop great ideas that are the foundation for well-crafted manuscripts suitable for submission to AMR. \n\n\n\nThe workshop has two parts. Participants can apply to participate in the first part (morning session) only or to participate in the first and second parts (morning and afternoon sessions). \n\n\n\nIn the first part\, we will provide information about publishing in AMR. The AMRteam will discuss what makes a successful AMR paper\, why papers are rejected\, and how to address the core challenges often seen in rejected papers. \n\n\n\nIn the second part\, we offer roundtable discussions of participants’ ideas for papers to be submitted to AMR. We will match participants with a facilitator such as an Associate Editor or Editorial Board member\, who will discuss and provide feedback on these ideas. Participation in this part of the workshop is limited. \n\n\n\nRegistration Information \n\n\n\nApplication is required for all participants and the deadline to apply is 15 February 2026. To participate in the roundtable discussions of theory ideas in the afternoon\, please submit a 350-word abstract of your theoretical or conceptual idea. \n\n\n\nIDW Timeline\n\n\n\n\nSubmission Deadline: 15 February 2026\n\n\n\nAcceptance to IDW Decision: 15 March 2026\n\n\n\nRegistration and Payment Required*: 31 March 2026\n\n\n\nAttending morning session only: US$20.00\n\n\n\nAttending morning and afternoon sessions: US$40.00 (lunch included)\n\n\n\n\n*IDW nonrefundable registration fee for accepted workshop participants. \n\n\n\nPlease note: \n\n\n\n\nSubmitting a proposal does not guarantee acceptance to the workshop.\n\n\n\nAn accepted proposal does not guarantee acceptance of the associated full-text manuscript to AMR and does not provide special preference in the review process.\n\n\n\nThe registration fee is nonrefundable. Paid registrations may be transferred to another member of the accepted author’s team.\n\n\n\n\nPre-Workshop Activities\n\n\n\nPlease read these From the Editors’ essays prior to submitting your abstract. \n\n\n\n\nCornelissen\, J. (2017). From the Editors: Developing propositions\, a process model or a typology? Addressing the challenges of writing theory without a boilerplate. Academy of Management Review\, 42(1)\, 1-9. https://doi.org/10.5465/amr.2016.0196\n\n\n\nCampbell\, J.T. & Aguilera\, R.V. 2022. From the Editors: Why I rejected your paper: Common pitfalls in writing theory papers and how to avoid them. Academy of Management Review\, 47(4). https://doi.org/10.5465/amr.2022.0331.\n\n\n\nThatcher\, S.M.B. & Fisher\, G. 2022. From the Editor: The nuts and bolts of writing a theory paper: A practical guide to getting started. Academy of Management Review\, 47(1): 1-8. https://doi.org/10.5465/amr.2021.0483.
URL:https://www.aom.org/event/amr-idea-development-workshop-milan-italy/
CATEGORIES:Journal Workshops
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/amr_idw.png
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260505T100000
DTEND;TZID=America/New_York:20260505T110000
DTSTAMP:20260419T215302
CREATED:20260226T045739Z
LAST-MODIFIED:20260417T180100Z
UID:10000063-1777975200-1777978800@www.aom.org
SUMMARY:Ask an AMR Associate Editor: Writing with Clarity\, Coherence\, and Conciseness
DESCRIPTION:Virtual Event\n\n\n\nPresenter: Kris Byron \n\n\n\nLearn more about clear\, coherent and concise writing techniques. In this session\, Kris Byron\, editor of AMR\, will offer tips and answer questions about how to improve one’s academic writing skills. \n\n\n\n\n\n\n\nAsk an AMR AE is a series of informal sessions with the Academy of Management Review’s (AMR) Associate Editors (AEs). Each session begins with a short presentation by one or more associate editors on a specific topic related to publishing in AMR. After the presentation\, the featured AE(s) will answer participants’ questions. These sessions will help authors who are considering submitting their work to AMR and who seek guidance on navigating the publication process. AMR Associate Editors\, Dana Minbaeva and Chak Fu Lam\, are coordinating this series. \n\n\n\nRegistration is not required to attend this event. \n\n\n\n\nJoin the session
URL:https://www.aom.org/event/ask-an-amr-associate-editor-writing-with-clarity-coherence-and-conciseness-2/
CATEGORIES:Journal Workshops
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BEGIN:VEVENT
DTSTART;TZID=Europe/Amsterdam:20260515T000000
DTEND;TZID=Europe/Amsterdam:20260515T235959
DTSTAMP:20260419T215302
CREATED:20260226T045742Z
LAST-MODIFIED:20260417T175911Z
UID:10000066-1778803200-1778889599@www.aom.org
SUMMARY:AMLE Paper Idea Development Workshop\, Amsterdam\, The Netherlands
DESCRIPTION:In-person Paper Idea Development Workshop hosted by VU Amsterdam\n\n\n\n\n\n\n\nLed By\n\n\n\nDirk Lindebaum\, AMLE Editor-in-Chief\, and members of the current Editorial Team \n\n\n\nAbout AMLE\n\n\n\nAcademy of Management Learning & Education (AMLE) is rated as 4* in the UK CABS list and A* in the Australian Business Deans’ Council list of journals. The journal’s main emphasis is on theoretical debates about management learning and education\, and the business of business schools. For more details\, please consult these editorials: (Caza\, Harley\, Coraiola\, Lindebaum\, & Moser\, 2024; Coraiola & Caza\, 2025; Lindebaum\, 2024). \n\n\n\nFurther information: This is an idea-based PDW\, not a full paper PDW. Please submit your idea-based extended abstract when you register\, no later than 10 April 2026. \n\n\n\nRegistration Information\n\n\n\n Registration\, submission of a short paper\, and commitment to attend are required for all participants wishing to attend. \n\n\n\n\nRegister for this workshop\n\n\n\n\nReferences\n\n\n\nCaza\, A.\, Harley\, B.\, Coraiola\, D. M.\, Lindebaum\, D.\, & Moser\, C. 2024. What Is a Contribution and How Can You Make One at AMLE? Academy of Management Learning & Education\, 23(4): 523–528. \n\n\n\nCoraiola\, D. M. & Caza\, A. 2025. Publishing Impactful Literature Reviews in AMLE. Academy of Management Learning & Education\, 24(1): 9–17. \n\n\n\nLindebaum D. 2024. Management Learning and Education as “Big Picture” Social Science. Academy of Management Learning & Education 23(1): 1–7.
URL:https://www.aom.org/event/amle-paper-development-workshop-amsterdam-the-netherlands/
LOCATION:Vrije Universiteit Amsterdam\, De Boelelaan 1105\, 1081 HV\, Amsterdam\, Netherlands
CATEGORIES:Journal Workshops,Journal Workshops & Publications Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Vilnius:20260520T000000
DTEND;TZID=Europe/Vilnius:20260522T235959
DTSTAMP:20260419T215302
CREATED:20260106T135749Z
LAST-MODIFIED:20260419T161217Z
UID:10000001-1779235200-1779494399@www.aom.org
SUMMARY:CAP: 24th Annual Baltic Management Development Association (BMDA) Conference\, Lithuania
DESCRIPTION:For over two decades\, the BMDA Conference has brought together an inspiring community of business leaders\, academics\, researchers\, innovators\, and ecosystem builders. \n\n\n\nThe three-day conference will feature a rich mix of keynotes\, interactive discussions\, breakout sessions\, and site visits\, all designed to strengthen collaboration betweenbusiness and academia. \n\n\n\nParticipants will explore emerging trends\, share best practices\, and engage in inspiring conversations that spark new ideas\, partnerships\, and project opportunities. \n\n\n\nThe conference will conclude with a festive Gala Dinner\, celebrating the BMDA community\, honoring tradition\, and highlighting excellence through the BMDAAwards ceremony—a moment to recognize outstanding contributions and strengthen our shared sense of belonging. \n\n\n\nVisit the conference website for general information\, registration\, structure\, speaker information\, and more. \n\n\n\n\n24th Annual BMDA Conference website\n\n\n\n\nIT IS NOT JUST A CONFERENCE — IT’S A NETWORK AND A TRADITION
URL:https://www.aom.org/event/24th-annual-baltic-management-development-association-bmda-conference-lithuania/
LOCATION:Park Inn by Radisson Kaunas\, K. Donelaičio g. 27\, LT-44240\, Kaunas\, Lithuania
CATEGORIES:Community Accelerator Program (CAP) Events
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BEGIN:VEVENT
DTSTART;TZID=America/Chicago:20260522T000000
DTEND;TZID=America/Chicago:20260525T235959
DTSTAMP:20260419T215302
CREATED:20260415T201642Z
LAST-MODIFIED:20260419T170156Z
UID:10001817-1779408000-1779753599@www.aom.org
SUMMARY:CAP: ASAC 2026 Conference-Blue Sky Thinking
DESCRIPTION:The ASAC annual conference is the premier event for business academics in Canada to connect\, share insights\, and advance their fields. Bringing together participants from across Canada and beyond\, the conference fosters collaboration and innovation in business research and education. \n\n\n\nWith opportunities to present and develop research\, participate in workshops\, and engage in thought-provoking discussions\, ASAC’s conference is the cornerstone of our community’s efforts to inspire and be inspired. \n\n\n\nVisit the event website for additional information and to register. \n\n\n\n\nASAC Conference website
URL:https://www.aom.org/event/__trashed-3/
LOCATION:Mount Royal University\, 4825 Mt Royal Gate SW\, Calgary\, AB T3E 6K6\, Canada
CATEGORIES:Community Accelerator Program (CAP) Events
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ORGANIZER;CN="ASAC":MAILTO:conference@asac.ca
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Helsinki:20260525T220000
DTEND;TZID=Europe/Helsinki:20260527T215959
DTSTAMP:20260419T215302
CREATED:20260419T163708Z
LAST-MODIFIED:20260419T170457Z
UID:10001825-1779746400-1779919199@www.aom.org
SUMMARY:AOM and AACSB Research Impact Conference\, Dublin\, Ireland
