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SUMMARY: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 EAASP (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\nWorkshop Structure\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\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/management-learning-and-education-as-drivers-of-fundamental-alternative-forms-of-organizing/
CATEGORIES:Call for Special Issue Papers,Learning & Education
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UID:10000014-1761955200-1765756800@www.aom.org
SUMMARY: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 EAASP (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\nWorkshop Structure\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\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/management-learning-and-education-as-drivers-of-fundamental-alternative-forms-of-organizing-2/
CATEGORIES:Call for Special Issue Papers,Learning & Education
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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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DTSTART;TZID=Pacific/Fiji:20251106T090000
DTEND;TZID=Pacific/Fiji:20251106T163000
DTSTAMP:20260403T170909
CREATED:20260226T045351Z
LAST-MODIFIED:20260226T045351Z
UID:10000044-1762419600-1762446600@www.aom.org
SUMMARY:AMLE Paper Development Workshop\, Wellington\, New Zealand
DESCRIPTION:Register and Submit Here\n\n\n\n\nLed By\n\n\n\n\nTodd Bridgman: Associate Editor AMLE\, Victoria University of Wellington\n\n\n\nBill Harley: Associate Editor AMLE\, University of Melbourne\n\n\n\nStuart Middleton: Associate Editor AMLE\, University of Queensland\n\n\n\n\nLocal Organizer\n\n\n\n\nTodd Bridgman\n\n\n\n\nAbout AMLE\n\n\n\nAcademy of Management Learning & Education (AMLE) is rated A* in the Australian Business Deans’ Council list of journals and 4* in the UK CABS list. The journal’s main emphasis is on theoretical debates about management learning and education in all types of settings—schools and universities as well as businesses and public and nonprofit organizations. Additionally\, AMLE publishes work that addresses critical theoretical debates about “the business of business schools\,” including the careers of management educators. \n\n\n\nWorkshop Overview\n\n\n\nThis workshop has two main parts. Refreshments and lunch will be provided. \n\n\n\nPart 1 (preparation required): comprises a general introduction to AMLE\, touching on its overlaps with other key journals in the field. The session is also focused on supporting and advising researchers\, with current work-in-progress\, how to develop and refine their papers with submission to AMLE in mind. Those wishing to participate in Part 1 should note the requirements listed below. \n\n\n\nPart 2 (no preparation required): The main focus is on writing manuscripts that advance our theoretical understanding about AMLE phenomena for the research article and essay sections of the journal. The second part of the workshop is open to all interested participants. \n\n\n\nPart 1 Workshop Schedule (preparation required) \n\n\n\n9:00-9:30        Arrival and refreshments9:30-10:30      AMLE overview\, and Q&A10:30-10:45    Refreshments10:45-12:30    Small group discussion of submissions\, with individual advice from the facilitators12:30-13:30    Lunch \n\n\n\nPart 2 Workshop Schedule (no preparation required) \n\n\n\n13:30-14:30   Writing Essays for AMLE (Bill)14:30-15:30   Making a Theoretical Contribution (Todd and Stuart)15:30-15:45   Refreshments15:45-16:30   follow-on meetings with any workshop participants who have remained and would like further advice on their work. \n\n\n\nPart 1 Requirements\n\n\n\nParticipants in part one must: \n\n\n\n\nHave either an extended abstract (5 pages) or a full paper that you would like to develop through constructive critique and that fits with AMLE’s focus and content areas. Previous “From the Editors” articles can serve as guideposts to clarify AMLE’s focus and content areas (Coraiola & Caza\, 2025; Foster\, 2018; Hibbert et al.\, 2021; Lindebaum\, 2023; Hibbert\, in Rockmann et al.\, 2021).\n\n\n\nSubmit the submission in Word or PDF format\, no later than 30 September 2025. Your submission must have a cover page that includes: author name(s) and affiliation(s); three-four keywords; and an email address for the lead author. An abstract of up to 200 words should be provided on the first page of the paper. If you are sending an extended abstract\, include a very brief plan for developing the full paper at the end of your text.\n\n\n\nAgree to your paper being discussed in a small group with other participants\, as arranged by the workshop facilitators\, and be willing and able to provide a short (5-minute maximum) overview of your paper to others in the discussion group.\n\n\n\nCommit to attending the whole workshop if your submission is accepted.\n\n\n\n\nPlease note that if we receive more submissions than we can accommodate\, there will be selection of papers on the basis of their fit with AMLE and their stage of development. \n\n\n\nYou can still attend and participate in Part 2 if you do not have work to discuss in Part 1. Note\, however\, that preference will be given to authors that submit papers for Part 1. Email Todd Bridgman by 30 September 2025\, if you wish to register without submitting work for Part 1. \n\n\n\nRegistration\n\n\n\nThere is no registration fee\, but participants are responsible for arranging their own travel and accommodation. Registration\, submission of an extended abstract\, and commitment to attend is required for all participants wishing to attend Part 1 and Part 2 of the PDW. Those who wish to attend Part 2 but not submit work for Part 1 are required to indicate their interest in attending.
URL:https://www.aom.org/calendar/amle-paper-development-workshop-wellington-new-zealand/
CATEGORIES:Event Calendar,Journal Workshops,Journals,Learning & Education
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DTSTART;TZID=America/New_York:20251111T210000
DTEND;TZID=America/New_York:20251111T220000
DTSTAMP:20260403T170909
CREATED:20260226T041308Z
LAST-MODIFIED:20260226T041308Z
UID:10000028-1762894800-1762898400@www.aom.org
SUMMARY:Ask An AMR Associate Editor: Writing with Clarity\, Coherence\, and Conciseness
DESCRIPTION:Join the Session\n\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 your academic writing skills. \n\n\n\nJust click the “Join the Session” to join; registration is not required.
