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SUMMARY:AMLE Call for Special Issue Papers: Management Learning and Education as Drivers of Fundamental Alternative Forms of Organizing
DESCRIPTION:Guest Editors\n\n\n\n\nSimon Pek\, University of Victoria (Canada)\n\n\n\nFrédéric Dufays\, HEC Liège-ULiège & KU Leuven (Belgium)\n\n\n\nMartyna Śliwa\, University of Durham (United Kingdom)\n\n\n\nAjnesh Prasad\, Tecnológico de Monterrey (Mexico)\n\n\n\nAmon Barros\, FGV EAESP (Brazil)\n\n\n\n\nAMLE Editors\n\n\n\n\nLaura Colombo\, University of Exeter (United Kingdom)\n\n\n\nKatrin Muehlfeld\, Trier University (Germany)\n\n\n\n\nCall for Papers\n\n\n\nIn promoting managerialism and shareholder value maximization\, business schools have long been implicated in perpetuating what has come to be popularized as grand challenges in the literature. These include\, among other phenomena\, climate change\, biodiversity loss\, economic and gender inequality (e.g.\, Kumar et al.\, 2024; Locke & Spender\, 2011; Parker\, 2018). AMLE\, in particular\, has been at the vanguard of identifying and interrogating the nexus between business schools\, management education\, and management learning\, on the one hand\, and the perpetuation of grand challenges\, on the other hand. For example\, in describing the economic arrangements that structure society\, Fotaki and Prasad (2015: 558) observed almost a decade ago: “[M]any blind spots and unanswered questions about the complicity of business schools in propagating inequalities under neoliberal regimes still exist.” More recently\, turning to the matter of climate change\, Colombo and colleagues (2024) lamented in an editorial about the historical role of management learning and education (MLE) in contributing to the deteriorating state of the world’s natural environment. This led them to ask: “How can our discipline help envision and shape a thriving future\, in a way that contributes knowledge\, skills\, and wisdom toward tackling the contemporary ecological and climate crises?” (207). Observations such as these are being raised with greater frequency and urgency by MLE scholars seeking to tackle pernicious societal grand challenges (Figueiró\, Neutzling\, & Lessa\, 2022; Mailhot & Lachapelle\, 2024).  \n\n\n\nTo tackle grand challenges\, attention has been given to alternative organizations and the positive societal impact they generate (e.g.\, Cavotta & Mena\, 2023)\, as well as to their prefigurative function of and for an alternative future—a future that is better aligned with social and environmental considerations (Bhatt\, Qureshi\, Shukla\, & Hota\, 2024; Schiller-Merkens\, 2024). Researchers commonly use the term alternative organizations to describe those that meaningfully depart from some of the defining characteristics of traditional corporations. Such alternative forms include\, among others\, cooperatives\, stakeholder firms\, social enterprises\, and employee-owned firms (e.g.\, Chen & Chen\, 2021; Kociatkiewicz\, Kostera\, & Parker\, 2021; Luyckx\, Schneider\, & Kourula\, 2022; Mair & Rathert\, 2021; Pek\, 2023).  \n\n\n\nWhen alternative forms of organizing have been studied in the discipline of management\, they have been largely reduced to incremental alternatives\, pointing to “anything different to the traditional for-profit model” (Barin Cruz\, Aquino Alves\, & Delbridge\, 2017: 324). Social enterprises are perhaps the quintessential incremental alternative. They have received a tremendous amount of scholarly attention to date in both management (Battilana & Lee\, 2014) and MLE research (Pache & Chowdhury\, 2012; Tracey & Phillips\, 2007).  \n\n\n\nIn this special issue\, we are specifically interested in fundamental (Barin Cruz et al.\, 2017) alternative forms of organizing\, which “challenge some of the classic principles of the capitalist system” (Barin Cruz et al.\, 2017: 323). Specifically\, we consider fundamental alternative organizations as embracing joint or collective ownership instead of private ownership (Chen & Chen\, 2021; Luyckx et al.\, 2022). This includes a broad diversity of organizations\, including cooperatives (Zamagni & Zamagni\, 2010)\, communes (Frye\, 2022)\, broad-based employee ownership in the form of employee ownership trusts (Michael\, 2017) and employee stock ownership plans (Blasi\, Scharf\, & Kruse\, 2023)\, Indigenous economic development corporations (Savic & Hoicka\, 2023)\, bicameral firms (Ferreras\, 2017)\, commons-based peer production (Benkler & Nissenbaum\, 2006)\, and community self-organizations\, such as collective Black enterprises in the Colombian Pacific (Tubb\, 2018). These organizations often\, but not always\, complement this distinctive approach to ownership with more democratic governance and management (Chen & Chen\, 2021; Pek\, 2021).  \n\n\n\nFundamental alternatives have received only marginal attention from MLE scholars (though there are some exceptions\, e.g.\, Audebrand\, Camus\, & Michaud\, 2017) and they continue to remain largely absent from mainstream management textbooks (Rankin & Piwko\, 2022). This curious lack of MLE engagement with fundamental alternative forms of organizing means that students graduating from business schools hoping to tackle grand challenges are not equipped with the tools and concepts necessary to be able to do so. For MLE scholarship to achieve its ostensible aim of producing socially conscientious leaders for a sustainable future\, business school curricula must be broadened so as to include these fundamental alternative organizations.  \n\n\n\nTo be sure\, this is no small feat. Those who have tried to incorporate such organizations into their curricula have identified a range of challenges. For example\, Audebrand and colleagues (2017) observed resistance from students (e.g.\, limited interest) as well as instructors (e.g.\, limited resources). Fournier (2006: 297) found that\, while students actively engaged with concepts pertaining to alternative organizing\, “they all demonstrated a lack of faith in their very possibility.” Yet\, there is some evidence of how MLE can subvert even the most culturally embedded of social systems. Zulfiqar and Prasad (2021)\, for example\, have illuminated how engaged pedagogy intended to raise consciousness on social inequalities among privileged business school students can unsettle and transcend taken-for-granted assumptions about the world.  \n\n\n\nWith an eye on tackling societal grand challenges\, MLE scholarship can and should play a major role in distilling the challenges to teaching and learning pertaining to fundamental alternative organizing and identifying solutions that can overcome them. These span the three domains of MLE research – i.e.