DESCRIPTION:A collaborative initiative between the Academy of Management (AOM) and AACSB\n\n\n\n\n\n\n\n\nImpact is not a citation count. It is the degree to which our scholarship changes how the world thinks and acts. Tammy Madsen\, President\, Academy of Management\n\n\n\n\n\n\n\n\n\n\n\n\nConference Overview\n\n\n\nThe AOM and AACSB Research Impact Conference convenes researchers\, educators\, and business school leaders to examine how high-quality business education research is defined\, measured\, and advanced. \n\n\n\nThis first-ever research impact conference is a collaborative initiative between the Academy of Management (AOM) and AACSB\, hosted by UCD College of Business\, 26–27 May 2026 in Dublin\, Ireland. \n\n\n\nThrough engaging discussions\, practical examples\, and shared learning\, participants will explore how scholarship can inform organizations\, influence policy\, and respond to pressing societal challenges. \n\n\n\nThe conference aims to advance a broader\, shared understanding of research impact while highlighting innovative initiatives and leading practices within business schools. It will bring together deans\, researchers\, journal editors\, funders\, industry leaders\, and policymakers to explore how business school research can generate meaningful impact for society and organizational practice. \n\n\n\nConference Program\n\n\n\nThe conference program features a mix of keynote conversations\, panel discussions\, and interactive sessions designed to explore how research impact is understood and advanced across business education. \n\n\n\nSessions highlight emerging frameworks\, institutional approaches\, and real-world examples of how research is shaping organizations\, informing policy\, and contributing to society. The program brings together perspectives from academic leaders\, journal editors\, and practitioners to foster dialogue across roles and disciplines. \n\n\n\n\nExplore the Program\n\n\n\n\nResearch Impact Task Force\n\n\n\nGrounded in the work of AACSB’s Global Research Impact Task Force\, the conference builds on a cross-organizational effort to better understand and advance research impact across business education. \n\n\n\nThe program provides a focused forum for: \n\n\n\n\nExpanding how impactful research is understood beyond traditional scholarly metrics\n\n\n\nDeveloping new approaches to measuring and assessing research impact\n\n\n\nStrengthening collaboration across disciplines and with external stakeholders\n\n\n\nCultivating institutional mindsets\, incentives\, and infrastructure that support meaningful impact\n\n\n\n\nWho Should Attend\n\n\n\nThis conference is designed for business school leaders\, faculty\, researchers\, and scholars who are committed to advancing the relevance and impact of management research. This will also appeal to research administrators\, deans\, associate deans\, and accreditation leaders seeking to align research strategies with institutional missions\, community needs\, and global standards of education. \n\n\n\n\nConference Registration\n\n\n\nConference website\n\n\n\n\nPress Release: AACSB and AOM to Host Inaugural Research Impact Conference \n\n\n\nConference Advisory Committee\n\n\n\n\nPeter Bamberger\, Past President\, Academy of Management; Domberger Chair in Organization and Management\, Coller School of Management\, Tel Aviv University\n\n\n\nElliot Bendoly\, Editor-in-Chief\, Journal of Operations Management; Distinguished Professor\, The Ohio State University\n\n\n\nAnthony Brabazon\, Dean\, UCD College of Business\n\n\n\nAndrew Burton-Jones\, President\, Association for Information Systems; Professor\, The University of Queensland\n\n\n\nTammy Madsen\, President\, Academy of Management; Professor\, Santa Clara University\n\n\n\nEileen McAuliffe\, Executive Vice President and Chief Thought Leadership Officer\, AACSB International\n\n\n\nAraceli Mora\, President\, European Accounting Association; Professor\, University of Valencia\n\n\n\nChris Tucci\, President-Elect\, Academy of Management; Professor\, Imperial College London\n\n\n\n\nTravel & Logistics\n\n\n\nDublin offers a vibrant and accessible setting\, with a rich academic tradition and strong connections to industry and policy. \n\n\n\nInformation on hotel accommodations\, travel planning\, and visa support\, including recommended hotels and visa guidance\, is available through the conference site. \n\n\n\n\nView hotel\, travel\, and visa information
URL:https://www.aom.org/event/aom-and-aacsb-research-impact-conference-dublin-ireland/
LOCATION:UCD College of Business\, Lochlann Quinn School of Business\, University College Dublin\, Dublin\, Belfield\, D04 V1W8\, Ireland
CATEGORIES:AOM Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Paris:20260527T000000
DTEND;TZID=Europe/Paris:20260527T235959
DTSTAMP:20260419T215302
CREATED:20260408T183206Z
LAST-MODIFIED:20260417T173720Z
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SUMMARY:AMJ and IMD Paper Development Workshop\, Lausanne\, Switzerland
DESCRIPTION:In-person Paper Development Workshop (PDW) hosted by IMD Business School\n\n\n\n\n\n\n\nLed By\n\n\n\n\nQuinetta Roberson\n\n\n\nMurat Tarakci\n\n\n\n\nAbout the Workshop\n\n\n\nThe goal of the workshop is to develop ideas and working manuscripts with the aim of later submission for review at AMJ. Consistent with the mission of AMJ\, submissions on all management-relevant topics\, at all levels of analysis\, and using all empirical methods are invited for the workshop. \n\n\n\nWorkshop Structure\n\n\n\nThis workshop will feature a plenary and preassigned breakout sessions. \n\n\n\nApplication Process and Submission Requirements\n\n\n\nPre-registration and extended abstract submission required. \n\n\n\nPlease note: Submissions of no more than 10 pages are required upon registration\, not after. Due to a limited number of slots available\, applying for the workshop via the registration link does not guarantee participation. You will be notified soon after the submission deadline if your submission has been accepted for this event. As AMJ has increased its number of international workshops\, local applicants and those in neighboring locations are preferred to attend. \n\n\n\nLocal Event Contact\n\n\n\n\n\n\n\n\nRegister for this workshop
URL:https://www.aom.org/event/amj-and-imd-paper-development-workshop-lausanne-switzerland/
LOCATION:IMD Business School\, Chem. de Bellerive 23\, Lausanne\, 1003\, Switzerland
CATEGORIES:Journal Workshops,Journal Workshops & Publications Events
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ORGANIZER;CN="Hannah Heritage":MAILTO:amjeditorialassistant@gmail.com
GEO:46.5101924;6.6215362
X-APPLE-STRUCTURED-LOCATION;VALUE=URI;X-ADDRESS=IMD Business School Chem. de Bellerive 23 Lausanne 1003 Switzerland;X-APPLE-RADIUS=500;X-TITLE=Chem. de Bellerive 23:geo:6.6215362,46.5101924
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260528T000000
DTEND;TZID=UTC:20260529T235959
DTSTAMP:20260419T215302
CREATED:20260226T045734Z
LAST-MODIFIED:20260417T180414Z
UID:10000053-1779926400-1780099199@www.aom.org
SUMMARY:CAP: Silk Road Workshop\, Almaty\, Kazakhstan
DESCRIPTION:The Academy of Management’s Community Accelerator Program (CAP) is pleased to launch The Silk Road Initiative\, a new effort designed to foster deeper scholarly engagement with emerging academic communities along the historic Silk Road corridor. \n\n\n\nAbout the Workshop\n\n\n\nThis in-person\, two-day workshop will be held at Narkhoz University and KIMEP University\, bringing together editors from all Academy of Management journals along with scholars and doctoral students from across Central Asia. The workshop aims to serve as a platform for knowledge exchange\, capacity building\, and the elevation of management research from and about the region. \n\n\n\nWorkshop Program\n\n\n\n\n28 May (Afternoon) – Plenary Session at Narkhoz UniversityAn open plenary featuring editors from participating AOM journals. Local faculty and PhD students are warmly invited. This session will highlight the importance of research originating from emerging and developing economies—especially Central Asia—and its potential to advance management theory\, empirical scholarship\, education\, and practice. Editors will share insights on publishing in top-tier journals and engaging global audiences through context-rich research.\n\n\n\n29  May (Full Day) – Journal Roundtables & Joint Plenary Q&A at KIMEP UniversityEach AOM journal will host an interactive roundtable discussion offering guidance on research development\, manuscript preparation\, and navigating the review process. The program will open and/or conclude with a joint plenary Q&A\, bringing together editors\, scholars\, and participants for shared reflection\, dialogue\, and community building.\n\n\n\n\nWe warmly welcome others who wish to get involved. If you are interested\, please reach out to CAP@aom.org. You can also find more information about AOM-CAP here.
URL:https://www.aom.org/event/cap-silk-road-workshop-almaty-kazakhstan/
LOCATION:Narxoz University\, Sain St 81\, Almaty\, Kazakhstan
CATEGORIES:Community Accelerator Program (CAP) Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Podgorica:20260603T000000
DTEND;TZID=Europe/Podgorica:20260606T235959
DTSTAMP:20260419T215302
CREATED:20260226T045737Z
LAST-MODIFIED:20260417T180229Z
UID:10000058-1780444800-1780790399@www.aom.org
SUMMARY:CAP: 8th International Conference on Management and Organization (ICMO 2026)\, Pržno\, Montenegro
DESCRIPTION:ICMO 2026: Sustainability by Design – Rethinking Strategy\, People & Digital Futures\n\n\n\nThe Montenegrin Academy of Management (MAOM)\, together with the Slovenian Academy of Management (SAM)\, the Croatian Academy of Management (CroAM)\, and the Faculty of Economics Podgorica\, University of Montenegro\, announces the 8th International Conference on Management and Organization (ICMO 2026): Sustainability by Design – Rethinking Strategy\, People & Digital Futures. \n\n\n\nTaking place on 3-6 June 2026 at the seaside Hotel Maestral Resort\, Pržno (near Sveti Stefan and a short drive from Kotor)\, Montenegro\, the conference explores how sustainability can be intentionally embedded into strategic decision-making\, human-centered work design\, and digital transformation. Supported by the Academy of Management\, ICMO 2026 will feature AOM community sessions\, research workshops\, a doctoral colloquium\, practitioner engagement\, and multiple opportunities for networking and collaboration. \n\n\n\nResearchers and practitioners are invited to submit extended abstracts or full papers addressing sustainability-related challenges across strategy\, people\, digital futures\, governance\, innovation\, and organizational design. \n\n\n\nMore details are available on MAOM.org and on the MAOM LinkedIn page.