URL:https://www.aom.org/calendar/ask-an-amr-associate-editor-writing-with-clarity-coherence-and-conciseness/
CATEGORIES:Event Calendar,Review
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DTSTART;TZID=America/New_York:20251115T000000
DTEND;TZID=America/New_York:20251115T000000
DTSTAMP:20260403T170909
CREATED:20260226T041304Z
LAST-MODIFIED:20260226T041305Z
UID:10000022-1763164800-1763164800@www.aom.org
SUMMARY:Call for Nominations for Editor: Proceedings
DESCRIPTION:Submit your Nominations Here\n\n\n\n\nNominations are being sought for the position of Editor of the Academy of Management Proceedings (Annual Meeting Proceedings). The next Editor will work closely with the current editor of the Annual Meeting Proceedings during the first half of 2026 and may assist in the production of the content for that year. The incoming editor will assume full responsibility for the preparation of the 2027 Annual Meeting Proceedings. \n\n\n\nThe Academy of Management Proceedings features 250-word abstracts of all papers and symposia presented at the Academy’s Annual Meeting and shortened versions of the “Best Articles” that have been accepted for inclusion in the program (approximately 10% of all accepted submissions). Papers selected for the Annual Meeting Proceedings are shortened to a 6-page format because publication of papers at their full length may preclude subsequent journal publication. \n\n\n\nThe editorial term starts in January 2026. The current Editor will facilitate the Proceedings for AOM’s 2026 Annual Meeting. The Proceedings Editor-elect shadows the current editor during the first year and takes over the process for the 2027 Annual Meeting Proceedings and is responsible for the 2027\, 2028 and 2029 AOM Annual Meeting Proceedings. \n\n\n\nRecommended qualifications include the following: \n\n\n\n\nScholarly contributions in management.\n\n\n\nDemonstrated administrative skills\, capacity to handle a demanding workload and meet deadlines\, and ability to work constructively with authors\, reviewers\, and the Academy’s Division and Interest Group representatives.\n\n\n\nMember of the Academy of Management.\n\n\n\nFamiliarity with\, and ability to use\, a web-based submission and review system.\n\n\n\nExperience and interest in electronic publications.\n\n\n\n\nThe Content Portfolio Committee (a committee of the Academy of Management Board of Governors) will review the nominations and will request complete applications from those that best fit the criteria above.  Applicants that move to the second stage will be asked to submit a letter describing the nominee’s qualifications and experience relevant to the selection criteria. The Committee will forward a recommendation to the full Board of Governors who will finalize the recommendation.  \n\n\n\nNominations\, including self-nominations\, will be accepted until 6 October 2025. \n\n\n\nSubmissions should include: \n\n\n\n\nThe nominee’s name\, full address\, telephone number\, and email address\n\n\n\nA letter describing the nominee’s qualifications and experience relevant to the selection criteria.\n\n\n\nApplicants are asked to submit their CV and a letter of qualifications and experience.\n\n\n\n\nNominate here. Please contact szaid@aom.org with any questions.
URL:https://www.aom.org/calendar/call-for-nominations-for-editor-proceedings/
CATEGORIES:Call for Nominations,Calls,Proceedings
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DTSTART;TZID=America/New_York:20251115T000000
DTEND;TZID=America/New_York:20251115T000000
DTSTAMP:20260403T170909
CREATED:20260226T045353Z
LAST-MODIFIED:20260226T045354Z
UID:10000049-1763164800-1763164800@www.aom.org
SUMMARY:Call for Nominations for Editor: AMD
DESCRIPTION:Nominate here\n\n\n\n\nNominations are sought for the position of Editor for Academy of Management Discoveries.\n\n\n\nThe person(s) selected for AMD Editor position will become Editor-elect (or Co-editor elect) on 1 July 2026 and Editor on 1 January 2027. The term of office as Editor is three years plus a 6-month transition period as Editor-elect.  \n\n\n\nThe Academy’s mission is to ensure an inclusive selection process and generate a viable list of qualified potential editors from a comprehensive collection of nominations. As a member of the Academy\, you can recommend one or more individuals who you deem capable and inclined to accept this position of responsibility. We will contact these individuals and encourage them to consider accepting the nomination to be considered for this editorship. \n\n\n\nIn general\, qualifications for an AOM Editor includes: \n\n\n\n\nSignificant scholarly contributions in management\, including publications associated with the mission of the journal.\n\n\n\nExtensive experience and an excellent reputation as a reviewer.\n\n\n\nExperience as an editorial board member or an editor of a management-related journal. Nominees do not need to be current members of editorial teams of Academy of Management publications to be nominated.\n\n\n\nDemonstrated commitment to diversity as reflected in the statement of values below.\n\n\n\nAbility to work constructively with authors\, reviewers\, and the Academy’s Board of Governors.\n\n\n\nDemonstrated administrative skills\, capacity to handle a demanding workload and meet deadlines.\n\n\n\nAbility to work with the Managing Editor virtually. The Managing Editor is an employee of the Academy’s headquarters office.\n\n\n\nFamiliarity with\, and ability to use\, a web-based submission and review system. \n\n\n\nRank of tenured Full Professor or equivalent.\n\n\n\nA doctoral degree in a management-related discipline. \n\n\n\nMember of the Academy of Management.\n\n\n\n\nIn support of the Academy’s values\, AOM is open and keen to attract global talent for editorial positions because we value diversity\, inclusion\, and equity in our international community. The CPC (Content Portfolio Committee)\, a committee of the Academy of Management Board of Governors\, seeks nominees who appreciate diversity in theoretical orientations and empirical contexts\, including those that are under-represented\, outside the mainstream\, and populations of concern that are marginalized or hidden. We seek nominees that adhere to the belief that the full range of social experience must be represented in our scholarship and often these contributions are made by authors and reviewers from diverse backgrounds and locations. \n\n\n\nNomination process and procedures \n\n\n\nNominees may only apply to one of the journals listed above. Nominees who apply to more than one journal will be disqualified. \n\n\n\nNominations must include nominee name(s)\, full address\, telephone number\, email address\, and current CV. Editor job description and nomination search procedures will be furnished on request.  \n\n\n\n\nAll nominees will be asked to confirm their interest in pursuing the editorship and will be asked to provide a personal statement (500 words or less) that outlines why the nominee is interested in this position.\n\n\n\nNominees may apply individually or as co-editors. Those applying as co-editors must identify both individuals in the team within the application and should submit a joint personal statement as indicated above.\n\n\n\n\nThe selection process will move through three stages:\n\n\n\n\nStage 1: The CPC will review the initial nominations and request additional materials from the nominees that best fit the criteria above. \n\n\n\nStage 2: Applicants that move to the second stage will be asked to submit a detailed proposal of how they would address challenges raised in the most recent internal review of the journal\, and more generally\, further the goals of the journal as described in the editorial mission and values statements.\n\nApplicants will be asked to provide references to support their editorial background and skills. \n\n\n\nApplicants may be asked to meet (virtually) with the CPC.\n\n\n\n\n\nStage 3: The CPC will forward a recommendation to the full Board of Governors who will finalize the recommendation. \n\n\n\n\nNominations\, including self-nominations\, for AMD will be considered through 15 November 2025. Please contact Susan Zaid with any questions.