\, the business of business schools\, management learning\, and management education (Lindebaum\, 2024) – and their intersectional phenomena\, including business schools’ and universities’ governance arrangements (Billsberry\, Ambrosini\, & Thomas\, 2023; Wright\, Greenwood\, & Boden\, 2011)\, inter-departmental relationships (Parker\, 2021)\, student consumerism (Naidoo\, Shankar\, & Veer\, 2011)\, and pedagogical interventions (Parker\, Racz\, & Palmer\, 2018; Reedy & Learmonth\, 2009). This special issue aims to generate new theory about fundamental alternative organizations and MLE and\, in so doing\, respond to calls for more critical thinking about the objectives of management education\, greater collaboration with other scholarly disciplines\, and a broadening of our pedagogical approaches (Colombo et al.\, 2024).  \n\n\n\nIllustrative Themes and Research Questions\n\n\n\nFundamental Alternative Organizations and the Business of Business Schools \n\n\n\n\nHow can challenges to incorporating fundamental alternatives be overcome by instructors\, business school leaders\, and accreditation agencies? For example\, would different approaches to business school governance—perhaps those modeled on fundamental alternatives themselves like Mondragon University (Wright et al.\, 2011)—be helpful in this regard?\n\n\n\nHow can fundamental alternatives be woven into professional and executive education programs targeted at professionals in both traditional businesses and fundamental alternatives? What are the opportunities to rethink existing business models in this regard\, such as developing targeted programs to support Cooperative Principle #5 on Education\, Training\, and Information from the statement of cooperative identity? (International Co-operative Alliance\, n.d.)\n\n\n\nHow does integrating fundamental alternatives into MLE affect business schools’ relationships with stakeholders such as corporate philanthropic partners?\n\n\n\nHow do fundamental alternatives configure in MLE in unique and contrasting ways across cultures? For instance\, do the form and/or effects of fundamental alternatives materialize differently in Global South versus Global North business school contexts?\n\n\n\nHow\, and to what effects\, could dominant publishers like Harvard Business Publishing better incorporate fundamental alternatives into their products? (Bridgman et al.\, 2016)\n\n\n\n\nFundamental Alternative Organizations and Management Learning \n\n\n\n\nWhat new skills and competencies can students acquire through different pedagogical strategies focused on fundamental alternatives? For example\, do these pedagogical strategies contribute to the development of civic capacities? (Colombo\, 2023) Paradoxically\, what skills and competencies might students inadvertently not acquire when moving MLE beyond its dominant focus on traditional business models to also include fundamental alternatives?\n\n\n\nWhat potential unintended consequences like the amplification of formal\, social\, and psychological disempowerment (Diefenbach\, 2020) might arise from teaching about fundamental alternatives?\n\n\n\nHow are instructors personally and professionally transformed through engaging with fundamental alternatives in their pedagogy? Do they\, for instance\, become more engaged in the governance of their business schools? Do they become more involved in activities that support the creation of fundamental alternatives? (Esper\, Cabantous\, Barin-Cruz\, & Gond\, 2017)\n\n\n\nHow can teaching fundamental alternatives inspire student entrepreneurs to develop new business models and practices (Pepin\, Tremblay\, Audebrand\, & Chassé\, 2024)?\n\n\n\nHow can teaching fundamental alternatives help students prefigure their paths toward a new economy (Schiller-Merkens\, 2024)? To what extent does it impact their identity (formation) as students\, as citizens\, and/or as entrepreneurs? (Solbreux\, Hermans\, Pondeville\, & Dufays\, 2024)\n\n\n\nDo the internal dynamics of fundamental alternatives offer new perspectives on diversity\, equity\, and inclusion (DEI) and\, if so\, how might they intervene in polemical debates over “woke” DEI policies taking place among business school academics? (Prasad & Śliwa\, 2024\n\n\n\n\nFundamental Alternative Organizations and Management Education \n\n\n\nFundamental alternative organizations have been largely ignored in contemporary MLE scholarship as evidenced in their omission in economics and management texts (e.g.\, Kalmi\, 2007; Rankin & Piwko\, 2022; Schugurensky & McCollum\, 2010). Instead\, the traditional investor-owned\, capitalist enterprise maintains a hegemonic presence in MLE despite growing concerns for more sustainability in business school education (Figueiró et al.\, 2022; Mailhot & Lachapelle\, 2024). MLE researchers can help unpack the factors that may have contributed to this state of affairs. \n\n\n\n\nRe-tracing the history of business schools (McLaren et al.\, 2021; Spicer\, Jaser\, & Wiertz\, 2021; Wanderley\, Alcadipani\, & Barros\, 2021)\, what key events may have contributed to the current marginal place of fundamental alternatives?\n\n\n\nWhat is the role of isomorphic pressures generated by key actors like accreditation bodies in silencing or making fundamental alternatives visible in management education? (Romero\, 2008)\n\n\n\nWhat is the role of broader social discourses like student consumerism (Naidoo et al.\, 2011) and managerialism (Clegg\, 2014) in undermining fundamental alternatives in MLE?\n\n\n\nWhy has MLE scholarship readily embraced incremental alternatives like social enterprises\, while not affording similar legitimacy to fundamental alternatives like worker cooperatives and broad-based employee ownership?\n\n\n\n\nWhile some authors have incorporated fundamental alternatives into their teaching (Audebrand et al.\, 2017; Fournier\, 2006)\, there is much to learn about how fundamental alternatives could be integrated into different pedagogies. Additionally\, we need a deeper understanding of the challenges instructors might face and how those challenges could be overcome. MLE scholarship has much to contribute to both of these closely related topics. \n\n\n\n\nHow can existing MLE pedagogies like experiential learning and service learning be translated to teach fundamental alternative organizations effectively? For example\, should students’ and instructors’ interactions with organizations in service learning projects (Mazutis\, 2024) differ in the case of fundamental alternatives versus incremental alternatives or traditional businesses?\n\n\n\nHow should educational efforts focused on fundamental alternatives be integrated and sequenced with those on traditional business topics (Pache & Chowdhury\, 2012)?