URL:https://www.aom.org/event/cap-8th-international-conference-on-management-and-organization-icmo-2026-przno-montenegro/
LOCATION:Hotel Maestral\, Sveti Stefan\, Pržno\, 85315\, Montenegro
CATEGORIES:Community Accelerator Program (CAP) Events
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ORGANIZER;CN="MAOM - Montenegrin Academy of Management":MAILTO:info@maom.org
GEO:42.2578742;18.893266
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Helsinki:20260610T000000
DTEND;TZID=Europe/Helsinki:20260612T235959
DTSTAMP:20260419T215302
CREATED:20260408T193454Z
LAST-MODIFIED:20260419T162006Z
UID:10001816-1781049600-1781308799@www.aom.org
SUMMARY:CAP: 20th International Symposium on Organizational Sciences-SymOrg 2026
DESCRIPTION:Submission deadline: 15 April 2026Early-bird registration deadline: 15 May 2026Registration deadline: 5 June 2026 \n\n\n\n\n\n\n\n\n\nSince 1989\, the Faculty of Organizational Sciences has maintained a rich tradition of hosting the SymOrg symposium aimed at advancing the fields of management and informatics in both theory and practice. SymOrg 2026 focuses on how organizations can develop resilience and intelligence to navigate continuous change and uncertainty. We aim to explore strategies\, technologies\, and practices that enable organizations to thrive amid disruption and drive sustainable transformation across industries\, economies\, and societies. SymOrg 2026 will include both scientific sessions and business-oriented events\, such as forums\, panel discussions\, round tables\, and a student startup event\, focusing on contemporary issues relevant to managing organizations in times of permanent disruptions. \n\n\n\nRegister and attend sessions from AOM leaders including: \n\n\n\n\nTammy L. Madsen\, President\n\n\n\nMichael L. Barnett\, Editor-in-Chief\, Academy of Management Perspectives (AMP)\n\n\n\nDiego Coraiola\, Incoming Editor and Chief\, Academy of Management Learning & Education (AMLE)\n\n\n\nMark C. Bolino\, Associate Editor\, Academy of Management Review (AMR)
URL:https://www.aom.org/event/cap-symorg-2026/
LOCATION:Grand Hotel Kopaonik\, 7RM6+VV\, Kopaonik\, 36354\, Serbia
CATEGORIES:Community Accelerator Program (CAP) Events
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ORGANIZER;CN="University of Belgrade - Faculty of Organisational Sciences":MAILTO:dekanat@fon.bg.ac.rs
GEO:43.2846875;20.8121875
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260616T200000
DTEND;TZID=UTC:20260616T220000
DTSTAMP:20260419T215302
CREATED:20260408T185525Z
LAST-MODIFIED:20260417T174738Z
UID:10001824-1781640000-1781647200@www.aom.org
SUMMARY:AMLE Virtual Paper Development Workshop: Special Issue on Neurodiversity
DESCRIPTION:AMLE Call for Special Issue Papers: Rethinking Business School Structures\, Standards\, and Success for Neuroinclusive Management Learning and Education.\n\n\n\nWorkshop Led By\n\n\n\n\nMiriam Moeller (m.moeller@uq.edu.au)\, Guest Editor\n\n\n\nDana L. Ott (dana.ott@otago.ac.nz)\, Guest Editor\n\n\n\nKatrin Muehlfeld (muehlfeld@uni-trier.de)\, AMLE Associate Editor\n\n\n\n\nWorkshop Information\n\n\n\nTwo virtual Paper Development Workshops (PDWs) will be held to accommodate different time zones. This PDW will take place on the 16th of June 2026 (20:00-22:00 UTC) and will provide interested authors with the opportunity to receive feedback on their paper ideas. \n\n\n\nThis workshop will feature a plenary and preassigned breakout sessions. \n\n\n\nParticipation/Submission Requirements\n\n\n\nThose interested in participating in this virtual workshop should submit (a) a 3\,000-word proposal (including an indication of the structure of the proposed paper\, its aims\, key arguments\, theoretical contribution to and practical implications for AMLE) or (b) a full draft paper by the 13th of May 2026. While we encourage interested contributors to participate in this PDW\, participation is not a prerequisite for\, or a guarantee of\, eventual acceptance for the Special Issue.
URL:https://www.aom.org/event/amle-virtual-paper-development-workshop-special-issue-on-neurodiversity-june-16/
CATEGORIES:Journal Workshops,Journal Workshops & Publications Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260618T080000
DTEND;TZID=UTC:20260618T100000
DTSTAMP:20260419T215302
CREATED:20260408T184831Z
LAST-MODIFIED:20260417T174707Z
UID:10001822-1781769600-1781776800@www.aom.org
SUMMARY:AMLE Virtual Paper Development Workshop: Special Issue on Neurodiversity
DESCRIPTION:AMLE Call for Special Issue Papers: Rethinking Business School Structures\, Standards\, and Success for Neuroinclusive Management Learning and Education.\n\n\n\nWorkshop Led By\n\n\n\n\nMiriam Moeller (m.moeller@uq.edu.au)\, Guest Editor\n\n\n\nDana L. Ott (dana.ott@otago.ac.nz)\, Guest Editor\n\n\n\nKatrin Muehlfeld (muehlfeld@uni-trier.de)\, AMLE Associate Editor\n\n\n\n\nWorkshop Information\n\n\n\nTwo virtual Paper Development Workshops (PDWs) will be held to accommodate different time zones. This PDW will take place on the 18th of June 2026 (8:00-10:00 UTC) and will provide interested authors with the opportunity to receive feedback on their paper ideas. \n\n\n\nThis workshop will feature a plenary and preassigned breakout sessions. \n\n\n\nParticipation/Submission Requirements\n\n\n\nThose interested in participating in this virtual workshop should submit (a) a 3\,000-word proposal (including an indication of the structure of the proposed paper\, its aims\, key arguments\, theoretical contribution to and practical implications for AMLE) or (b) a full draft paper by the 13th of May 2026. While we encourage interested contributors to participate in this PDW\, participation is not a prerequisite for\, or a guarantee of\, eventual acceptance for the Special Issue.
URL:https://www.aom.org/event/amle-virtual-paper-development-workshop-special-issue-on-neurodiversity-june-18/
CATEGORIES:Journal Workshops,Journal Workshops & Publications Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260618T080000
DTEND;TZID=America/New_York:20260619T120000
DTSTAMP:20260419T215302
CREATED:20260419T193846Z
LAST-MODIFIED:20260419T195138Z
UID:10001827-1781769600-1781870400@www.aom.org
SUMMARY:CAP: 2nd AOM Andes Connect Workshop\, Buenos Aires\, Argentina
DESCRIPTION:Spanish (English below) \n\n\n\nLa Academy of Management (AOM) se complace en anunciar el AOM Andes Connect Workshop\, un programa de desarrollo de investigación diseñado para estudiantes de doctorado y académicos en etapas iniciales que trabajan en estudios organizacionales y de estrategia. El workshop tiene como objetivo fortalecer las capacidades de investigación\, fomentar comunidades académicas locales y aumentar la capacidad de la región para generar investigación de alto impacto centrada en América Latina y originada en ella. \n\n\n\nLos workshops de AOM Andes Connect se realizan dos veces al año\, actualmente rotando entre Argentina y Chile\, y reúnen a académicos en etapas tempranas de su carrera con investigadores internacionales de trayectoria para el aprendizaje colaborativo y el intercambio. \n\n\n\nEste workshop ofrece una oportunidad única para interactuar con pares\, compartir investigación\, construir redes de colaboración y aprender de académicos destacados en el campo. Invitamos a profesores y estudiantes de doctorado a participar y a difundir esta oportunidad ampliamente en sus redes académicas y profesionales. \n\n\n\nEnglish \n\n\n\nThe Academy of Management (AOM) is pleased to announce the AOM Andes Connect Workshop\, a research development program designed for doctoral students and junior faculty working in organizational and strategy studies. The workshop aims to strengthen research capabilities\, foster local research communities\, and enhance the region’s capacity to produce high‑impact scholarship focused on and emerging from Latin America. \n\n\n\nAOM Andes Connect workshops take place twice a year\, currently rotating between Argentina and Chile and bringing together early‑career scholars and senior international researchers for collaborative learning and exchange. \n\n\n\nThis workshop offers a unique opportunity to engage with peers\, share research\, build collaborative networks\, and learn from leading scholars in the field. We encourage faculty and doctoral students to participate and to share this opportunity widely within their academic and professional networks. \n\n\n\nGeneral Information\, including registration rates and information\, are available on the workshop website.  \n\n\n\n\nIAE Andes Connect Workshop website
URL:https://www.aom.org/event/cap-2nd-aom-andes-connect-workshop-buenos-aires-argentina/
LOCATION:IAE Business School\, Mariano Acosta s/n y Ruta Prov 8. Ingreso por\, Las Araucarias\, Pilar\, B1629WWA\, Argentina
CATEGORIES:Community Accelerator Program (CAP) Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Vienna:20260625T090000
DTEND;TZID=Europe/Vienna:20260625T170000
DTSTAMP:20260419T215302
CREATED:20260408T152325Z
LAST-MODIFIED:20260417T170841Z
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SUMMARY:Annals Idea Development Workshop\, Vienna\, Austria
DESCRIPTION:In-person Paper Development Workshop hosted by WU Vienna University of Economics and Business\n\n\n\n\n\n\n\nPurpose and Agenda\n\n\n\nThis Idea Development Workshop (IDW) is primarily geared toward anyone (regardless of rank) interested in publishing in the Annals—the leading journal dedicated to publishing integrative reviews. This IDW is designed to help participants develop great ideas that are the foundation for well-crafted proposals for submission to the Annals. \n\n\n\nThe workshop has two parts. In the first part\, we provide information about writing integrative reviews and publishing in the Annals. The Annals team will provide an overview of the publication process of the Annals\, how proposals are evaluated\, and how to address the key elements of the proposal. \n\n\n\nIn the second part\, we offer roundtable discussions of participants’ ideas for proposals to be submitted to the Annals (please come prepared to discuss your idea). We will match several participants with a facilitator (Annals Associate Editor or EIC) who will discuss and provide feedback on these ideas. Participation in this part of the workshop is limited. \n\n\n\nThere are two steps to participation: \n\n\n\n\nApplication and submission of a proposal\, and;\n\n\n\nRegistration and payment for those who are accepted.\n\n\n\n\nApplication  Information\n\n\n\nAn application is required for all participants. To participate in the afternoon roundtable discussions\, please submit a 350-word abstract of your proposal or conceptual idea with your application. \n\n\n\n\nApplication Submission Deadline: 1 May 2026\n\n\n\nAcceptance to IDW Decision: 15 May 2026\n\n\n\n\nRegistration Information\n\n\n\nOnly those participants who are accepted will be sent the registration and payment link. \n\n\n\n\nRegistration and Payment Required for Accepted Participants: 5 June 2026\n\nAttending morning session only: USD$10.00\n\n\n\nAttending morning and afternoon sessions: USD$25.00 (lunch included)\n\n\n\n\n\n\nPlease note: \n\n\n\n\nSubmitting a proposal does not guarantee acceptance to the workshop.\n\n\n\nParticipation in this workshop does not guarantee acceptance of the associated full-text proposal to Annals and does not provide special preference in the review process.\n\n\n\nLink to pay the registration fee will be provided for accepted participants.\n\n\n\nThe registration fee is non-refundable. Paid registrations may be transferred to another member of the accepted author’s team. Each author attending must register and pay the registration fee.\n\n\n\n\n\nApply for this workshop\n\n\n\n\nPre-Workshop Activities\n\n\n\nPlease read these From the Editors’ essays prior to submitting your abstract. \n\n\n\n\nCronin\, M. A.\, & George\, E. 2023. Writing for the reader. Academy of Management Annals\, 18: 1–2. https://doi/10.5465/annals.2023.0289\n\n\n\nCronin\, M. A.\, & George\, E. 2023. The why and how of the integrative review. Organizational Research Methods\, 26: 168–192. https://doi.org/10.1177/1094428120935507\n\n\n\nCronin\, M. A.\, Galvin\, B. M.\, George\, E.\, Gruber\, M.\, Lindebaum\, D.\, Markman\, G. D.\, … & Wood\, G. T. 2025. From a portfolio of journals to a system of knowledge production. Academy of Management Annals\, 19: 1–8. https://doi.org/10.5465/annals.2024.0337\n\n\n\nRousseau\, D. 2024. Reviews as research: Steps in developing trustworthy synthesis. Academy of Management Annals\,18: 1–8. https://doi.org/10.5465/annals.2024.0132\n\n\n\n\nAccommodations and Logistics\n\n\n\nAttendees are responsible for their own travel and accommodation costs.Refreshments will be provided by WU Vienna.