URL:https://www.aom.org/calendar/call-for-nominations-for-editor-amd/
CATEGORIES:Call for Nominations,Calls,Discoveries,Event Calendar,Journals
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DTSTART;TZID=America/New_York:20251117T160000
DTEND;TZID=America/New_York:20251117T173000
DTSTAMP:20260403T170909
CREATED:20260226T045352Z
LAST-MODIFIED:20260226T045353Z
UID:10000047-1763395200-1763400600@www.aom.org
SUMMARY:AMD "Open Mic" Virtual Paper Development Workshop
DESCRIPTION:Academy of Management Discoveries “Open Mic” Virtual Paper Development Workshop\n\n\n\nJoin this virtual session to share exploratory empirical research related to AMD’s Research Spotlight: From Circularity to Regeneration in Management and Organizations. \n\n\n\nWorkshop 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\nWe invite scholars of all ages and stages who are interested in publishing empirical exploration in AMD’s Research Spotlight on Circularity to Regeneration to share their work—even if it is not quite ready for prime time! The “Open Mic” format enables you to share the heart of your research project without needing to have all the nuts and bolts worked out and to engage an interested audience and the guest editors. This dynamic\, interactive format can quickly surface golden nuggets in your research and assess alignment with AMD’s mission to disseminate empirical discoveries that seed fruitful theorizing. AMD’s Research Spotlights are multiyear commitments to publish compelling empirical discoveries related to an important phenomenon for which existing theory falls short. Even if your research is not quite ready for a March submission deadline\, please join us to help supercharge this Spotlight and become part of this community!  \n\n\n\nWhether you join us as a presenter or audience\, registrants are encouraged to read the Research Spotlight call thoroughly and to review select AMD FTEs before attending. We will not spend time reviewing this content during Open Mic. \n\n\n\nAgenda\n\n\n\nOpen Mic will run from 4:00–5:30 PM US Eastern Time on 17 November 2025. An event link will be provided to registrants prior to that date. In 4-5 minutes\, presenters will describe the phenomena or puzzle of interest\, articulate their compelling research question\, explain why it matters and why empirical exploration is warranted\, and briefly describe the empirical approach. Don’t be afraid to personalize your research! Engage the audience with a succinct but intriguing description of your study context or data about the phenomenon. The Guest Editors will then engage the audience in a “react and ask” session\, for 7 minutes.  \n\n\n\nWorkshop Instructions\n\n\n\nIf you are interested in having your paper included the workshop\, you should prepare a 2–3-page (double-spaced) abstract of your conceptual/theoretical idea that you can share with the facilitators. We also encourage you to prepare a 2-minute presentation of your idea to share at the breakout session that concisely provides the necessary information. We will match 4-5 participants with an Associate Editor or an Editorial Review Board member from the journal. These groups will then discuss the participants’ ideas and provide each participant with insight about how to clarify the paper idea or move the idea forward. The number of participants with accepted abstracts will be limited to 30. Other participants may wish to join the talks or sit in on paper discussions. \n\n\n\nRegistration Information\n\n\n\nBe sure to check the appropriate participation box on the registration form if you plan to share your research.
URL:https://www.aom.org/calendar/amd-open-mic-virtual-workshop/
CATEGORIES:Discoveries,Event Calendar,Journal Workshops,Journals
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DTSTART;TZID=America/New_York:20251201T000000
DTEND;TZID=America/New_York:20251201T000000
DTSTAMP:20260403T170909
CREATED:20260226T045354Z
LAST-MODIFIED:20260226T045354Z
UID:10000050-1764547200-1764547200@www.aom.org
SUMMARY:AMLE Virtual Paper Development Workshop on Special Section: Learning to Hope In and Through Management Learning & Education
DESCRIPTION:Virtual Paper Development Workshop on AMLE Special Section: Learning to Hope In and Through Management Learning & Education\n\n\n\nLed By\n\n\n\n\nDirk Lindebaum\, Editor AMLE\n\n\n\nAMLE Associate Editors: Katrin Muelfeld\, Laura Colombo\, Stuart Middleton\, Todd Bridgman\, Diego M. Coraiola\n\n\n\n\nAbout the Workshop\n\n\n\nThis virtual Paper Development Workshop (PDW) is for interested authors to receive feedback on their ideas on the call for papers to the AMLE Special Section: Learning to Hope In and Through Management Learning & Education. 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. \n\n\n\nWorkshop Requirements\n\n\n\nThose 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.  \n\n\n\nWorkshop Structure\n\n\n\nThis workshop will consists of small groups and random assignments.