\n\n\n\nHow can educational practices currently used to teach fundamental alternative organizations in other disciplines (e.g.\, Manley\, 2021; Meek & Woodworth\, 1990) be leveraged and translated into business schools?\n\n\n\nWhat challenges might instructors and students face when engaging with fundamental alternatives in different contexts (Audebrand et al.\, 2017; Fournier\, 2006)? For example\, how might student consumerism\, which varies across countries (Fairchild & Crage\, 2014)\, affect instructors’ implementation of pedagogical strategies targeted towards fundamental alternatives?\n\n\n\nHow can educational repositories like the Curriculum Library for Employee Ownership become legitimated as important empirical resources in delivering management education?\n\n\n\n\nSubmission Types\n\n\n\nWe welcome Research and Review\, Essay\, and Book and Resource Review submissions for this special issue. 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 Simon Pek (spek@uvic.ca) and Ajnesh Prasad (prasad@tec.mx) with their questions. We encourage authors interested in submitting a book or resource review to contact us 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 issue. \n\n\n\nPlease note that consultation with the guest editors is neither a prerequisite nor an expectation for submission to the special issue. \n\n\n\nSpecial Issue Timeline and Process\n\n\n\nSubmissions will be accepted via AMLE’s Manuscript Central portal between November 1\, 2025 and December 15\, 2025. \n\n\n\nPrior to submission\, we will hold an optional virtual professional development workshop on June 25\, 2025\, 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 Simon Pek (spek@uvic.ca) and Ajnesh Prasad (prasad@tec.mx) by May 15\, 2025. We also plan to offer workshops to discuss this special issue at the 85th Academy of Management Conference in Copenhagen and the 41st EGOS Colloquium in Athens. We will share more details about these and other opportunities when available via the AMLE website and various listservs. While 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\nFollowing our first-round decisions\, we will hold a second optional professional development workshop for authors who receive a revise and resubmit decision following the first round of peer review. It is tentatively scheduled for Spring 2025\, and full details will be shared when available. \n\n\n\nReferences\n\n\n\nAudebrand\, L. K.\, Camus\, A.\, & Michaud\, V. 2017. A mosquito in the classroom: Using the cooperative business model to foster paradoxical thinking in management education. Journal of Management Education\, 41(2): 216–248. \n\n\n\nBarin Cruz\, L.\, Aquino Alves\, M.\, & Delbridge\, R. 2017. Next steps in organizing alternatives to capitalism: toward a relational research agenda. Introduction to the Special Issue. M@n@gement\, 20(4): 322–335. \n\n\n\nBattilana\, J.\, & Lee\, M. 2014. Advancing research on hybrid organizing – Insights from the study of social enterprises. Academy of Management Annals\, 8(1): 397–441. \n\n\n\nBenkler\, Y.\, & Nissenbaum\, H. 2006. Commons-based peer production and virtue. Journal of Political Philosophy\, 14(4): 394–419. \n\n\n\nBhatt\, B.\, Qureshi\, I.\, Shukla\, D. M.\, & Hota\, P. K. 2024. Prefiguring alternative organizing: Confronting marginalization through projective cultural adjustment and tempered autonomy. Organization Studies\, 45(1): 59–84. \n\n\n\nBillsberry\, J.\, Ambrosini\, V.\, & Thomas\, L. 2023. Managerialist control in post-pandemic business schools: The tragedy of the new normal and a new hope. Academy of Management Learning & Education\, 22(3)\, 439-458. \n\n\n\nBlasi\, J.\, Scharf\, A.\, & Kruse\, D. 2023. Employee ownership in the US: Some issues on ESOPs – overcoming the barriers to further development. Journal of Participation and Employee Ownership\, ahead-of-print(ahead-of-print). https://doi.org/10.1108/JPEO-11-2022-0028. \n\n\n\nBridgman\, T.\, Cummings\, S.\, & McLaughlin\, C. 2016. Restating the case: How revisiting the development of the case method can help us think differently about the future of the business school. Academy of Management Learning & Education\, 15(4)\, 724-741. \n\n\n\nCavotta\, V.\, & Mena\, S. 2023. Prosocial organizing and the distance between core and community work. Organization Studies\, 44(4): 637–657. \n\n\n\nChen\, K. K.\, & Chen\, V. T. 2021. “What if” and “if only” futures beyond conventional capitalism and bureaucracy: Imagining collectivist and democratic possibilities for organizing. In K. K. Chen & V. T. Chen (Eds.)\, Research in the sociology of organizations: 1–28. Emerald Publishing Limited. \n\n\n\nClegg\, S. R. 2014. Managerialism: Born in the USA. Academy of Management Review\, 39(4): 566–576. \n\n\n\nColombo\, L. A. 2023. Civilize the business school: For a civic management education. Academy of Management Learning & Education\, 22(1): 132–149. \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\nDiefenbach\, T. 2020. The democratic organisation: Democracy and the future of work. Routledge. \n\n\n\nEsper\, S. C.\, Cabantous\, L.\, Barin-Cruz\, L.\, & Gond\, J.-P. 2017. Supporting alternative organizations? Exploring scholars’ involvement in the performativity of worker-recuperated enterprises. Organization\, 24(5): 671–699. \n\n\n\nFairchild\, E.\, & Crage\, S. 2014. Beyond the debates: Measuring and specifying student consumerism. Sociological Spectrum\, 34(5): 403–420. \n\n\n\nFerreras\, I. 2017. Firms as political entities: Saving democracy through economic bicameralism. Cambridge University Press. \n\n\n\nFigueiró\, P. S.\, Neutzling\, D. M.\, & Lessa\, B. 2022. Education for sustainability in higher education institutions: A multi-perspective proposal with a focus on management education. Journal of Cleaner Production\, 339: 130539. \n\n\n\nFotaki\, M.\, & Prasad\, A. 2015. Questioning neoliberal capitalism and economic inequality in business schools. Academy of Management Learning & Education\, 14(4): 556–575. \n\n\n\nFournier\, V. 2006. Breaking from the weight of the eternal present: Teaching organizational difference. Management Learning\, 37(3): 295–311. \n\n\n\nFrye\, H. 2022. Commons\, Communes\, and Freedom. Politics\, Philosophy & Economics\, 21(2): 228–244. \n\n\n\nInternational Co-operative Alliance. n.d. Cooperative identity\, values & principles. https://www.ica.coop/en/cooperatives/cooperative-identity\, February 4\, 2021. \n\n\n\nKalmi\, P. 2007. The disappearance of cooperatives from economics textbooks. Cambridge Journal of Economics\, 31(4): 625–647. \n\n\n\nKociatkiewicz\, J.\, Kostera\, M.