URL:https://www.aom.org/event/annals-idea-development-workshop-vienna-austria/
LOCATION:Vienna University of Economics and Business (WU)\, Welthandelspl. 1\, 1020 Wien\, Vienna\, Austria
CATEGORIES:Journal Workshops,Journal Workshops & Publications Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260731T000000
DTEND;TZID=America/New_York:20260804T235959
DTSTAMP:20260419T215303
CREATED:20260226T040810Z
LAST-MODIFIED:20260419T175809Z
UID:10000016-1785456000-1785887999@www.aom.org
SUMMARY:86th Annual Meeting of the Academy of Management (AOM 2026)
DESCRIPTION:The Annual Meeting of the Academy of Management is the premier event for scholarly engagement\, and the largest gathering of management and organization scholars in the world. \n\n\n\nThe AOM community will gather in Philadelphia\, Pennsylvania for the 86th Annual Meeting of the Academy of Management (AOM 2026). Known as the “Birthplace of America\,” Philadelphia offers a perfect blend of rich history\, vibrant neighborhoods\, and world-class dining—all within a walkable\, transit-friendly city. \n\n\n\nPhiladelphia—the host city for the 2026 Annual Meeting—is poised to connect the AOM community in the heart of the East Coast with iconic landmarks such as Independence Hall\, the Liberty Bell\, and the scenic Delaware River waterfront. \n\n\n\nVisit the Annual Meeting and AOM 2026: Philadelphia pages for updates and information as it becomes available. \n\n\n\n\nFor registration information including rates\, visit Registering and Attending.\n\n\n\nFor housing information\, visit Hotel Accommodations.\n\n\n\nFor Annual Meeting travel information and tips\, visit Travel and Visa Information.\n\n\n\nFor program information\, visit Annual Meeting Program.\n\n\n\nFor a list of most frequently asked questions\, visit Annual Meeting FAQs.\n\n\n\nFor first time meeting participation\, visit First Time Attendees.\n\n\n\n\n\nRegister for AOM 2026
URL:https://www.aom.org/event/aom-2026-annual-meeting/
LOCATION:Pennsylvania Convention Center\, 1101 Arch Street\, Philadelphia\, PA\, 19107\, United States
CATEGORIES:AOM Events
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260901T000000
DTEND;TZID=America/New_York:20260930T235959
DTSTAMP:20260419T215303
CREATED:20260226T045347Z
LAST-MODIFIED:20260417T182712Z
UID:10000035-1788220800-1790812799@www.aom.org
SUMMARY:AMP Call for Special Issue Papers: Managing Under Political Turbulence
DESCRIPTION:Submission Deadline: 30 September 2026 \n\n\n\n\nSubmit via the AMP Manuscript Central Site\n\n\n\n\nGuest Editors:\n\n\n\n\nJonathan Doh\, Villanova University\n\n\n\nSrividya Jandhyala\, ESSEC Business School\n\n\n\nYadong Luo\, University of Miami\n\n\n\nGrazia D. Santangelo\, Copenhagen Business School\n\n\n\n\nAMP Associate Editor:\n\n\n\n\nTazeeb Rajwani\, University of Surrey\n\n\n\n\nBackground\n\n\n\nPolitical turbulence is on the rise\, as evidenced most dramatically in violent conflicts (e.g.\, wars\, terrorism attacks)\, volatile political transitions (e.g.\, dramatic regime change\, cuts to government employees\, new geopolitical alliances\, coups)\, and geopolitical tensions (e.g.\, trade wars\, democratic backsliding\, sanctions). This escalated political turbulence exacerbates geopolitical risks for organizations and their stakeholders.1 How should they handle it? \n\n\n\nWhether anticipatory (e.g.\, fear of cyberattacks) or actual (e.g.\, ongoing trade wars\, competition over territories)\, rising geopolitical risks affect organizations in many ways.2 The rise of techno-nationalism\,3 driven by national security and ideological concerns\, challenges the resilience of global technology supply chains. With the rapid development of AI comes misinformation and disinformation that further aggravate political tensions and ideologies. Tariffs\, sanctions\, and protectionist trade restrictions bring escalating compliance risks. Rising populist sentiment drives immigration restrictions and is creating a shortage of high-skill talent for MNEs.4 \n\n\n\nPolitical turbulence has long been a strategic consideration in some sectors such as energy and defense\, but it is now affecting organizations in nearly all sectors\,5 both at home and abroad. At home\, organizations encounter scrutiny from civil society for their operations in countries with questionable international standing.6 Abroad\, they may face interventions by host country governments that vary with their country of origin or type of ownership.  All of this presents considerable challenges for managers and their organizations. \n\n\n\nThis special issue aims to provide actionable\, evidence-based insights that clearly and credibly guide managers and their organizations in navigating the political turbulence that increasingly characterizes the international\, national\, and subnational landscape. We seek to fill in the “glaring white space” of how organizations can best operate under political turbulence\, providing robust insights on which practitioners and policy makers can rely. \n\n\n\nPlease note that AMP’s mission and format differ from many other leading academic journals. AMP papers are managerially driven\, not theory driven. Successful submissions clearly define the managerial issue from the outset and make a compelling case for its importance. They do not simply tack managerial implications onto a standard academic study. Rather\, AMP papers evidence actionable insights that can credibly guide managerial behavior and influence policy decisions. We strongly encourage potential authors to review AMP’s guidelines before submission. Note that we also welcome Practitioner Perspectives essays and Constructive Confrontations papers for this special issue. Guidance for all formats is on our website. \n\n\n\nScope and Open-Ended Research Questions\n\n\n\nFor this special issue\, we welcome rigorous and insightful submissions that address a broad range of political turbulences associated with various adverse events that disrupt organizations\, such as national security clashes\, trade conflicts\, territorial wars\, terrorism\, misinformation\, removal of government officials\, reductions in civil liberties\, etc. Our focus is on providing actionable\, evidence-based insights of how organizations and managers can best comprehend\, influence\, internalize\, adapt\, or mitigate the political risks associated with these changes. Such insights can address firms’ efforts to influence politics and respond to political turbulence\, as well as the impact of political turbulence on firms\, their employees\, and other stakeholders. \n\n\n\nBelow we provide a set of open-ended questions to evoke topics germane to this special issue. These are starting points and are neither comprehensive nor exclusive\, but they’re a good start! \n\n\n\nUnderstanding Different Types and Forms of Political Turbulence. Scholars have distinguished between political risk and uncertainty. Is this classification scheme effective at helping managers understand political turbulence and how to act upon it? Are there better frameworks? \n\n\n\nRethinking Corporate Political Strategies. How should firms integrate corporate political activities (e.g.\, bridging\, lobbying\, alliance-building\, campaigning\, political contributions\, regulatory engagement) to best navigate different types of political turbulence? How should firms address covert political activities (e.g. bribery\, misinformation\, deep fakes)? Which strategies best enable firms to balance global and local political pressures? How should firms deploy corporate diplomacy and activism in an increasingly polarized environment? \n\n\n\nReorganizing and Realigning Geographically Diversified Operations. How can organizations from various regions\, countries\, and sectors respond and adapt to rapid and often unforeseen political change? How can managers prepare for and be more resilient in the face of these changes? Which organizational structures best support flexibility and resilience in uncertain environments? How should leaders determine which operations to decouple or restructure? \n\n\n\nManaging Stakeholder Nationalism. Nationalist sentiment can influence consumer and shareholder behavior and penalize organizations for their political stands and countries of origin. Under what conditions should organizations disengage from\, reduce\, or change their political activities? Which strategies can organizations adopt to avoid being perceived as political actors? \n\n\n\nThe Role of New Technologies. What are the best ways to use AI\, blockchain\, and other digital technologies and intelligence to inform decision-making and improve risk management in a politically turbulent environment? Can firms use such technologies for regulatory compliance and operational agility at the same time? Which new methods (e.g.\, AI/machine learning\, field experience\, political training) are best suited to providing an early warning system? What are the trade-offs between quality of insights versus cost of development for such systems? \n\n\n\nManaging Corporate Innovation. Groundbreaking innovation often requires combining knowledge and innovation from different sources and locations. How can organizations preserve innovation opportunities despite the increased national security focus? How should organizations evaluate the trade-offs in local versus global efforts in innovation? Which strategies allow them to exploit innovations in new technologies such as AI\, quantum computing\, and biotechnology while balancing regulatory/political obligations? \n\n\n\nNavigating the Race for Talent. The knowledge and social capital of highly skilled migrant workers provides critical insights and valuable connections across borders. Yet political turbulence fosters a populism sentiment that drives anti-immigration policies. How should firms manage talent across borders under these conditions? \n\n\n\nWe welcome both conceptual and empirical papers that are grounded in rigorous analysis and directly evidence specific and significant managerial and policy actions. We welcome accounts of embodied\, lived experiences of specific political turbulence and the use of reflexive methodologies. Quantitative analyses of large databases\, qualitative comparative analyses\, and extensive data analysis using linguistic programs and algorithms are also fair game. In short\, we want papers that prove what can or does work in ways that managers and policymakers can use. \n\n\n\nDeadline\, Submission\, and Review Process\n\n\n\nThe final deadline is 30 September 2026 at 23:59 ET (DST+1\, UTC-4). All submissions must be uploaded to the AMP Manuscript Central website between 1 September 2026 and 30 September 2026\, inclusive. \n\n\n\nAll papers will be reviewed according to the current policies of Academy of Management Perspectives. AMP papers should be grounded in robust empirical evidence or conceptual frameworks\, address relevant real-world managerial and policy issues\, offer actionable insights\, avoid theory fetish\, and be written in a style accessible to non-specialists and practitioners. \n\n\n\nWe intend to host a Paper Development Workshop for selected authors to further develop their manuscripts. Participation in this workshop is neither a guarantee nor a prerequisite for publication.  \n\n\n\nEndnotes\n\n\n\n1. G.K. Adarkwah\, S. Dorobantu\, C.A. Sabel\, and F. Zilja\, “Geopolitical Volatility and Subsidiary Investments\,” Strategic Management Journal 45\, no. 11 (2024): 2275–2306. \n\n\n\n2. P. Sun\, J.P. Doh\, T. Rajwani\, and D. Siegel\, “Navigating Cross-Border Institutional Complexity: A Review and Assessment of Multinational Nonmarket Strategy Research\,” Journal of International Business Studies 52\, no. 9 (2021): 1818–53. \n\n\n\n3. Y. Luo\, “Illusions of Techno-Nationalism\,” Journal of International Business Studies 53\, no. 3 (2021): 550–67. \n\n\n\n4. D. Nayak\, S. Moreira\, and R. Mudambi\, “Restrictive Immigration Policies and MNE Innovation\,” Journal of International Business Studies 56\, no. 1 (2025): 84–104. \n\n\n\n5. S. Jandhyala\, The Great Disruption: How Geopolitics Is Changing Companies\, Managers\, and Work (Cambridge: Cambridge University Press\, 2025). \n\n\n\n6. M. Mol\, L. Rabbiosi\, and G. Santangelo\, “Should I Stay or Should I Go? How Danish MNEs in Russia Respond to a Geopolitical Shift\,” AIB Insights 23\, no. 1 (2023)\, https://doi.org/10.46697/001c.68337.