URL:https://www.aom.org/calendar/amle-virtual-paper-development-workshop-on-special-section-learning-to-hope-in-and-through-management-learning-education/
CATEGORIES:Event Calendar,Journal Workshops,Journals,Learning & Education
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251205T000000
DTEND;TZID=UTC:20251207T000000
DTSTAMP:20260403T170909
CREATED:20260226T045740Z
LAST-MODIFIED:20260226T045740Z
UID:10000064-1764892800-1765065600@www.aom.org
SUMMARY:CAP:  Bibliometrics and Systematic Reviews for Crafting Theory and Review Papers: How Can We Do It Without Access to Major Databases?
DESCRIPTION:Course Overview\n\n\n\nThis workshop provides students and early-career academics (professional development) with knowledge\, practical skills\, and experience to understand the scientific and systematic methods to perform literature reviews using Bibliometric and Systematic Review methods. Furthermore\, how the proposed methods could be used to craft and publish theory papers. The primary learning outcome of the course is to prepare for one of the stages of the PhD research project that will be published. \n\n\n\nAs a result of successful learning\, students are to present the first draft of their 1) research aim/purpose\, 2) research keywords 3) research design\, and on choosing appropriate review methods or synthesis to explore the literature in a specific discipline or topic. \n\n\n\nYou can also find more information about AOM-CAP here.
URL:https://www.aom.org/calendar/cap-strategy-platforms-and-ai-winter-workshop/
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BEGIN:VEVENT
DTSTART;TZID=Europe/Moscow:20251208T000000
DTEND;TZID=Europe/Moscow:20251209T000000
DTSTAMP:20260403T170909
CREATED:20260226T045732Z
LAST-MODIFIED:20260226T045734Z
UID:10000052-1765152000-1765238400@www.aom.org
SUMMARY:AMP Idea Development Workshop\, Tallinn\, Estonia
DESCRIPTION:The Estonian Doctoral School is pleased to host a two-day Idea Development Workshop (IDW) for doctoral students\, early-career researchers\, and supervisors interested in publishing in Academy of Management Perspectives (AMP). The workshop is designed to help participants generate and refine strong research ideas that can form the basis of high-quality manuscripts suitable for submission to AMP. \n\n\n\nLed By\n\n\n\nBonnie Hayden Cheng and Stacey Fitzsimmons\, AMP Associate Editors \n\n\n\nPurpose\n\n\n\nThis workshop provides insight into the publishing process at AMP\, guidance from journal editors\, and personalized feedback on participants’ research ideas. By combining editorial perspectives with hands-on development sessions\, the IDW supports early-stage scholars in transforming promising ideas into publishable contributions. \n\n\n\nAgenda Overview\n\n\n\nDay 1 – December 8\, 2025\n\n\n\nThe first day focuses on understanding what makes a successful AMP submission. Editors will discuss the journal’s expectations\, common reasons for rejection\, and practical strategies for strengthening manuscripts. The day includes presentations\, Q&A sessions\, and a detailed overview of how to structure a paper for AMP. Networking opportunities and a group dinner (optional) are also planned. \n\n\n\nDay 2 – December 9\, 2025\n\n\n\nThe second day features in-depth roundtable discussions. Participants will present a 200–250-word abstract of their paper idea and receive tailored feedback from an assigned AMP associate editor. Breakout sessions will run throughout the day\, with participation limited to ensure high-quality individual guidance.
URL:https://www.aom.org/calendar/amp-idea-development-workshop-estonia/
CATEGORIES:Perspectives
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BEGIN:VEVENT
DTSTART;TZID=Europe/Paris:20251208T090000
DTEND;TZID=Europe/Paris:20251208T160000
DTSTAMP:20260403T170909
CREATED:20260226T045352Z
LAST-MODIFIED:20260226T045352Z
UID:10000046-1765184400-1765209600@www.aom.org
SUMMARY:AMLE Paper Development Workshop\, Doha\, Qatar
DESCRIPTION:In-person Paper Development Workshop hosted by HEC Paris \n\n\n\n\n\n\n\nEditorial Organization\n\n\n\n\nDiego M. Coraiola\n\n\n\nSimy Joy\n\n\n\n\nLocal Organizer\n\n\n\n\nPablo Martin de Hollan\n\n\n\n\nAbout AMLE\n\n\n\nAcademy of Management Learning & Education (AMLE) is part of the portfolio of journals published by the Academy of Management along with AMJ\, AMP\, AMP\, Annals\, and AMD. AMLE is rated as 4* in the UK AJG list and A* in the Australian Business Deans’ Council list of journals. \n\n\n\nAMLE publishes theory-driven studies on management learning\, management education\, or the business of business schools. For empirical papers\, this means that where the research sample is composed of learners\, they are higher education students in business school(s) or school(s) of management\, or they are managers learning in executive contexts. Where the sample is composed of faculty\, then they are situated within a business school(s) or school(s) of management.  \n\n\n\nRegistration\n\n\n\n\nThere is no registration fee\, but participants are responsible for arranging their own travel and accommodation. Registration\, submission of a short paper\, and commitment to attend are required for all participants wishing to attend both parts of the PDW. The places in Part 2 are limited and are allocated to the first 15 submissions that meet the requirements below.\n\n\n\nYou can still attend and participate if you do not have work to discuss in Part 2. Please let us know by 15 November 2025 if you wish to register without submitting work for Part 2.