\, & Parker\, M. 2021. The possibility of disalienated work: Being at home in alternative organizations. Human Relations\, 74(7): 933–957. \n\n\n\nKumar\, A.\, Soundararajan\, V.\, Bapuji\, H.\, Köhler\, T.\, Alcadipani\, R.\, Morsing\, M.\, & Coraiola\, D. M. 2024. Unequal Worlds: Management Education and Inequalities. Academy of Management Learning & Education\, 23(3)\, 379-386. \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\nLocke\, R. R.\, & Spender\, J.-C. 2011. Confronting managerialism: How the business elite and their schools threw our lives out of balance. Bloomsbury Publishing. \n\n\n\nLuyckx\, J.\, Schneider\, A.\, & Kourula\, A. 2022. Learning from alternatives: Analyzing alternative ways of organizing as starting points for improving the corporation. In R. E. Meyer\, S. Leixnering\, & J. Veldman (Eds.)\, Research in the Sociology of Organizations: 209–231. Emerald Publishing Limited. \n\n\n\nMailhot\, C.\, & Lachapelle\, M. D. 2024. Teaching management in the context of Grand Challenges: A pragmatist approach. Management Learning\, 55(2): 167–191. \n\n\n\nMair\, J.\, & Rathert\, N. 2021. Alternative organizing with social purpose: Revisiting institutional analysis of market-based activity. Socio-Economic Review\, 19(2): 817–836. \n\n\n\nManley\, S. W.\, Julian. 2021. Co-operative education: From Mondragón and Bilbao to Preston. The Preston Model and Community Wealth Building. Routledge. \n\n\n\nMazutis\, D. 2024. Making a difference: Taking community stakeholders seriously. Academy of Management Learning & Education\, amle.2022.0342. \n\n\n\nMcLaren\, P. G.\, Bridgman\, T.\, Cummings\, S.\, Lubinski\, C.\, O’Connor\, E.\, et al. 2021. From the editors—new times\, new histories of the business school. Academy of Management Learning & Education\, 20(3): 293–299. \n\n\n\nMeek\, C. B.\, & Woodworth\, W. P. 1990. Technical training and enterprise: Mondragon’s Educational system and its implications for other cooperatives. Economic and Industrial Democracy\, 11(4): 505–528. \n\n\n\nMichael\, C. 2017. The Employee Ownership Trust\, an ESOP Alternative. Probate and Property\, 31(1): 42–47. \n\n\n\nNaidoo\, R.\, Shankar\, A.\, & Veer\, E. 2011. The consumerist turn in higher education: Policy aspirations and outcomes. Journal of Marketing Management\, 27(11–12): 1142–1162. \n\n\n\nPache\, A.-C.\, & Chowdhury\, I. 2012. Social entrepreneurs as institutionally embedded entrepreneurs: Toward a new model of social entrepreneurship education. Academy of Management Learning & Education\, 11(3): 494–510. \n\n\n\nParker\, M. 2018. Shut Down the Business School. London: Pluto Press. https://ideas.repec.org//b/ucp/bkecon/9780745399171.html. \n\n\n\nParker\, M. 2021. The critical business school and the university: A case study of resistance and co-optation. Critical Sociology\, 47(7–8): 1111–1124. \n\n\n\nParker\, S.\, Racz\, M. M.\, & Palmer\, P. W. 2018. Decentering the learner through alternative organizations. Academy of Management Proceedings\, 2018(1): 16086. \n\n\n\nPek\, S. 2021. Drawing out democracy: The role of sortition in preventing and overcoming organizational degeneration in worker-owned firms. Journal of Management Inquiry\, 30(2): 193–206. \n\n\n\nPek\, S. 2023. Reconceptualizing and improving member participation in large cooperatives: Insights from deliberative democracy and deliberative mini-publics. M@n@gement\, 26(4)\, 68-82. \n\n\n\nPepin\, M.\, Tremblay\, M.\, Audebrand\, L. K.\, & Chassé\, S. 2024. The responsible business model canvas: Designing and assessing a sustainable business modeling tool for students and start-up entrepreneurs. International Journal of Sustainability in Higher Education\, 25(3): 514–538. \n\n\n\nPrasad\, A.\, & Śliwa\, M. 2024. Critiquing the backlash against wokeness: In defense of DEI scholarship and practice. Academy of Management Perspectives\, 38(2): 245-259. \n\n\n\nRankin\, R.\, & Piwko\, P. M. 2022. An analysis of the coverage of cooperatives in U.S. introductory business textbooks. Journal of Accounting and Finance\, 22(3). https://articlearchives.co/index.php/JAF/article/view/5228. \n\n\n\nReedy\, P.\, & Learmonth\, M. 2009. Other possibilities? The contribution to management education of alternative organizations. Management Learning\, 40(3): 241–258. \n\n\n\nRomero\, E. J. 2008. AACSB accreditation: Addressing faculty concerns. Academy of Management Learning & Education\, 7(2): 245–255. \n\n\n\nSavic\, K.\, & Hoicka\, C. E. 2023. Indigenous legal forms and governance structures in renewable energy: Assessing the role and perspectives of First Nations economic development corporations. Energy Research & Social Science\, 101\, 103121. \n\n\n\nSchiller-Merkens\, S. 2024. Prefiguring an alternative economy: Understanding prefigurative organizing and its struggles. Organization\, 31(3): 458–476. \n\n\n\nSchugurensky\, D.\, & McCollum\, E. 2010. Notes in the margins: The social economy in economics and business textbooks. Researching the Social Economy: 154–175. University of Toronto Press. \n\n\n\nSolbreux\, J.\, Hermans\, J.\, Pondeville\, S.\, & Dufays\, F. 2024. It all starts with a story: Questioning dominant entrepreneurial identities through collective narrative practices. International Small Business Journal\, 42(1): 90–123. \n\n\n\nSpicer\, A.\, Jaser\, Z.\, & Wiertz\, C. 2021. The future of the business school: Finding hope in alternative pasts. Academy of Management Learning & Education\, 20(3): 459–466. \n\n\n\nTracey\, P.\, & Phillips\, N. 2007. The distinctive challenge of educating social entrepreneurs: A postscript and rejoinder to the special issue on entrepreneurship education. Academy of Management Learning & Education\, 6(2): 264–271. \n\n\n\nTubb\, D. G. L. 2018. The everyday social economy of Afro-descendants in the Chocó\, Colombia. In C. S. Hossein (Ed.)\, The Black social economy in the Americas: Exploring diverse community-based markets: 97–117. New York: Palgrave Macmillan. \n\n\n\nWanderley\, S.\, Alcadipani\, R.\, & Barros\, A. 2021. Recentering the Global South in the making of business school histories: Dependency ambiguity in action. Academy of Management Learning & Education\, 20(3): 361–381. \n\n\n\nWright\, S.\, Greenwood\, D.\, & Boden\, R. 2011. Report on a field visit to Mondragón University: A cooperative experience/experiment. Learning and Teaching\, 4(3): 38–56. \n\n\n\nZamagni\, S.\, & Zamagni\, V. 2010. Cooperative enterprise: Facing the challenge of globalization. Edward Elgar Publishing. \n\n\n\nZulfiqar\, G.\, & Prasad\, A. 2021. Challenging social inequality in the Global South: Class\, privilege\, and consciousness-raising through critical management education. Academy of Management Learning & Education\, 20(2): 156-181.