URL:https://www.aom.org/event/amp-call-for-special-issue-papers-managing-under-political-turbulence/
CATEGORIES:Call for Submissions
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SUMMARY:AMLE Call for Special Issue Papers: Rethinking Business School Structures\, Standards\, and Success for Neuroinclusive Management Learning and Education
DESCRIPTION:This Call for Papers is available to download in these languages:\n\n\n\n\nChinese\n\n\n\nEnglish\n\n\n\nHindi\n\n\n\nSpanish\n\n\n\n\n\nGuest Editors\n\n\n\n\nMiriam Moeller (she/her)\, University of Queensland (Australia)\n\n\n\nDana L. Ott (she/her)\, University of Otago (New Zealand)\n\n\n\nMatevž (Matt) Rašković\, (he/him) University of Technology Auckland (New Zealand)\n\n\n\nSophie Hennekam (she/her)\, Audencia Business School (France)\n\n\n\nTimothy J. Vogus (he/him)\, Vanderbilt University (USA)\n\n\n\nJoy E. Beatty (she/her)\, Eastern Michigan University (USA)\n\n\n\nJudith Clair (she/her)\, Boston College (USA)\n\n\n\n\nAMLE Editor\n\n\n\n\nKatrin Mühlfeld (she/her)\, University of Trier (Germany)\n\n\n\n\nCall for Papers\n\n\n\nBusiness schools around the world are undergoing rapid transformation\, reflecting questions about their social license (Starkey & Tempest\, 2025; University Chancellors Council\, 2025)\, legitimacy and identity (Alajoutsijärvi et al.\, 2015)\, changing student demographics (Zhang et al.\, 2016)\, technological developments (Clegg & Sarker\, 2024; Hughes & Davis\, 2024)\, and evolving understandings of social justice\, equity\, inclusion\, and belonging (Fiset et al.\, 2025). Amid this period of re-evaluation and change\, recognition is growing that an estimated 15-20% of the global population is neurodivergent (Doyle\, 2020). With more than half of Gen Z (1997-2012) now identifying as neurodivergent (Palumbo\, 2025)\, it underscores the urgency of advancing theoretical\, empirical\, and pedagogical conversations about whom business school systems of teaching\, assessment\, and professional formation are designed to serve – and how they might evolve to achieve greater neuroinclusion. \n\n\n\nNeurodiversity\, a term collectively developed by neurodivergent individuals (Botha et al.\, 2024)\, refers to the full spectrum of natural variation in human cognitive functioning. Individuals who diverge from dominant neurocognitive norms are often described as neurodivergent\, encompassing cognitive profiles such as Autism Spectrum Conditions (ASC)\, Attention Deficit Hyperactivity Disorder (ADHD)\, dyslexia\, dysgraphia\, dyscalculia\, dyspraxia\, Tourette Syndrome\, and other forms of neurodivergence (Doyle et al.\, forthcoming; Quigley & Gallagher\, 2025). These forms of neurodivergence are not deficits to be ‘fixed’ but reflect different patterns of perception\, attention\, memory\, and communication\, which may entail both distinct challenges and unique strengths in educational and workplace settings (Kersten et al.\, 2025; Shaw et al.\, 2024). ADHD individuals\, for example\, may excel in high-energy\, fast-paced problem-solving (Doyle\, 2020) but face difficulties with sustained concentration during lengthy case discussions or traditional assessments. Dyslexic learners often demonstrate strong visual-spatial reasoning and creativity (LeFevre-Levy et al.\, 2023) yet may encounter barriers when coursework relies heavily on time-pressured reading and written tasks. \n\n\n\nThere has been a marked increase in the number of neurodivergent learners entering higher education in recent years\, driven by rising awareness and improved access pathways (McDowall & Kiseleva\, 2024). In the UK\, for example\, up to 2% of university students may meet diagnostic criteria for ASC\, with an additional 2-8% potentially being ADHD (Ahmann et al.\, 2018; Anderson et al.\, 2019). Dyslexia is also widespread\, with approximately 5% of higher education students being dyslexic (Clouder et al.\, 2020). Nonetheless\, these figures likely underestimate the true prevalence of neurodivergence in business and higher education as many learners remain undiagnosed or choose not to disclose their neurodivergent status (Clouder et al.\, 2020; Kennedy et al.\, 2025). \n\n\n\nBusiness schools traditionally tend to privilege narrow forms of learning\, expression\, and social interaction (Clouder et al.\, 2020; Hennekam et al.\, 2025; McDowall & Kiseleva\, 2024) that assume neurotypicality and place the burden of adaptation on neurodivergent individuals (Milton\, 2012; Milton et al.\, 2022). This approach fails to recognize that the challenges of neurodiversity are fundamentally breakdowns in mutual understanding between neurodivergent and neurotypical people grounded in differences in their patterns of attention\, communication\, and interpretation of social information (e.g.\, Williams\, 2021)—a double empathy problem (Milton\, 2012; Milton et al.\, 2022) rather than one party’s mind blindness or lack of empathy. Failing to see the double empathy problem produces pedagogical expectations that can disadvantage those whose strengths and needs do not align with these implicit norms\, limiting their ability to fully participate and succeed. For example\, a neurotypical academic staff member may misunderstand a neurodivergent student’s lack of eye contact or neutral facial expression as signs of lack of preparation or disinterest rather than intentional strategies to effectively manage sensory input and attentional resources. \n\n\n\nPedagogically\, group work\, a core element of many business schools\, similarly assumes strong relational and communication skills\, which may not align with all neurocognitive profiles. Similarly\, particularities of neurodivergent students\, such as hyperfocus among those with ADHD or monotropism\, referring to the tendency to focus one’s attention on a small or singular number of interests\, common among autistic students\, are often ignored or positioned as irrelevant (Wood\, 2023). Moreover\, challenges faced by neurodivergent learners are intensified for postgraduate students\, mature learners\, and those diagnosed later in life\, who often encounter disbelief\, inconsistent support\, or are completely overlooked by institutions (Butcher & Lane\, 2024; Coneyworth et al.\, 2020). \n\n\n\nEven when available\, neurodivergent learners may be unaware of available support or may refrain from requesting accommodations to which they are entitled due to the fear of stigmatization (Clouder et al.\, 2020). These students often attempt to conform to neurotypical norms\, masking their difficulties or distinctive traits (Hennekam et al.\, 2025). They consequently tend to manage their challenges by themselves (Mirfin-Veitch et al.\, 2020)\, a strategy that may prove unsustainable over time for them and their support groups (Hennekam et al.\, 2025). As a result\, and despite being academically capable\, degree completions remain low (Chown et al.\, 2018). For many\, the consequences extend beyond poorer academic outcomes to diminished access to meaningful employment (Bury et al.\, 2024)\, an issue particularly stark for autistic individuals whose employment rates remain among the lowest of any disability group (ABS\, 2022; Alemany & Vermeulen\, 2023; Austin & Pisano\, 2017; Ezerins et al.\, 2024; Moeller et al.\, 2021). \n\n\n\nWhile several excellent special issues have advanced the conversation on neurodiversity in management and organizations\, this special issue offers a fundamentally distinct vantage point. Whereas prior collections—such as those in the Journal of Management & Organization (2019)\, Human Resource Management (2025)\, and the forthcoming issues in Academy of Management Discoveries\, Personnel Review\, International Journal of Management Reviews\, and Group & Organization Management—center primarily on neurodiversity in relation to employment\, inclusion practices\, and organizational systems and outcomes\, this Academy of Management Learning & Education special issue uniquely foregrounds the importance of reimagining management learning and education to better serve all minds and to develop neurodiversity-informed managers who are equipped to make organizations more neuroinclusive. \n\n\n\nFor this special issue\, we encourage conceptual and empirical work that envisions business schools as models of neuroinclusion. Our call also shifts the focus from ‘accommodating and managing difference’ to ‘learning through difference’ and understanding how difference\, as a form of diversity\, enhances learning and group capabilities. In doing so\, it extends the dialogue beyond workplace adaptation to examining how neurodiversity both challenges and enriches the processes through which management knowledge is constructed\, taught\, and understood by learners\, and how this also impacts emergent group functions (i.e.\, decision-making and morality). We therefore invite a more inclusive understanding of learning and knowing in management education\, one that values diverse cognitive styles and experiences as integral to the co-creation of knowledge and practice. \n\n\n\nIn this vein\, we invite contributors to explore diverse perspectives that enrich and expand conversations on neurodiversity in management learning and education. In particular\, we encourage submissions that move beyond single-diagnosis approaches recognizing the breadth within and across neurodivergences\, including: developmental (e.g.\, ADHD\, dyslexia\, dyspraxia\, dyscalculia)\, acquired (e.g.\, traumatic brain injury\, epilepsy)\, mental health (e.g.\, anxiety\, obsessive-compulsive disorder; Edwards et al.\, 2024)\, and physical health conditions (e.g.\, chronic fatigue syndrome\, hearing or vision impairment). These categories are not mutually exclusive and neurodivergent conditions often co-occur. For example\, those who present with ADHD and anxiety\, or those who are dyspraxic and autistic\, may experience both distinctive challenges and synergies in learning and workplaces. \n\n\n\nFurthermore\, this special issue welcomes contributions that embrace conceptual plurality\, engaging with alternative or adjacent conceptualisations of neurodiversity – whether framed as natural variation and ecology (Chapman\, 2021) or through disability (Brown & Leigh\, 2020)\, misfit (Billsberry et al.\, 2023)\, being ‘different’ or other evolving terms that capture the complex ways individuals experience (mis)alignment with institutional learning environments and how this also impacts emergent group functions and group-level outcomes. Embracing such plurality also requires turning the lens toward academic and professional staff who shape these environments. Doing so exposes a broader empirical and theoretical blind spot in understanding the attitudes and experiences of academic and professional staff with disabilities (Anderson\, 2006; Brown & Leigh\, 2020; Little et al.