\n\n\n\n\nCatering\n\n\n\nRefreshments and lunch will be provided. HEC Paris\, Doha generously sponsored catering and lunch for a limited number of participants. \n\n\n\nRequirements\n\n\n\nShort papers (approximately 3\,000 words) that fit the aim and scope of AMLE. Prior editorials can serve as guideposts to clarify AMLE’s focus and content areas (Caza et al.\, 2024; Coraiola & Caza\, 2025; Hibbert\, in Rockmann et al.\, 2021; Hibbert et al.\, 2023; Lindebaum\, 2024; Vince and Hibbert\, 2018). \n\n\n\nWorkshop Structure\n\n\n\nThis workshop has two main parts: \n\n\n\n\nPart 1 comprises a general introduction to AMLE. The main focus is on writing manuscripts that advance our theoretical understanding of MLE phenomena for the research article and essay sections of the journal. This first part of the workshop is open to all interested participants\, including those who do not submit a short paper.\n\n\n\nPart 2 is focused on supporting and advising researchers on how to develop and refine their papers with submission to AMLE in mind. Those wishing to participate in Part 2 should note the requirements.\n\n\n\n\nApproximate schedule for the day: \n\n\n\n\n09:00–09:30 – Welcome reception \n\n\n\n09:30–10:30 – Introduction to AMLE and Q&A \n\n\n\n10:30–10:45 – Refreshments \n\n\n\n10:45–11:45 – Developing a theoretical contribution for AMLE \n\n\n\n11:45–12:00 – Coffee break \n\n\n\n12:00–13:30 – Roundtable discussion of submitted papers \n\n\n\n13:30–14:30 – Lunch \n\n\n\n14:30–16:00 – Continuation of roundtable discussion and Q&A \n\n\n\n\nSubmission\n\n\n\nYour submission must include: (1) a cover page with the author(s) name(s) and affiliation(s)\, three to four keywords\, and an email address for the lead author; and (2) your short paper (~3\,000 words). Please note that by submitting your paper\, you \n\n\n\n\nAgree to your paper being discussed in a small group with other participants\, as arranged by the workshop facilitators\, and be willing and able to provide a short (5-minute maximum) overview of your paper to others in the discussion group.\n\n\n\nCommit to attending the whole workshop if your submission is accepted.\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\nHibbert P\, Caza A\, Coraiola DM\, et al. 2023. Why Be an Editor? Academy of Management Learning & Education. DOI: 10.5465/amle.2023.0435. \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\nRockmann K.\, Bunderson J.S.\, Leana C.R.\, et al. 2021. Publishing in the Academy of Management Journals. Academy of Management Learning & Education 20(2): 117–126. \n\n\n\nVince\, R.\, and Hibbert\, P. 2018. From the AMLE Editorial Team: Disciplined Provocation: Writing Essays for AMLE. Academy of Management Learning & Education 17(4): 397–400.
URL:https://www.aom.org/calendar/amle-paper-development-workshop-doha-qatar/
CATEGORIES:Event Calendar,Journal Workshops,Journals,Learning & Education
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BEGIN:VEVENT
DTSTART;TZID=Asia/Kolkata:20251208T090000
DTEND;TZID=Asia/Kolkata:20251208T190000
DTSTAMP:20260403T170909
CREATED:20260226T045351Z
LAST-MODIFIED:20260226T045352Z
UID:10000045-1765184400-1765220400@www.aom.org
SUMMARY:AMD Publishing and Paper Development Workshop\, Calcutta\, India
DESCRIPTION:In-person workshop hosted by Indian Institute of Management\, Calcutta\n\n\n\n\n\n\n\nWorkshop Leaders\n\n\n\n\nC. Chet Miller & Prithviraj Chattopadhyay\, Coeditors-in-Chief\,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\n9:00-9:30Registration/coffee and networking9:30-9:45Introduction to the workshop9:45-10:45Publishing in AMD talk and Q&A10:45-11:15Coffee break11:15-12:30Breakout groups to discuss papers I12:30-13:45Lunch13:45-15:00Breakout groups to discuss papers II15:00-15:30Coffee break15:30-16:30Wrap-up and closing16:30-17:30Happy Hour/Networking\n\n\n\nThe talks 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. Each breakout group will be facilitated by individuals who have editorial and/or publishing experience with the journal. Each participant will be given 2 minutes in which they present a brief overview of their idea\, and why they believe the paper fits the AMD mission (AMD Mission Statement). The facilitator will then lead a discussion on the fit of that idea for the target journal\, 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 the workshop\, you should prepare a 2–3-page (double-spaced) abstract of your conceptual/theoretical idea that you can share with the facilitators. We also encourage you to prepare a 2-minute presentation of your idea to share at the breakout session that concisely provides the necessary information. We will match 4-5 participants with an Associate Editor or an Editorial Review Board member from the journal. These groups will then discuss the participants’ ideas and provide each participant with insight about how to clarify the paper idea or move the idea forward. The number of participants with accepted abstracts will be limited to 30. Other participants may wish to join the talks or sit in on paper discussions. \n\n\n\nRegistration Information\n\n\n\nAbstract submission deadline for submitting authors and non-submitting attendees: All participants seeking feedback in the breakout sessions must submit extended abstracts for review by 11:59 p.m. US Eastern Time on 3 November 2025. We will communicate workshop assignments with submitting participants by 10 November 2025. \n\n\n\nHotel\, transportation\, and city information will be provided to registrants and accepted authors closer to the event.