URL:https://www.aom.org/calendar/amle-call-for-special-issue-papers-management-learning-and-education-as-drivers-of-fundamental-alternative-forms-of-organizing/
CATEGORIES:Call for Special Issue Papers,Call for Submissions,Event Calendar,Journals,Learning & Education
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UID:10000031-1767225600-1769817600@www.aom.org
SUMMARY:AMP Call for Special Issue Papers: Managing for Our “New Normal”: How to Foresee\, Prepare for\, and Repair after Extreme Events
DESCRIPTION:Guest Editors:\n\n\n\n\nWitold (Vit) Henisz\, University of Pennsylvania\n\n\n\nAlan Meyer\, University of Oregon\n\n\n\nDean Shepherd\, University of Notre Dame\n\n\n\nChristopher Wright\, University of Sydney\n\n\n\nZhaohui Wu\, Oregon State University\n\n\n\n\nAMP Associate Editor:\n\n\n\n\nOana Branzei\, Western University\, Canada\n\n\n\n\nBackground\n\n\n\nOnce unprecedented\, extreme events ranging from climate-related natural disasters and displacements to school shootings\, devastating wars\, enduring conflicts\, and refugee crises have becoming increasingly common.1 Their recurrence compels us to find better ways to organize\, not only in their aftermath\, but also in anticipation. \n\n\n\nExtreme events shape many aspects of our economies\, ecosystems\, and communities\, and though commonly deemed “unthinkable tragedies\,” they tend to follow recurring patterns. Some communities are more vulnerable to floods and wildfires and earthquakes than others. Pandemics recur also. So do riots. And wars. And displacement. Treating such extreme events as outliers demotivates initiatives and innovations that could ready existing systems to repeated occurrences of similar events in the future. Yet learning from\, and especially across\, extreme events pose significant challenges.2 Some organizations prove essential\,3 while many remain ill-prepared\, even for disasters they should have seen coming.4 \n\n\n\nThis Academy of Management Perspectives (AMP) Special Issue aims to provide actionable\, evidence-based insights that clearly and credibly guides managers and their organizations through the extreme events that have become part of our new normal. We seek to shift attention from retrospective reflections5 and actions6 toward prospective ways to ready organizations and occupations for the worst to come. We are especially interested in disruptions that could be better described as becoming common\, at least in some new types of organizations.7 \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 on to a standard academic study. Rather\, AMP papers provide actionable insights that 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 both formats is also on our website. \n\n\n\nScope and Open-Ended Research Questions\n\n\n\nFor this special issue\, we welcome submissions of relevant\, rigorous\, and readable papers that address a broad range of enduring and/or recurring extreme events\, including but not limited to: wars and armed conflicts; refugee movements and forced displacement; natural disasters and climate events; public health crises and pandemics; terrorism and political violence; economic disruptions and financial crises; technological and cybersecurity crises; social unrest and protests; industrial and environmental accidents; complex crises (polycrisis). Our aim is to develop actionable\, evidence-based insights into how to better organize for the new normal of extreme events\, we focus on eight major themes and suggest several areas of inquiry for each. The open-ended questions suggested for each theme offer tentative starting points and are neither comprehensive nor exclusive of alternative perspectives or phenomena. \n\n\n\nFacing Undesirable Futures: How can organizations or occupations come to see and make futures when they expect extreme events to recur with greater intensity and frequency? How should actors reconsider their values and positions when futures become riskier and/or more uncertain? Which collaborative processes best allow for course corrections? \n\n\n\nBracing for Impact: How can practitioners brace for the psychological injury that may accompany exposure to different types of crises? How should protagonists overcome fear to act courageously? How can decision-makers sustain hope and stave off despair when extreme events keep unfolding? What are the best ways for decision-makers to reflect\, collect\, and communicate key lessons to their stakeholders? \n\n\n\nSustaining Sense and Meaning: How should protagonists engage the moral tensions that often accompany recurrent extreme events? How can dynamics of sense breaking and sense making\, sense contracting and sense expanding\, or sense asking and sense giving influence learning before\, during\, and after extreme events? How do vulnerable parties hold on to meaning when catastrophes loom inevitable? \n\n\n\nEvolving Supply Chains: How can the thresholds of supply chain vulnerability for different types of extreme events be determined? How can buffers be designed to anticipate critical disruptions? How should vulnerability and resilience be reconceptualized? \n\n\n\nClimate-Proofing Systems. How can actors ready their operations\, organizations and occupations for climate change? How should preparations vary with different types of events?  How can policy makers trigger or renew commitment to regeneration? How can the type of actor (e.g.\, celebrities\, more-than-human actors) influence responses to climate-related extreme events? \n\n\n\nOrganizing in War and Peace: In wartime vs. peacetime\, how can altruistic decisions be promoted over self-interest? How should stakeholder interactions change when peace turns to war? How can the interests of stakeholders be protected when wartime extreme events jeopardize entire categories\, markets\, or economies? \n\n\n\nBearing the Losses. How should rights and responsibilities change after losses have been incurred? How should rights and responsibilities be fulfilled when extreme events are considered natural disasters versus when they are understood as so-called normal accidents\, preventable through high reliability organizing? Through what mechanisms should losses be deemed inevitable and acceptable\, perhaps even insurable? \n\n\n\nOrganizing Far from Equilibrium: How should organizations and occupations anticipate or adapt outside the limits of current knowledge and outside their domains of expertise? How can novel\, counterintuitive or alternative forms of anticipation and action become routinized? \n\n\n\nWe welcome both conceptual and empirical papers that are grounded in rigorous analysis and directly support specific and significant managerial and policy actions. We welcome accounts of embodied\, lived experiences of extreme events and use of reflexive methodologies. Quantitative analyses of large databases\, qualitative comparative analyses\, and extensive data analysis using linguistic programs and algorithms are also needed. In short\, we want papers that show 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 deadline for submission is 31 January 2026 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 2026.  \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\nWe intend to host a Paper Development Workshop at the 2025 AOM Conference in Copenhagen 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\n\n\n\n\n1 Phillip H. Phan\, “Redeeming Management Scholarship in a Time of Crisis\,” Academy of Management Perspectives\, 36\, no. 2 (2022)\, 711-12. \n\n\n\n2 Claus Rerup and Mark Zbaracki\, “The Politics of Learning from Rare Events\,” Organization Science\, 32 no. 6 (2021)\, 1391–414. \n\n\n\n3 Russell E.\, Browder\, Stella Seyb\, Angela Forgues\, and Howard E. Aldrich\, “Pandemic Makers: How Citizen Groups Mobilized Resources to Meet Local Needs in a Global Health Crisis\,” Entrepreneurship Theory and Practice\, 47 no. 3 (2023)\, 964-97. \n\n\n\n4 Emily Lalonde\, Brent McKnight\, and François-Nicolas Robinne\, “Does Wildfire Exposure Influence Corporate Disaster Preparedness? A Study of Natural Resource Extraction Firms in Canada\,” Organization & Environment\, 36 no. 4 (2023)\, 590-620. \n\n\n\n5 Graham Dwyer\, Cynthia Hardy\, and Steve Maguire\, “Post-inquiry Sensemaking: The Case of the ‘Black Saturday’ Bushfires\,” Organization Studies\, 42 no. 4 (2021)\, 637-61. \n\n\n\n6 Trenton A. Williams\, and Dean A. Shepherd\, D. A.\, “Bounding and Binding: Trajectories of Community-organization Emergence Following a Major Disruption\,” Organization Science\, 32 no. 3 (2022)\, 824-55. \n\n\n\n7 Róisín Jordan and Duncan Shaw\, “The Role of Essential Businesses in Whole-of-society Resilience to Disruption\,” Academy of Management Perspectives. https://doi.org/10.5465/amp.2023.0079
