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SUMMARY:AOM 2026 Call for Submissions
DESCRIPTION:The Academy of Management and its Divisions and Interest Groups (DIGs)\, Affiliates\, and Caucus Committee are excited to invite submissions and 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 Call for Submissions page for the individual calls and for additional information. \n\n\n\n\nSubmit your proposal
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SUMMARY:Call for Submissions: AMD Registered Reports
DESCRIPTION:Learn More About AOM Registered Reports\n\n\n\n\nIn cases in which results\, whether present or not\, may have important theoretical or practical implications\, scholars are encouraged to submit a Registered Report. In this type of submission\, authors submit the introduction\, methods\, measurement info\, and analysis plan (but not the results) of a completed or planned study. This abbreviated paper is then evaluated on the basis of the importance of the topic\, the merit of the selected analytic approach\, methodological rigor and quality\, and potential for impacting down-the-road theorizing and/or practice/policy. As results are not included in the registered report\, what was or is likely to be found has no bearing on the outcome of the evaluation. This is in line with AMD’s willingness to publish papers reporting negligible or non-effects (see Miller & Bamberger\, 2016).
URL:https://www.aom.org/calendar/call-for-submissions-amd-registered-reports/
LOCATION:Kopaonik
CATEGORIES:Call for Submissions,Discoveries,Event Calendar,Journals
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SUMMARY:Test event
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LOCATION:Kopaonik
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DTSTART;TZID=America/New_York:20260403T193448
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SUMMARY:Call for Submissions: AMD Discoveries-through-Prose
DESCRIPTION:Learn More about AMD Discoveries-through-Prose\n\n\n\n\nDiscoveries-through-Prose empower authors to craft their manuscripts in nontraditional ways that make for tighter\, more engaging narratives. Click the button to see more information about AMD Discoveries-through-Prose.
URL:https://www.aom.org/calendar/call-for-submissions-amd-discoveries-through-prose/
LOCATION:Kopaonik
CATEGORIES:Call for Submissions,Discoveries,Event Calendar,Journals
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SUMMARY:Call for Submissions: Academy of Management Collections
DESCRIPTION:