URL:https://www.aom.org/calendar/amd-publishing-and-paper-development-workshop-calcutta-india/
CATEGORIES:Discoveries,Event Calendar,Journal Workshops,Journals
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BEGIN:VEVENT
DTSTART;TZID=America/Santiago:20251215T000000
DTEND;TZID=America/Santiago:20251216T000000
DTSTAMP:20260403T170909
CREATED:20260226T045735Z
LAST-MODIFIED:20260226T045735Z
UID:10000055-1765756800-1765843200@www.aom.org
SUMMARY:Andes Connect Workshop\, Santiago\, Chile
DESCRIPTION:The Andes Connect Workshop is an academic initiative organized by the Academy of Management (AOM)\, as part of its Community Accelerator Program (CAP). This event is designed for young researchers\, doctoral students\, and early-career academics in the areas of organization and strategy in Chile and Argentina. \n\n\n\nThe event will feature keynote speakers\, research presentations\, and interactive workshops designed to foster collaboration and knowledge exchange among researchers in the field of management. \n\n\n\n\nDownload program
URL:https://www.aom.org/calendar/aom-cap-andes-connect-workshop-santiago-chile/
CATEGORIES:Event Calendar
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BEGIN:VEVENT
DTSTART;TZID=America/Los_Angeles:20251216T080000
DTEND;TZID=America/Los_Angeles:20251216T180000
DTSTAMP:20260403T170909
CREATED:20260226T041308Z
LAST-MODIFIED:20260226T041309Z
UID:10000029-1765872000-1765908000@www.aom.org
SUMMARY:Joint AMR and Annals Idea Development Workshop\, Malibu\, CA\, USA
DESCRIPTION:Register for the Workshop\n\n\n\n\nWhere and When:\n\n\n\nTuesday\, December 16\, 2025\, 8:00 am–6:00 pm  PST \n\n\n\nPepperdine University\, 24255 Pacific Coast Hwy Malibu\, California\, USA 90263 \n\n\n\n\n\n\n\nPurpose and Agenda\n\n\n\nThis idea development workshop (IDW) is aimed at those who are interested in publishing in the Academy of Management Annals – the preeminent journal publishing reviews that integrate and redirect fields of study – and the Academy of Management Review – the highest-ranked journal publishing conceptual and theoretical manuscripts. The workshop is open to anyone but is primarily geared toward early career researchers (e.g.\, assistant professors and postdoctoral fellows) and doctoral students. It is designed to help participants develop great ideas that are the foundation for well-crafted manuscripts suitable for submission to Academy of Management Annals (Annals) or Academy of Management Review (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 Annals and AMR. The Annals and AMR teams will discuss what makes a successful paper\, why papers are rejected\, and how to address the core challenges often seen in rejected papers at these respective journals. \n\n\n\nIn the second part\, we offer roundtable discussions of participants’ ideas for papers to be submitted to either Annals or AMR (i.e.\, you choose which journal you aim to submit your idea to). We will match participants with a facilitator such as an Associate Editor or Editorial Board member from the corresponding journal\, who will discuss and provide feedback on your idea. 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 October 10\, 2025. To also participate in the roundtable discussions of ideas in the afternoon\, please submit a 350-word abstract of your paper idea. \n\n\n\nIDW Timeline\n\n\n\n\nProposal Submission Deadline: October 10\, 2025\n\n\n\nRegistration for the Morning Plenary Session Deadline:  October 30\, 2025\n\n\n\nAcceptance to IDW Decision: October 31\, 2025\n\n\n\nRegistration and Payment Required: November 14\, 2025*\n\n\n\nAttending morning session only: US$10.00\n\n\n\nAttending morning and afternoon sessions: US$25.00 (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 either Annals or 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 for those Submitting to the Afternoon Session with AMR\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\n\n\n\n\nPre-workshop Activities for those Submitting to the Afternoon Session with Annals\n\n\n\nPlease read these essays prior to submitting your abstract. \n\n\n\n\nCronin\, M. A.\, & George\, E. (2023). The why and how of the integrative review. Organizational research methods\, 26(1)\, 168-192. https://doi.org/10.1177/1094428120935507\n\n\n\nGeorge\, E.\, & Cronin\, M. A. (2024). Writing for the Reader. Academy of Management Annals\, 18(1)\, 1-2. https://doi.org/10.5465/annals.2023.0289\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)\, 1-8. https://doi.org/10.5465/annals.2024.0337
URL:https://www.aom.org/calendar/joint-amr-and-annals-idea-development-workshop-malibu-ca/
CATEGORIES:Annals,Event Calendar,Journal Workshops,Journals,Review
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260101T000000
DTEND;TZID=America/New_York:20260131T000000
DTSTAMP:20260403T170909
CREATED:20260226T045345Z
LAST-MODIFIED:20260226T045345Z
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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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260101T000000
DTEND;TZID=America/New_York:20260131T000000
DTSTAMP:20260403T170909
CREATED:20260226T045345Z
LAST-MODIFIED:20260226T045346Z
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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DTSTART;TZID=America/New_York:20260101T000000
DTEND;TZID=America/New_York:20270131T235900
DTSTAMP:20260403T170910
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
DTEND;TZID=America/New_York:20260114T120000
DTSTAMP:20260403T170910
CREATED:20260226T045353Z
LAST-MODIFIED:20260226T045353Z
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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DTSTART;TZID=America/New_York:20260122T000000
DTEND;TZID=America/New_York:20260212T000000
DTSTAMP:20260403T170910
CREATED:20260226T045736Z
LAST-MODIFIED:20260226T045736Z
UID:10000056-1769040000-1770854400@www.aom.org
SUMMARY:AOM 2026 Call for Reviewers
DESCRIPTION:The Academy of Management and its Divisions and Interest Groups (DIGs)\, Affiliates\, and Caucus Committee seek reviewers to evaluate conference submissions for the 86th Annual Meeting of the Academy of Management to be held in Philadelphia\, Pennsylvania\, from 31 July to 4 August 2026. \n\n\n\nThe DIG Program Chairs and PDW Chairs are enthusiastically anticipating the development of an intellectually vibrant program for 2026. The “Call for Submissions” is available online and the Submission Center opens in early December 2025. \n\n\n\nPlease visit the Reviewing page for additional information. \n\n\n\n\nSign up to Review
URL:https://www.aom.org/calendar/aom-2026-call-for-reviewers/
CATEGORIES:Call for Volunteers
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DTSTART;TZID=America/New_York:20260201T000000