URL:https://www.aom.org/calendar/amp-call-for-special-issue-papers-managing-for-our-new-normal/
CATEGORIES:Call for Special Issue Papers,Event Calendar,Journals,Perspectives
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CREATED:20260226T045345Z
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UID:10000032-1767225600-1769817600@www.aom.org
SUMMARY:AMR Special Topic Forum: Marginalized Workers and Marginalized Populations in Organizations
DESCRIPTION:Submit via the AMR Manuscript Central Site\n\n\n\n\nSubmission Deadline: 31 January 2026 \n\n\n\nGuest Editors\n\n\n\nJohn Amis\, Prithviraj Chattopadhyay\, Aparna Joshi\, Jamie Ladge\, Kristie Rogers\, Madeline Toubiana\, Paul Tracey\, and Alexis N. Smith \n\n\n\nSpecial Topic Forum Overview\n\n\n\nIn recent decades\, the nature of work and the composition of the workforce have changed dramatically. As many workplaces have become more diverse\, inclusive\, and global\, and as work itself takes on new forms (e.g.\, gig work\, remote work\, nontraditional hours)\, the Academy of Management Review has led STFs (e.g.\, diversity; changing nature of work relationships\, the “new normal”) and From the Editor articles (e.g.\, inequality) to advance theory accordingly. Yet\, much of management theory still reflects assumptions and constructs developed within a specific socio-cultural and economic context—often implicitly centered around a predominantly white\, male\, white-collar\, 9-to-5 workforce in Western contexts. It is imperative to examine how theories that arose within particular contexts may overlook or marginalize other experiences. For example\, constructs that assume access to resources\, job security\, or linear career trajectories may not capture the lived realities of those in precarious\, part-time\, or informal work settings. Likewise\, theories predicated on homogeneity within worker identity groups may miss key insights from those who navigate multiple\, intersecting identities. \n\n\n\nThis forum will consider theoretical contributions that challenge or extend existing management theorizing and constructs to better represent a diverse range of workers\, including those who work outside traditional paradigms and may experience marginalization within their work contexts. \n\n\n\nCall for Contributions\n\n\n\nWe encourage submissions that address the complex and evolving dynamics surrounding marginalized workers and populations in organizations. Topics may include but are not limited to: \n\n\n\n\nRe-evaluating Theoretical Assumptions about Behavior in Organizations\n\nHow do historical assumptions underlying core theories in our field impact our understanding of marginalized workers today?\n\n\n\nIn what ways do traditional or existing theoretical domains that inform workers’ experiences (e.g.\, employee attitudes\, decision making\, work-life interface\, team dynamics\, power and organizational politics\, career advancement\, motivation\, conflict) need to evolve to reflect the experiences of diverse workers\, including those who may not conform to professions or office-based work schedules?\n\n\n\n\n\nMovements\, Social Activism\, and Institutional Change\n\nHow do social movements and grassroots activism influence organizational change\, especially in promoting the diversity\, equity\, and inclusion of marginalized workers?\n\n\n\nWhat roles do marginalized workers play in social activism within organizations\, and how do these movements drive institutional change?\n\n\n\nHow can management theories better incorporate the influence of social activism and the agency of marginalized populations in effecting systemic change?\n\n\n\n\n\nSocial Evaluation: Stigma\, Legitimacy\, and Reputation\n\nHow do processes of stigma\, legitimacy\, and reputation management play out for marginalized workers and groups within organizations?\n\n\n\nWhat strategies do workers and organizations use to navigate and resist stigma associated with various forms of marginalization\, and how do these impact career trajectories?\n\n\n\nHow can theories on legitimacy and reputation be expanded to capture the experiences and unique challenges faced by stigmatized or nontraditional workers?\n\n\n\n\n\nEconomic Diversity and the Dynamics of Marginalized Communities\n\nHow do social class backgrounds influence workers’ experiences and their ability to navigate organizational environments?\n\n\n\nWhat unique challenges and opportunities arise for social class transitioners or those from lower socioeconomic backgrounds entering higher-status professions?\n\n\n\nHow does economic diversity shape interactions\, career progression\, and identity within organizational settings\, particularly for workers in emerging economies?\n\n\n\nHow do dynamics of organization-community relations shift in the context of marginalization?\n\n\n\n\n\nIntersectional Identities and Undertheorized Dimensions of Workplace Inequality\n\nHow do marginalized identities (e.g.\, race\, gender\, socioeconomic background\, neurodiversity\, country of origin) impact experiences of inclusion\, advancement\, and discrimination in organizations in ways that existing theories cannot explain?\n\n\n\nHow can intersectionality theorizing help us better understand the complexities of marginalized workers’ experiences and contribute to more inclusive organizational practices?\n\n\n\n\n\nNontraditional Work Settings and Emerging Workforce Models\n\nHow do theories on professionalism and workplace dynamics apply (or fail to apply) in gig work\, remote work\, and other nontraditional employment arrangements?\n\n\n\nWhat are the implications for marginalized populations who may disproportionately occupy these roles\, and how might management research better capture their unique experiences?\n\n\n\nHow and when do marginalized individuals create new organizations or organizational forms that might better enable inclusive experiences and spaces?\n\n\n\n\n\nLeadership and Marginalized Populations\n\nHow do traditional leadership theories and styles accommodate (or fail to accommodate) the needs and perspectives of marginalized workers and populations?\n\n\n\nWhat new leadership frameworks or practices emerge from marginalized groups\, and how can these reshape existing paradigms in management research?\n\n\n\nHow do marginalized workers navigate leadership roles\, and what barriers and enablers influence their success in these positions?\n\n\n\n\n\nEmotion\, Hate\, and Shame in Marginalization\n\nWhat role do emotions like hate and shame play in shaping marginalized workers’ experiences within organizations\, and how do such emotions impact identity\, motivation\, and sense of belonging?\n\n\n\nWhat strategies do individuals and groups use to navigate or mitigate emotional experiences (e.g.\, shame\, resentment) that arise through stigmatization? How might they impact and inform theorizing on emotions in organizations or other change processes?\n\n\n\n\n\nEmbodiment and Marginalization\n\nHow is the body itself implicated in processes of marginalization\, and in what ways may these dynamics reinforce social hierarchies within organizational settings?\n\n\n\nHow might we more fully account for embodied experiences of marginalization\, considering how physical and visible aspects of identity influence perceptions\, inclusion\, and exclusion in organizational spaces?\n\n\n\n\n\n\nTimeline and Submission\n\n\n\nThe deadline for submissions is 31 January\, 2026 at 23:59 ET (DST+1\,UTC-4). All submissions must be uploaded to the Manuscript Central website between 1 January\, 2026 and 31 January 2026. Guidelines for contributors and the AOM Style Guide for Authors must be followed. To answer questions from authors who are planning to submit to the STF\, a team of guest editors will host two online Q&A sessions in March and September 2025. Participation in the Q&A session is not a prerequisite for submitting your paper to AMR and does not does affect the manuscript review process and outcome. \n\n\n\nFor questions about submissions\, contact AMR’s Managing Editor. For questions about the content of this STF\, contact Kristie Rogers or Paul Tracey.