\, 2023) and\, in particular\, those with neurocognitive conditions (Alexander\, 2024). \n\n\n\nOf interest in this special issue also are how inclusive pedagogy\, constructive alignment\, Universal Design for Learning (UDL)\, and learner partnership models can transform educational design and practice to better serve the full spectrum of learners (CAST\, 2024; Rose & Meyer\, 2006). For example\, a management educator might offer students multiple ways to demonstrate learning\, such as a written essay\, an infographic\, or forms of digitalization (Walkowiak\, 2024)\, or a recorded presentation\, thereby valuing diverse modes of cognition and communication. Similarly\, predictable course rhythms and clearly scaffolded tasks can reduce cognitive load and anxiety for neurodivergent students while increasing engagement and clarity for everyone. Finally\, incorporating learner partnership models—where students collaborate with educators to co-design learning activities\, assessment criteria\, or feedback processes—can cultivate a sense of shared ownership\, agency\, and belonging across the entire student cohort. For business schools\, this will result in very real considerations of workload models\, academic and professional staff training\, and the redistribution of institutional resources to ensure that inclusive pedagogical intentions are supported by genuine structural and financial commitment. \n\n\n\nAttention should likewise be directed to an intersectional perspective on neurodivergence (Gottardello et al.\, 2025)\, which acknowledges that intersecting identities—such as gender\, race\, and culture—interact and fundamentally shape how neurological differences are understood and enacted. For example\, the experience of a dyslexic woman of color in academia or that of a neurodivergent international student navigating an unfamiliar education system may reveal unique intersections of cognitive\, cultural\, and structural differences (Crenshaw\, 1991; Lewis & Arday\, 2023; Rivera\, 2022)\, which offers an opportunity to explore the interactions of dispositional and circumstantial diversity. In particular\, we encourage research and reflections from diverse cultural and national contexts which support and extend ecological understandings of neurodiversity and challenge dominant epistemological assumptions. Consequently\, we provide a space to decenter Eurocentric and Anglophone paradigms of management learning and education\, enabling more culturally grounded understandings of neurodivergence (Atherton et al.\, 2023; Bernier & McCrimmon\, 2022; de Leeuw et al.\, 2020; Felix & Hennekam\, in press; Ott et al.\, 2025; Tupou et al.\, 2024). These perspectives will ultimately challenge dominant Western deficit discourses and offer novel pathways for pedagogical and institutional inclusion\, as well as opening promising frontiers for the application of institutional theory (Cook\, 2024) and intersectionality research (Gottardello et al.\, 2025). \n\n\n\nAt a theoretical level\, management learning and education continues to be informed by approaches that presume and privilege neurotypicality and associate neurodivergence with medicalized deficits rather than as part of a natural ecology. We posit that institutions that implement inclusive teaching practices often do so without interrogating the deeper epistemic assumptions that define what counts as legitimate knowledge\, effective pedagogy\, or “good” learning. To illustrate\, efforts to engage neurodiversity in practice and management learning and education research have largely been narrow and at the individual-level\, overlooking a more ecological perspective that focuses on the interplay of factors at micro\, meso\, and macro levels (Chapman\, 2021). Drawing on Bronfenbrenner’s (2000) ecological systems theory—which posits that individual development is shaped by multiple\, interrelated environmental layers—may offer a valuable lens for examining how business schools can become more inclusive. For this special issue\, we therefore encourage pursuing the above-mentioned ideas and contexts from various theoretical perspectives\, epistemological assumptions\, and levels of analysis. \n\n\n\nIn conjunction with the ecological systems view\, a range of theoretical lenses\, such as social identity theory and identity work\, critical race or critical disability theories\, queer theory and power lenses\, but also decolonial perspectives may be pertinent to studying intersectional identities\, forms of oppression\, and co-occurring conditions (Mallipeddi & Van Daalen\, 2022). Social learning theory and especially self-efficacy beliefs (Bandura\, 1997)\, learned helplessness (Kapp\, 2022)\, and the internalization of negative beliefs about their competencies or stigma (Hennekam et al.\, 2025) might likewise be relevant to studying educational outcomes as well as the school-to-work transition of neurodivergent students in business schools (O’Byrne et al.\, 2019). This is supported by empirical research showing that neurodivergent students often report lower self-efficacy than their neurotypical peers\, which may hinder confidence and career readiness (Buckley et al.\, 2024). \n\n\n\nIn sum\, we encourage contributions that critically examine how insights from neuroscience and neuro-ethics can inform\, but should not uncritically determine\, approaches to neuroinclusive management learning and education (Cavanaugh et al.\, 2016; Lindebaum et al.\, 2018). We invite scholars\, educational practitioners\, business school leaders\, policymakers\, and even practitioners from across inclusive education\, disability studies\, critical management studies\, organizational behavior and theory\, and other fields to enrich neurodiversity discourse and contribute to a more expansive\, socially just\, and humanizing vision of management learning and education. \n\n\n\nIllustrative Themes and Research Questions\n\n\n\nIn the context of the Business of Business Schools\, the following questions could be explored: \n\n\n\n\nHow does neurodiversity help reimagine social justice and DEI in business schools?\n\n\n\nWhat tensions emerge between performance metrics and inclusion for neurodivergent students\, academic and professional staff\, and how are such trade-offs effectively managed?\n\n\n\nHow do policies on reasonable accommodations align (or conflict) with institutional objectives and wider institutional logics?\n\n\n\nHow is neurodiversity effectively addressed in non-WEIRD (Western\, Educated\, Industrialized\, Rich\, and Democratic) environments and institutional settings in higher education contexts? \n\n\n\nHow does a country’s legal context shape the expectations\, obligations\, and opportunities for business schools to develop and deliver more neuroinclusive pedagogy?\n\n\n\nHow can existing practices and processes within business schools be adjusted and/or redesigned to be more neuroinclusive (e.g.\, recruiting and selection\, onboarding\, networking\, and organizational culture)?\n\n\n\nHow can business schools attract and retain neurodivergent talent (learners\, academics and professional staff)?\n\n\n\nHow can business schools support neurodivergent academic and professional staff and challenge ableism as an organizational paradigm?\n\n\n\nHow do business schools address the neurodiversity of learners\, academic\, and professional staff at different levels (i.e.\, undergraduate\, postgraduate\, executive education) and in different cultural and institutional contexts?\n\n\n\n\nIn the context of management learning\, the following questions could be explored: \n\n\n\n\nHow do neurodivergent learners\, academic and professional staff experience management learning processes differently and what unique challenges do they face?\n\n\n\nWhat are the experiences of learners and academic and professional staff with intersectional social identities involving neurodiversity?\n\n\n\nWhat is the role of institutional logics/culture\, pedagogy\, peer learners\, and academic and professional staff in the way neurodivergent individuals and groups experience and navigate their management education\, including from an intersectionality perspective? \n\n\n\nWhat insights can be gleaned from the experiences of neurodivergent learners and academic and professional staff regarding neurotypical norms in management education? What role do visibility and representation specifically play in this?\n\n\n\nHow can cross-neurotype (between neurodivergent and neurotypical individuals) collaboration and connection be fostered and leveraged in the classroom and outside it (i.e.\, bridging the “double empathy problem\,” Milton\, 2012)?\n\n\n\nHow do neurodiverse groups of learners (i.e.\, those with neurotypical and neurodivergent members) work together (e.g.\, the biases experienced or avoided\, the interpersonal challenges) and perform (e.g.\, task performance\, creativity)?\n\n\n\nHow do neurodivergent individuals experience the transition into the workforce as well as from secondary school into management education? What practices\, supports\, and tools aid more successful transitions? How do these transitional practices vary across global cultures?\n\n\n\nWhat role does executive functioning\, sensory processing\, or divergent social cognition play in shaping reflection and feedback loops within learning processes?\n\n\n\nIn what ways can experiential learning or study abroad be adapted for neurodivergent learners and educators?\n\n\n\nHow does neurodiversity inform alternative models of learner identity and transformation?\n\n\n\nWhat is the impact of educational support on academic achievements and the employability of neurodivergent individuals?\n\n\n\nWhat role do internships and mentoring play in the academic achievements and work-readiness of neurodivergent management learners? \n\n\n\nHow can business schools foster neuro-inclusion as a leadership and management capability?\n\n\n\n\nIn the context of management education\, the following questions could be explored:   \n\n\n\n\nHow can universal design for learning and inclusive pedagogy reshape management education?\n\n\n\nHow can constructive alignment more effectively incorporate the needs and experiences of neurodivergent learners and educators across different levels and contexts?\n\n\n\nWhat can we learn from neuro-inclusive education in other fields? What best practices\, policies\, and procedures can be identified?\n\n\n\nHow do assessment and participation norms impact neurodivergent learners’ educational outcomes?\n\n\n\nHow does neurodiversity intersect with other (potentially) stigmatizing attributes or sources of social identities\, such as gender\, age\, race\, ethnicity\, sexual orientation\, or other disabilities among management learners?\n\n\n\nHow do individuals with multiple co-occurring neurocognitive conditions navigate higher management education?\n\n\n\nWhat teaching innovations have emerged in neurodiversity-informed business courses and programs?\n\n\n\nHow important is visibility and representation among academic and professional staff?\n\n\n\nHow may internalized ableism and embodied pedagogy affect neurodivergent academic and professional staff?\n\n\n\nHow do inclusive pedagogies engage with issues of masking\, disclosure\, and psychological safety?\n\n\n\nHow can technology\, and in particular artificial intelligence\, be meaningfully leveraged to support neurodivergent learners in management education? How can such technologies be used to enhance cross-neurotype collaborations and relationships?\n\n\n\nHow are higher education institutions and educators adapting AI-driven educational technologies to support neurodivergent learners in management programs?