DTEND;TZID=America/New_York:20260316T235900
DTSTAMP:20260403T170910
CREATED:20260226T045349Z
LAST-MODIFIED:20260226T045350Z
UID:10000041-1769904000-1773705540@www.aom.org
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/calendar/amd-special-research-spotlight-from-circularity-to-regeneration-in-management-and-organizations/
CATEGORIES:Call for Submissions,Discoveries,Event Calendar,Journals
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SUMMARY:CAP: TAOM and CARMA Early-Career Winter Workshop
DESCRIPTION:Emerging Research Opportunities and Advances in AI-Driven Research Methods\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\nThe Early-Career Winter Workshop is a collaborative initiative organized through the Academy of Management’s (AOM) Community Accelerator Program (CAP)\, in partnership with the Consortium for the Advancement of Research Methods and Analysis (CARMA) and the Turkish Academy of Management (TAOM). Hosted by Başkent University in Ankara\, this three-day event is designed to support early-career scholars who seek to strengthen their methodological capabilities\, advance their research trajectories\, and engage with emerging developments in AI-driven research methods. \n\n\n\nThe workshop brings together distinguished scholars and experienced methodologists from CARMA and AOM communities to provide hands-on training\, conceptual guidance\, and mentoring. Through a combination of keynote talks\, interactive workshops\, paper-development sessions\, and mentoring circles\, participants will explore how artificial intelligence is transforming management research—from theory building and literature exploration to data analysis\, modeling\, and research transparency. \n\n\n\nThis program reflects AOM’s commitment to fostering global scholarly communities\, expanding access to high-quality methodological training\, and empowering early-career researchers. CARMA’s long-standing expertise in research methods education\, combined with TAOM’s rapidly growing academic network\, creates a unique platform to promote collaboration\, skill development\, and research excellence across regions. \n\n\n\nBy the end of the workshop\, participants will have refined their research ideas\, strengthened their methodological toolkits\, and built meaningful connections with peers and mentors—laying the foundation for impactful\, innovative scholarship in the age of AI. \n\n\n\nLearn more about AOM-CAP here.
URL:https://www.aom.org/calendar/cap-taom-and-carma-early-career-winter-workshop/
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SUMMARY:CAP: STR Europe and the Near East February Virtual Event
DESCRIPTION:Organizer\n\n\n\nVeljko Jeremić\, University of Belgrade – Faculty of Organizational Sciences \n\n\n\nDear colleagues\, We welcome you to join us for the February Edition of STR Europe and the Near East online event\, co-sponsored by the Academy of Management Strategic Management Division (STR) and supported by the Academy of Management Community Accelerator Program (CAP).  \n\n\n\nThe event’s goal is to promote and advance research across a variety of STR-related topics\, especially among early-career scholars. 📅 Wednesday\, February 18 ⏰ 18:00–19:45 (Belgrade\, CET) 📍 Online via Zoom 👉 Register here: https://us06web.zoom.us/webinar/register/WN_O-2jYLOzS62OIy5YcCd83g  \n\n\n\nSession will feature presentations from a range of distinguished speakers\, followed by a Q&A. Please note there is a limit of 300 participants for this event. \n\n\n\nWe hope you join us for an engaging conversation. Please feel free to distribute the call to your PhD students and colleagues.  \n\n\n\nKind regards\, Veljko Jeremić\, University of Belgrade – Faculty of Organizational Sciences \n\n\n\nEvent Meeting Details\n\n\n\n\nSpeakers\n\n\n\n\n\nRyan Raimi\, UTD – Naveen Jindal School of Management Presenting the paper “Judgmental Bot: Conversational Agents in Online Mental Health Screening” \n\n\n\nTim Meyer\, University of St. Gallen Presenting the paper “The Impact of Generative AI on Innovation: Evidence from Software Products” \n\n\n\nDanilo Messinese\, IE Business School Presenting the paper “Theorizing with Causal Machines: From Explaining Anomalies to Hypothesis Generation” \n\n\n\nTodd Zenger\, University of Utah – David Eccles School of Business (Strategy Science EIC)
URL:https://www.aom.org/calendar/cap-str-europe-and-the-near-east-february-virtual-event/
CATEGORIES:Community Accelerator Program (CAP),DIG Events,Event Calendar
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/11/CAP-Logos_Blue-CAP-AOM-Logo-scaled.png
LOCATION:https://us06web.zoom.us/webinar/register/WN_O-2jYLOzS62OIy5YcCd83g#/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Belgrade:20260218T180000
DTEND;TZID=Europe/Belgrade:20260218T200000
DTSTAMP:20260403T170910
CREATED:20260225T050354Z
LAST-MODIFIED:20260225T050355Z
UID:10000011-1771437600-1771444800@www.aom.org
SUMMARY:CAP and Strategic Management Division (STR): STR Europe and the Near East February Edition Virtual Event
DESCRIPTION:Organizer\n\n\n\nVeljko Jeremić\, University of Belgrade – Faculty of Organizational Sciences \n\n\n\nDescription\n\n\n\nDear colleagues\,  \n\n\n\nWe welcome you to join us for the February edition of STR Europe and the Near East online event\, co-sponsored by the Academy of Management Strategy Division and supported by the Academy of Management Community Accelerator Program. \n\n\n\nThe event’s goal is to promote and advance research across a variety of STR-related topics\, especially among early-career scholars. \n\n\n\nWe hope you join us for an engaging conversation. Please feel free to distribute the call to your PhD students and colleagues.  \n\n\n\nKind regards\, Veljko Jeremić\, University of Belgrade – Faculty of Organizational Sciences \n\n\n\nEvent Details\n\n\n\n📅 Wednesday\, February 18 ⏰ 18:00–19:45 (Belgrade\, CET) 📍 Online via Zoom 👉 Register here: https://us06web.zoom.us/webinar/register/WN_O-2jYLOzS62OIy5YcCd83g  \n\n\n\nThis event is limited to 300 participants. Session will feature presentations from a range of distinguished speakers\, followed by a Q&A.  \n\n\n\nSpeakers\n\n\n\n\nRyan Raimi\, UTD – Naveen Jindal School of Management Presenting the paper “Judgmental Bot: Conversational Agents in Online Mental Health Screening” \n\n\n\nTim Meyer\, University of St. Gallen Presenting the paper “The Impact of Generative AI on Innovation: Evidence from Software Products” \n\n\n\nDanilo Messinese\, IE Business School Presenting the paper “Theorizing with Causal Machines: From Explaining Anomalies to Hypothesis Generation” \n\n\n\nTodd Zenger\, University of Utah – David Eccles School of Business (Strategy Science EIC)\n\n\n\n\nYou can find more information about AOM-CAP here.