URL:https://www.aom.org/calendar/amr-call-for-special-topic-forum-marginalized-workers-and-marginalized-populations-in-organizations/
CATEGORIES:Call for Submissions,Event Calendar,Journals,Review
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CREATED:20260226T041309Z
LAST-MODIFIED:20260226T041309Z
UID:10000030-1767225600-1801439940@www.aom.org
SUMMARY:AMP Open Call for Papers
DESCRIPTION:Submission Deadline: 31 January 2026 \n\n\n\n\nSubmit to AMP\n\n\n\n\nATTENTION! Please disengage the autopilot. Check the muscle memory. We do not want more of the same. Academy of Management Perspectives (AMP) is different. \n\n\n\nAre you thinking of submitting a manuscript to AMP? We appreciate your interest. We have a terrific global team of engaged editors eagerly awaiting the opportunity to help develop your work. But please send us papers that fit our unique mission. \n\n\n\nAMP publishes papers that matter to managers. Our field has called for managerially relevant work for decades. AMP is here to help realize this important goal. Problem is\, our field is not accustomed to relevance. And so out of habit\, many send us papers that don’t fit our mission. \n\n\n\nIf your paper is theory driven\, it is NOT suited to AMP. AMP is a journal of first choice for papers that inform managerial practice and policy. We are not a backstop for papers that miss at AMJ\, AMR\, or other top theory-driven journals. It’s not enough to add managerial implications onto a paper rejected at such journals. AMP papers must be managerially driven from the start. \n\n\n\nDo the contents of your paper inform the practice of management in a specific and significant way? After reading your paper\, did we learn something new and meaningful about an important aspect of how to manage and govern an organization? Does your paper provide evidence ample to drive managers (including policy makers) to reconsider a particular practice? We will assess your paper by these criteria\, and so should you. But be as honest and objective about the relevance of your work as possible. Don’t fool yourself with vague sentiment about broad influence on generic aspects of management. Ask others for their views of your work – especially practitioners. Consider co-authoring with practitioners. But understand: If it is not relevant to managers\, then it is not relevant to AMP. \n\n\n\nWhile relevance is our most prominent characteristic\, it does not come at the expense of rigor. AMP does NOT publish papers that lack rigorous original analysis. Though our mission differs\, our analytical standards are the same as those of other elite journals. Opinions\, overviews\, descriptive arguments\, philosophical treatise\, etc. are not within our purview\, even if they convey interesting perspectives on management. The managers who rely on AMP content need evidence\, not conjecture. So\, the claims of an AMP paper must be supported with stringent scholarly analysis. This robust analysis may be empirical (quantitative or qualitative) or conceptual. \n\n\n\nFinally\, AMP does NOT use the exact same format as other AOM journals. Yes\, the fonts and indents and all that good stuff are the same. But because AMP papers must be accessible to a non-specialized audience\, we do a few things differently. For one\, we use endnotes. For another\, we place detailed analyses in supplements and only summarize them in the body of the paper. This allows AMP manuscripts to run about 20 body pages in length\, not the standard 30+. We also favor plain language over jargon. And\, of course\, rather than tack on managerial implications at the end of a paper\, AMP papers make the practical case from the start. \n\n\n\nTo sum up\, AMP papers are RELEVANT\, RIGOROUS\, and READABLE. This means that they must do all of the following:  \n\n\n\n\nInform an issue of evident importance to managerial practice and/or policy\, and \n\n\n\nEngage in rigorous and original conceptual or empirical analysis\, and\n\n\n\nConcisely and clearly convey key ideas to a non-specialized audience \n\n\n\n\nFor more details\, please see these editorials: \n\n\n\n\n(Re)building a Bridge between Scholars and Practitioners: Get AMPed!\n\n\n\nManagement Practice and Policy: A Guide to Writing for AMP\n\n\n\nMattering Matters: Explaining what Fits at Academy of Management Perspectives\n\n\n\n\nAn AMP paper must achieve all of the above criteria\, but there is no single format for doing so. Below\, we provide a sample format. If you have a better way\, we are all ears – so long as it produces a rigorously relevant & readable paper. \n\n\n\nSample Format for an AMP Manuscript\n\n\n\nAbstract and title. An AMP paper begins with an engaging but accurate title and a concise abstract of no more than 200 words. Provide potential readers with enough\, but only just enough\, information to quickly and accurately determine if the article is relevant to them. The abstract should state: a) the important managerial issue motivating the paper; b) how the paper analyzes this important issue; c) what the analysis finds; and d) how these findings substantively affect practice/policy. \n\n\n\nIntroduction. The content of an introduction overlaps with that of an abstract\, but the introduction adds detail. Nevertheless\, as with all aspects of an AMP paper\, it should be concise. View it as a sort of executive summary. Open with a paragraph or two that draws the reader in\, then briefly overview the paper’s structure. Limit the introduction to two double-spaced pages. \n\n\n\nProblem statement. The key feature of an AMP paper is its focus on an important managerial issue. From the start\, clearly articulate the focal issue and make a convincing case for its importance. In addition to scholarly literature\, authors may refer to practitioner and government reports\, as well as credible media accounts\, to validate the importance of the issue. This section should fill two to four double-spaced pages. \n\n\n\nWhat we know. Next\, review relevant literature to accurately portray baseline knowledge about the issue. Consider literatures beyond one’s usual disciplinary base\, especially if insights are limited within the focal discipline. Again\, official reports and statistics from government agencies\, NGOs\, consulting firms\, analysts\, etc. may be referenced\, so long as they are credible. The length of this section will vary\, depending upon how established\, multidisciplinary\, and debated the issue\, but it should not exceed four double-spaced pages. Use summary tables where needed to save space. Anything more can be placed in a supplement. \n\n\n\nWhat we don’t know. What is missing? Make a strong\, objective case for omissions\, flaws\, points of debate or other aspects of the literature that leave the focal issue inadequately explained. This section should be no longer than two double-spaced pages. \n\n\n\nConceptual or empirical analysis. This is the core work of the paper: scientific analysis that provides evidence to bridge the gap in understanding of this problem. The length of this section will vary with the type of conceptual or empirical analysis undertaken. Once again\, though\, it must be concise. Use plain language and summary charts\, figures\, and graphs. The usual artifacts of a robust scholarly study are required\, but they are placed in a supplement.  \n\n\n\nWhat we have learned. This is the paper’s core contribution. Expound on how the findings advance understanding of the focal issue. Delve into implementation steps if the study provides such insights. Discuss boundary conditions\, noting where the findings hold and distinguishing contexts in which they do not. Specify constraints on interpretation based upon limitations in data and analysis. Clarify aspects of the issue that remain open and require further analysis. Consider charts\, figures\, and other ways to visually display the results. Though focused on practical implications\, the findings may also bring to light flaws and gaps in theory that warrant mention. This should be the longest section of the paper but\, yes\, also concise. \n\n\n\nConclusion. Within the space of one or two paragraphs\, restate what the paper has done and remind readers why it matters. Do not simply restate the abstract. Conclude on a high note\, perhaps with a call to action. \n\n\n\nPlease heed what we have written above before submitting a manuscript to AMP. Thanks! \n\n\n\nDeadline\, Submission\, and Review Process \n\n\n\nThe submission deadline is 31 January 2027. Papers must be submitted on the AMP website at https://mc.manuscriptcentral.com/amp. \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\nPlease feel free to contact AMP Editorial Office with any questions. \n\n\n\nBe sure to review our Style Guide for manuscript requirements\, prior to submitting.
URL:https://www.aom.org/calendar/amp-open-call-for-papers/
CATEGORIES:Call for Papers,Event Calendar,Perspectives
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DTSTART;TZID=America/New_York:20260114T090000
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UID:10000048-1768381200-1768392000@www.aom.org
SUMMARY:AMD Virtual Paper Development Workshop: From Circularity to Regeneration in Management and Organizations
DESCRIPTION:Workshop Leaders\n\n\n\nGuest coeditors of the Special Research Spotlight: From Circularity to Regeneration in Management and Organizations \n\n\n\n\nOana Branzei\, Western University\n\n\n\nNancy Bocken\, Maastricht University\n\n\n\nStefano Pascucci\, University of Exeter\n\n\n\nSusan Cohen\, Deputy Editor\, Academy of Management Discoveries \n\n\n\n\nPurpose\n\n\n\nThe Guest Editors of the AMD Research Spotlight From Circularity to Regeneration in Management and Organizations will work with submitting authors of accepted abstracts to further develop their papers. Our goals are to help authors focus and enrich their empirical exploration and pre-theoretical insights so that they align well with AMD’s mission and the Spotlight’s substantive focus. Participantsare encouraged to read the Research Spotlight description thoroughly and to review select AMD FTEs before attending. \n\n\n\nAgenda\n\n\n\n9:00-9:15Introductions9:15-10:30First Set of Papers10:30-10:45Break10:45-12:00Second Set of Papers\n\n\n\nEach breakout group will be facilitated by a Guest Editor\, each of whom has familiarity with AMD’s requirements for publishing and expertise in the substantive focus of this Spotlight. Each participant will be given 5 minutes in which they present a brief overview of their idea\, and why they believe the paper fits the AMD mission. The facilitator will then lead a 10-minute discussion on the fit of that idea for AMD\, and how it can be developed further to enhance the potential for success. The process of giving and receiving feedback to and from others in their breakout groups will also help participants get a better understanding of crafting ideas into manuscripts for AMD. The template reviewers are encouraged to use for AMD submissions may be found here: AMD reviewer template. \n\n\n\nWorkshop Instructions\n\n\n\nIf you are interested in having your paper included in the workshop\, you should prepare an extended abstract of 1\,000 to 2\,000 words to explain your research question and how it connects to the central themes of this Spotlight; why it is important (potential theoretical and practical implications); why empirical exploration is justified (e.g.\, a brief summary of the undertheorized\, neglected\, and potentially important facets of the phenomenon or puzzle you study); how empirical exploration will provide the necessary insight to address your research question; and an overview of your study context and research methods. Upload your Abstract via the registration link above. There will be an initial screening to make sure abstracts align with AMD and this Research Spotlight. Registrants will be notified by 20 December  2025 whether their abstract was selected\, and an event link will be provided at that time. Accepted authors should prepare a 4–5-minute presentation of their paper to share at the workshop that concisely provides the necessary information. Presentation and discussion sessions will be organized according to complementary themes. Discussion will be facilitated to generate insight on how to clarify the paper’s central discovery\, execution of the empirical exploration\, plausible explanations for observed patterns\, and compelling implications. \n\n\n\nWho Should Register?\n\n\n\nAuthors who intend to submit a paper to the AMD Circularity to Regeneration Research Spotlight by the 16 March 2026 deadline. Scholars seeking to attend this paper development workshop must indicate their intentions by 9 December 2025 by registering here and uploading an extended abstract (no more than 2\,000 words) describing their research. \n\n\n\nIf you are interested in submitting research related to the topics this Spotlight encompasses but will not be ready to submit by 16 March 2026\, please wait to join a subsequent workshop. AMD article submissions on organizational and management topics central to circular and regenerative economy will be considered at any time following the inaugural Spotlight issue\, and accepted articles will be tagged as part this research stream at AMD. Don’t hesitate to reach out to the Guest Editors with any questions at any time!
URL:https://www.aom.org/calendar/amd-virtual-paper-development-workshop-from-circularity-to-regeneration-in-management-and-organizations/
CATEGORIES:Discoveries,Event Calendar,Journal Workshops,Journals
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