\n\n\n\n\nSubmission types\n\n\n\nFor this special issue\, we invite submissions to all of the Academy of Management Learning & Education’s peer-reviewed sections\, including Research and Reviews\, Essays\, and Book and Resource Reviews. We particularly welcome research studies based on extensive data—qualitative\, quantitative\, and mixed method—using any well-executed and rigorous methodology and strong theoretical framing. Finally\, related to the issue of representation\, we especially encourage submissions from neurodivergent authors and author teams. Submissions will be subject to the normal editorial decision-making and peer-review processes. All the journal’s standard formatting and peer review guidelines will apply. \n\n\n\nInquiries\n\n\n\nIf you have any questions or would like to discuss a possible submission\, please contact Miriam Moeller and Dana L. Ott. Please note that such consultation is not a precondition\, requirement\, or guarantee of acceptance for any submission. Authors who have not consulted with the Guest Editor Team are equally welcome to submit. \n\n\n\nSubmission details\n\n\n\nWe invite special issue submissions to occur between 1 November 2026 and 14 December 2026 through the AMLE’s manuscript central system. \n\n\n\nPrior to submission\, we will hold an optional virtual professional development workshop at the end of May 2026\, for interested authors to receive feedback on their ideas. Those interested in participating in the workshop should e-mail a 3\,000-word proposal (including references) to Miriam Moeller and Dana L. Ott by 13 May 2026. \n\n\n\nWe also plan to offer workshops to discuss this special issue at the European Academy of Management in June 2026 (Kristiansand\, Norway)\, the European Group of Organisational Studies in July (Bergamo\, Italy)\, the Academy of International Business conference in July 2026 (Manchester\, UK)\, the Academy of Management conference in August 2026 (Philadelphia\, Pennsylvania) and the Brazilian Academy of Management in October 2026. We will share more details about these and other opportunities when available via the AMLE website and various listservs. \n\n\n\nWhile we encourage interested contributors to participate in these opportunities\, they are not a prerequisite for\, or a guarantee of\, eventual acceptance in the special issue. \n\n\n\nAcknowledgments \n\n\n\nThis Call for Papers was translated using an Artificial Intelligence (AI) Translator tool developed by The University of Queensland in collaboration with the Association for Information Systems Taskforce on AI Translation for Inclusive\, Impactful Science. We thank James Boyce\, David Goyeneche Ramirez\, Luis Alfredo Arango Soler\, Marut Jain\, Pooja Madaan\, Saarwani Komanduri\, Hetiao Xie\, and Gloria Zheng for cross-checking and refining the AI-translated version to ensure linguistic and contextual accuracy. \n\n\n\nReferences\n\n\n\nABS. 2022. Autism in Australia 2022. https://www.abs.gov.au/articles/autism-australia-2022. \n\n\n\nAhmann\, E.\, Tuttle\, L. J.\, Saviet\, M.\, & Wright\, S. D. 2018. A descriptive review of ADHD coaching research: Implications for college students. Journal of Postsecondary Education and Disability\, 31(1)\, 17-39. \n\n\n\nAlajoutsijärvi\, K.\, Juusola\, K.\, & Siltaoja\, M. 2015. The legitimacy paradox of business schools: Losing by gaining? Academy of Management Learning & Education\, 14(2)\, 277-291. \n\n\n\nAlemany\, L.\, & Vermeulen\, F. 2023. Disability as a source of competitive advantage. Harvard Business Review\, 101(7-8)\, 106-115. \n\n\n\nAlexander\, D. A. 2024. The dyslexic academic: Uncovering the challenges faced as neurodiverse in academia and establishing a research agenda. Disability & Society\, 39(11)\, 3036-3041. \n\n\n\nAnderson\, A. H.\, Stephenson\, J.\, Carter\, M.\, & Carlon\, S. 2019. A systematic literature review of empirical research on postsecondary students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders\, 49(4)\, 1531-1558. \n\n\n\nAnderson\, R. C. 2006. Teaching (with) disability: Pedagogies of lived experience. The Review of Education\, Pedagogy\, and Cultural Studies\, 28(3-4)\, 367-379. \n\n\n\nAtherton\, G.\, Morimoto\, Y.\, Nakashima\, S.\, & Cross\, L. 2023. Does the study of culture enrich our understanding of autism? A cross-cultural exploration of life on the spectrum in Japan and the West. Journal of Cross-Cultural Psychology\, 54(5)\, 610-634. \n\n\n\nAustin\, R. D.\, & Pisano\, G. P. 2017. Neurodiversity as a competitive advantage. Harvard Business Review\, 95(3)\, 96-103. \n\n\n\nBandura\, A. 1977. Social learning theory. Englewood Cliffs\, NJ: Prentice Hall. \n\n\n\nBaron-Cohen\, S. 2011. Zero degrees of empathy: A new theory of human cruelty. London\, England: Allen Lane. \n\n\n\nBernier\, A. S.\, & McCrimmon\, A. W. 2022. Attitudes and perceptions of Muslim parents toward their children with autism: A systematic review. Review Journal of Autism and Developmental Disorders\, 9(3)\, 320-333. \n\n\n\nBillsberry\, J.\, Hollyoak\, B. M.\, & Talbot\, D. L. 2023. Insights into the lived experience of misfits at work: A netnographic study. European Journal of Work and Organizational Psychology\, 32(2)\, 199-215. \n\n\n\nBotha\, M.\, Chapman\, R.\, Giwa Onaiwu\, M.\, Kapp\, S. K.\, Stannard Ashley\, A.\, & Walker\, N. 2024. The neurodiversity concept was developed collectively: An overdue correction on the origins of neurodiversity theory. Autism\, 28(6)\, 1591-1594. \n\n\n\nBronfenbrenner\, U. (2000). Ecological systems theory. American Psychological Association. \n\n\n\nBrown\, K. R.\, & Leigh\, J. 2020. Ableism in academia: Theorising experiences of disabilities and chronic illnesses in higher education. Disability & Society\, 35(1)\, 1-16. \n\n\n\nBuckley\, E.\, Sideropoulos\, V.\, Pellicano\, E.\, & Remington\, A. 2024. Higher levels of neurodivergent traits associated with lower levels of self-efficacy and wellbeing for performing arts students. Neurodiversity: 2. \n\n\n\nBury\, S. M.\, Hedley\, D.\, Uljarević\, M.\, Li\, X.\, Stokes\, M. A.\, & Begeer\, S. 2024. Employment profiles of autistic people: An 8-year longitudinal study. Autism\, 28(9)\, 2322-2333. \n\n\n\nButcher\, L.\, & Lane\, S. 2024. Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: An ecological systems theory perspective. Higher Education. \n\n\n\nCAST. 2024. The UDL Guidelines. https://udlguidelines.cast.org/ \n\n\n\nCavanaugh\, J. M.\, Giapponi\, C. C.\, & Golden\, T. D. 2016. Digital technology and student cognitive development: The neuroscience of the university classroom. Journal of Management Education\, 40(4)\, 374-397. \n\n\n\nChapman\, R. 2021. Neurodiversity and the social ecology of mental functions. Perspectives on Psychological Science\, 16(6)\, 1360-1372. \n\n\n\nChown\, N.\, Joanna\, B.-R.\, Liz\, H.\, Nicola\, C. K.\, & Byrne\, P. 2018. The ‘high achievers’ project: An assessment of the support for students with autism attending UK universities. Journal of Further and Higher Education\, 42(6)\, 837-854. \n\n\n\nClegg\, S.\, & Sarker\, S. 2024. Artificial intelligence and management education: A conceptualization of human-machine interaction. International Journal of Management Education\, 22(3)\, 101007. \n\n\n\nClouder\, L.\, Karakus\, M.\, Cinotti\, A.\, Ferreyra\, M. V.\, Fierros\, G. A.\, & Rojo\, P. 2020. Neurodiversity in higher education: A narrative synthesis. Higher Education\, 80(4)\, 757-778. \n\n\n\nConeyworth\, L.\, Rachel\, J.\, Pauline\, M.\, & White\, G. 2020. The overlooked cohort? – Improving the taught postgraduate student experience in higher education. Innovations in Education and Teaching International\, 57(3)\, 262-273. \n\n\n\nCook\, A. 2024. Conceptualisations of neurodiversity and barriers to inclusive pedagogy in schools: A perspective article\, JORSEN\, 24(3)\, 627-636. \n\n\n\nCrenshaw\, K. 1991. Mapping the margins: Intersectionality\, identity politics\, and violence against women of color. Stanford Law Review\, 43(6)\, 1241-1299. \n\n\n\nde Leeuw\, A.\, Happé\, F.\, & Hoekstra\, R. A. 2020. A conceptual framework for understanding the cultural and contextual factors on autism across the globe. Autism Research\, 13(7)\, 1029-1050. \n\n\n\nDoyle\, N. 2020. Neurodiversity at work: A biopsychosocial model and the impact on working adults. British Medical Bulletin\, 135(1)\, 108-125. \n\n\n\nDoyle\, N.\, McDowall\, A.\, Hennekam\, S.\, Lewis\, C.\, Moeller\, M.\, Santuzzi\, A.M.\, Szulc\, J.\, & Tomczak\, M.T. (forthcoming). Concepts\, language\, and framing. The Handbook of Neurodiversity at Work. Sage Publications. \n\n\n\nEdwards\, M. S.\, Cox\, L. E.\, Martin\, A. J.\, & Ashkanasy\, N. M. 2024.Introduction and historical review. Research Handbook of Academic Mental Health\, edited by Marissa S. Edwards\, Angela J. Martin\, Neal M. Ashkanasy\, & Lauren E. Cox. Cheltenham\, United Kingdom: Edward Elgar Publishing\, 1-30. \n\n\n\nEzerins\, M. E.\, Simon\, L. S.\, Vogus\, T. J.\, Gabriel\, A. S.\, Calderwood\, C.\, & Rosen\, C. C. 2024. Autism and employment: A review of the “new frontier” of diversity research. Journal of Management\, 50(3)\, 1102-1144. \n\n\n\nFelix\, B.\, & Hennekam\, S. in press. The unsustainable nature of the career ecosystem of autistic individuals in Brazil. Career Development International. \n\n\n\nFiset\, J.\, Al Hajj\, R.\, Petersen\, B.K.\, & Oldford\, E. 2025. Do business schools walk the talk? A critical examination of espoused values and reputational facades. Academy of Management Learning & Education. \n\n\n\nGottardello\, D.\, Calvard\, T.\, & Song\, J-W. 2025. When neurodiversity and ethnicity combine: Intersectional stereotyping and workplace experiences of neurodivergent ethnic minority employees\, Human Resource Management\, 64(3)\, 841-859. \n\n\n\nHennekam\, S.\, Kulkarni\, M.\, & Beatty\, J. E. 2025. Neurodivergence and the persistence of neurotypical norms and inequalities in educational and occupational settings. Work\, Employment and Society\, 39(2)\, 449-469. \n\n\n\nHughes\, H. P. N. & Davis\, M. C. 2024. Preparing a graduate talent pipeline for the hybrid workplace: Rethinking digital upskilling and employability. Academy of Management Learning & Education\, 23(4)\, 578-599. \n\n\n\nKapp\, S. K. 2022. Models of helping and coping with autism. In The Routledge International Handbook of Critical Autism Studies (pp. 255-269). Routledge. \n\n\n\nKennedy\, L. J.\, Richdale\, A. L.\, & Lawson\, L. P. 2025. Comparing disclosure and supports used by higher-education students with neurodivergent or mental health conditions. Autism in Adulthood. \n\n\n\nKersten\, A.\, Scholz\, F.\, van Woerkom\, M.\, Krabbenborg\, M.\, & Smeets\, L. 2025. A strengths‐based human resource management approach to neurodiversity: A multi‐actor qualitative study. Human Resource Management\, 64(1)\, 229-245. \n\n\n\nLeFevre-Levy\, R.\, Melson-Silimon\, M.\, Harmata\, R.\, Hulett\, A. L.\, & Carter\, N. T. 2023. Neurodiversity in the workplace: Considering neuroatypicality as a form of diversity. Industrial and Organizational Psychology\, 16\, 1-19. \n\n\n\nLewis\, C. J.\, & Arday\, J. 2023. We’ll see things they’ll never see: Sociological reflections on race\, neurodiversity and higher education. The Sociological Review\, 71(6)\, 1299-1321. \n\n\n\nLindebaum\, D.\, Al-Amoudi\, I.\, & Brown\, V. L. 2018. Does leadership development need to care about neuro-ethics? Academy of Management Learning & Education\, 17(1)\, 96-109. \n\n\n\nLittle\, C.\, Pearson\, A.