URL:https://www.aom.org/calendar/cap-and-strategic-management-division-str-str-europe-and-the-near-east-february-edition-virtual-event/
CATEGORIES:Event Calendar
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/11/CAP-Logos_Blue-CAP-AOM-Logo-scaled.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Belgrade:20260218T180000
DTEND;TZID=Europe/Belgrade:20260218T200000
DTSTAMP:20260403T170910
CREATED:20260226T045744Z
LAST-MODIFIED:20260226T045744Z
UID:10000069-1771437600-1771444800@www.aom.org
SUMMARY:CAP and Strategic Management Division (STR): STR Europe and the Near East February Edition Virtual Event
DESCRIPTION:Organizer\n\n\n\nVeljko Jeremić\, University of Belgrade – Faculty of Organizational Sciences \n\n\n\nDescription\n\n\n\nDear colleagues\,  \n\n\n\nWe welcome you to join us for the February edition of STR Europe and the Near East online event\, co-sponsored by the Academy of Management Strategy Division and supported by the Academy of Management Community Accelerator Program. \n\n\n\nThe event’s goal is to promote and advance research across a variety of STR-related topics\, especially among early-career scholars. \n\n\n\nWe hope you join us for an engaging conversation. Please feel free to distribute the call to your PhD students and colleagues.  \n\n\n\nKind regards\, Veljko Jeremić\, University of Belgrade – Faculty of Organizational Sciences \n\n\n\nEvent Details\n\n\n\n📅 Wednesday\, February 18 ⏰ 18:00–19:45 (Belgrade\, CET) 📍 Online via Zoom 👉 Register here: https://us06web.zoom.us/webinar/register/WN_O-2jYLOzS62OIy5YcCd83g  \n\n\n\nThis event is limited to 300 participants. Session will feature presentations from a range of distinguished speakers\, followed by a Q&A.  \n\n\n\nSpeakers\n\n\n\n\nRyan Raimi\, UTD – Naveen Jindal School of Management Presenting the paper “Judgmental Bot: Conversational Agents in Online Mental Health Screening” \n\n\n\nTim Meyer\, University of St. Gallen Presenting the paper “The Impact of Generative AI on Innovation: Evidence from Software Products” \n\n\n\nDanilo Messinese\, IE Business School Presenting the paper “Theorizing with Causal Machines: From Explaining Anomalies to Hypothesis Generation” \n\n\n\nTodd Zenger\, University of Utah – David Eccles School of Business (Strategy Science EIC)\n\n\n\n\nYou can find more information about AOM-CAP here.
URL:https://www.aom.org/calendar/cap-and-strategic-management-division-str-str-europe-and-the-near-east-february-edition-virtual-event-2/
CATEGORIES:Event Calendar
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/11/CAP-Logos_Blue-CAP-AOM-Logo-scaled.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260226T210000
DTEND;TZID=America/New_York:20260226T220000
DTSTAMP:20260403T170910
CREATED:20260226T045738Z
LAST-MODIFIED:20260226T045738Z
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/calendar/ask-an-amr-associate-editor-developing-ideas-for-amr/
CATEGORIES:Event Calendar,Journal Workshops,Journals,Review
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/amr-ask-an-amr-associate-editor.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260306T100000
DTEND;TZID=Europe/London:20260306T110000
DTSTAMP:20260403T170910
CREATED:20260225T142516Z
LAST-MODIFIED:20260225T142517Z
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/calendar/amp-information-session-for-special-issue-managing-under-political-turbulence/
CATEGORIES:Journal Workshops,Journals,Perspectives
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/09/amp_featured_image.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260306T100000
DTEND;TZID=Europe/London:20260306T110000
DTSTAMP:20260403T170910
CREATED:20260226T045743Z
LAST-MODIFIED:20260226T045743Z
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/calendar/amp-information-session-for-special-issue-managing-under-political-turbulence-2/
CATEGORIES:Journal Workshops,Journals,Perspectives
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/09/amp_featured_image.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260320T000000
DTEND;TZID=America/New_York:20260320T000000
DTSTAMP:20260403T170910
CREATED:20260226T045738Z
LAST-MODIFIED:20260226T045739Z
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/calendar/amd-publishing-and-paper-development-workshop-nice-france/
CATEGORIES:Discoveries,Event Calendar,Journal Workshops,Journals
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/amd_pdw.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260323T100000
DTEND;TZID=America/New_York:20260323T110000
DTSTAMP:20260403T170910
CREATED:20260226T045739Z
LAST-MODIFIED:20260226T045739Z
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/calendar/ask-an-amr-associate-editor-responding-to-amr-reviewers/
CATEGORIES:Event Calendar,Journal Workshops,Journals,Review
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/amr-ask-an-amr-associate-editor.png
END:VEVENT
END:VCALENDAR