\, & Gimblett\, K. 2023. Reasonable adjustment\, unfair advantage or optional extra? Teaching staff attitudes towards reasonable adjustments for students with disabilities. Journal of Perspectives in Applied Academic Practice\, 11(2)\, 135-146. \n\n\n\nMallipeddi\, N. V.\, & Van Daalen\, R. A. 2022. Intersectionality within critical autism studies: A narrative review. Autism Adulthood\, 4(4)\, 281-289. \n\n\n\nMcDowall\, A.\, & Kiseleva\, M. 2024. A rapid review of supports for neurodivergent students in higher education. Implications for research and practice. Neurodiversity\, 2. \n\n\n\nMilton\, D. E. 2012. On the ontological status of autism: The ‘double empathy problem’. Disability & Society\, 27(6)\, 883-887. \n\n\n\nMilton\, D.\, Gurbuz\, E.\, & López\, B. (2022). The ‘double empathy problem’: Ten years on. Autism\, 26(8)\, 1901-1903. \n\n\n\nMirfin-Veitch\, B.\, Jalota\, N.\, & Schmidt\, L. 2020. Responding to neurodiversity in the education context: An integrative literature review. New Zealand: Donald Beasley Institute. \n\n\n\nMoeller\, M.\, Ott\, D. L.\, & Russo E. 2021\, September 8. Neurodiversity can be a workplace strength – if we make room for it. The Conversation. https://theconversation.com/neurodiversity-can-be-a-workplace-strength-if-we-make-room-for-it-164859. \n\n\n\nO’Byrne\, C.\, Caroline\, J.\, & and Lawler\, M. 2019. Experiences of dyslexia and the transition to university: a case study of five students at different stages of study. Higher Education Research & Development\, 38(5)\, 1031-1045. \n\n\n\nOtt\, D. L.\, Moeller\, M.\, & Koveshnikov\, A. 2025. Incorporating neurodiversity into International Business research. Critical Perspectives on International Business. \n\n\n\nPalumbo\, J. J. 2025\, January 19. How AI is transforming education for neurodivergent children. Forbes. https://www.forbes.com/sites/jenniferpalumbo/2025/02/19/the-business-case-for-neurodivergent-leadership/ \n\n\n\nQuigley\, E.\, & Gallagher\, T. 2025. Neurodiversity and higher education: Double masking by neurodivergent students. European Journal of Special Needs Education\, 1-17. \n\n\n\nRivera\, H. R. 2022. The intersection of gender diversity and neurodiversity: How to support gender diverse youth and young adults on the Autism Spectrum in the educational setting (Doctoral dissertation\, Alliant International University). \n\n\n\nRose\, D. H.\, & Meyer\, A. 2006. A Practical Reader in Universal Design for Learning. US: Harvard Education Press. \n\n\n\nShaw\, S. C. K.\, Brown\, M. E.\, Jain\, N. R.\, George\, R. E.\, Bernard\, S.\, Godfrey‐Harris\, M.\, & Doherty\, M. 2024. When I say… neurodiversity paradigm. Medical Education\, 59(5)\, 466. \n\n\n\nStarkey\, K.\, & Tempest\, S. 2025. The business school and the end of history: Reimagining management education. Academy of Management Learning & Education\, 24(1)\, 111-125. \n\n\n\nTupou\, J.\, Ataera\, C.\, Wallace-Watkin\, C.\, & Waddington\, H. 2024. Supporting tamariki takiwātanga Māori (autistic Māori children): Exploring the experience of early childhood educators. Autism\, 28(3)\, 705-717. \n\n\n\nUniversity Chancellors Council. 2025\, July. Social licence initiative. Retrieved July 31\, 2025\, from University Chancellors Council website: https://ucc.edu.au/social-licence \n\n\n\nWalkowiak\, E. 2024. Digitalization and inclusiveness of HRM practices: The example of neurodiversity initiatives. Human Resource Management Journal\, 34(3)\, 578-598 \n\n\n\nWilliams G. L. 2021. Theory of autistic mind: A renewed relevance theoretic perspective on so-called autistic pragmatic ‘impairment’. Journal of Pragmatics\, 180\, 121-130. \n\n\n\nWood\, R. 2023. 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URL:https://www.aom.org/event/amle-call-for-special-issue-papers-rethinking-business-school-structures-standards-and-success-for-neuroinclusive-management-learning-and-education/
CATEGORIES:Call for Special Issue Papers
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SUMMARY:AMP Call for Special Issue Papers: Turning Implications Into Evidence
DESCRIPTION:Special Issue of Academy of Management Perspectives\n\n\n\nTurning Implications Into Evidence: Actionable Solutions to Real-World Problems of Practice and Policy Based on Prior Academy of Management Publications\n\n\n\nSubmission Deadline: 31 January 2027 at 23:59 ET \n\n\n\nGuest Editors\n\n\n\n\nJulian Birkinshaw\, Western University\n\n\n\nThomas P. Lyon\, University of Michigan\n\n\n\nDenise M. Rousseau\, Carnegie Mellon University\n\n\n\nMajken Schultz\, Copenhagen Business School\n\n\n\nMo Wang\, University of Florida\n\n\n\n\nAcademy of Management Perspectives (AMP) Editor\n\n\n\n\nMichael L. Barnett\, Rutgers University\n\n\n\n\nAmid rising concern about the relevance of their contents\, many scholarly journals mandate inclusion of a managerial implications section. This section may be relegated to a few paragraphs at the end of an article and comprised of speculative statements loosely connected to the paper’s empirical or theoretical content. And there these unvalidated implications tend to remain\, largely unaddressed in future research studies and having little relevance to practice or policy. \n\n\n\nIn this special issue\, we call for original research that develops actionable solutions from previously published managerial implications. We draw attention to opportunities for useful research on real-world problems of practice and policy overlooked in managerial implications sections and seek to develop novel studies that take the next step of analyzing them in robust ways that directly evidence specific guidance for practitioners and policy makers. \n\n\n\nBy developing actionable insights from underdeveloped or dormant implications\, this special issue of Academy of Management Perspectives furthers the core function outlined in an editorial published across each of the Academy of Management (AOM) journals recently: \n\n\n\nA core function of any science is the development of a corpus of valid and reliable knowledge. An applied science has the added demand that knowledge be usable outside of academia. When scholars understand the interdependence among individual papers and among the AOM’s seven journals\, then the work that they create should be more integrated\, improving our field’s contributions and maintaining the value and relevance of the AOM for the future (Cronin et al\, 2025: 364). \n\n\n\nThe portfolio of AOM journals forms a system of knowledge production in which each journal has a complementary specialization. Within this system\, AMP papers provide actionable insights that guide practitioner behavior and influence policy decisions. To do so\, AMP papers build on theory developed\, tested\, and organized in other journals; and in doing so\, AMP papers enrich these theories by revealing nuances and boundaries of their usefulness. \n\n\n\nTo highlight and enhance the process of knowledge production across AOM’s portfolio of interdependent journals and to make its scope more manageable\, this special issue is limited to papers that analyze practice and policy implications previously published in any of the seven established AOM journals: Academy of Management Annals (Annals)\, Academy of Management Collections (Collections)\, Academy of Management Discoveries (AMD)\, Academy of Management Journal (AMJ)\, Academy of Management Learning & Education (AMLE)\, Academy of Management Review (AMR)\, and Academy of Management Perspectives (AMP). The article containing the focal implication on which a submission to this special issue is based must have been published in or fully (not conditionally) accepted to any of the journals listed above at any point up to 31 December 2026. \n\n\n\nSubmissions must conduct novel empirical or conceptual analysis. AMP does not accept managerial “translations” that restate previously published work in more practice-friendly terms. Moreover\, we do not accept papers that address managerial implications for which actionable solutions have already been adequately developed through prior publications. Authors submitting to this special issue may be\, but are not required to be\, an author of the published article containing the managerial implication. \n\n\n\nPlease note that AMP’s mission and format differ from many other leading academic journals. We strongly encourage potential authors to review AMP’s guidelines before submission\, to include reading editorials that outline our approach and provide templates for both empirical and conceptual contributions. Though our format differs\, AMP’s analytical standards are the same as at any other AOM journal\, demanding robust analysis that fulfills current social science standards. \n\n\n\nAll submissions must be uploaded to the AMP Manuscript Central website from the 1st until the 31st of January 2027. The final deadline for submissions is 31 January 2027 at 23:59 ET (DST+1\,UTC-4). When submitting\, include a cover letter that specifies the source of the managerial implication that the submission is based on. Please provide the full citation\, the page number(s) on which the managerial implication is published\, and paste direct quotes therefrom. If the managerial implication is not directly quotable\, then make a strong case in the cover letter to support your inference. Any inference must be conservative\, avoiding misrepresenting or stretching the intent of the implication. Submissions that take excessive liberties with interpretation of a managerial implication will be desk rejected. Also in the cover letter\, specify how your submission analyzed the focal managerial implication and the actionable insights that were evidenced. \n\n\n\nSubmissions should be written in AMP style and format\, and as stand-alone papers. To stand alone\, a paper is motivated by the focal problem of practice or policy\, rather than explicitly motivating the paper by this call for papers. Authors may include an endnote in the introduction that cites the study in which the motivating managerial implication was published. \n\n\n\nWe intend to host a Paper Development Workshop (PDW) at the AOM 2026 Conference in Philadelphia for selected authors to further develop their manuscripts. Participation in this workshop is neither a guarantee nor a prerequisite for publication. Please direct any inquires to Mike Barnett\, AMP Editor-in-Chief. \n\n\n\nDeadline\, Submission\, and Review Process\n\n\n\nThe deadline for submission is 31 January 2027 at 23:59 ET (DST+1\,UTC-4). All submissions must be uploaded to the AMP Manuscript Central website between 1 January and 31 January 2027.  \n\n\n\nAll papers will be reviewed according to the current policies of Academy of Management Perspectives. AMP papers should be grounded in evidence or robust conceptual frameworks\, address relevant real-world managerial and policy issues\, offer actionable insights\, avoid theory fetish\, and be written in a style accessible to non-specialists and practitioners. \n\n\n\nReference\n\n\n\nM. Cronin\, B. Galvin\, E. George\, M. Gruber\, D. Lindebaum\, G. Markman\, C. Chet Miller\, E. Rose\, S. Thatcher\, and G. Wood. 2025. From a portfolio of journals to a system of knowledge production. Academy of Management Perspectives\, 39: 357–364.
URL:https://www.aom.org/event/amp-call-for-special-issue-papers-turning-implications-into-evidence/
CATEGORIES:Call for Special Issue Papers
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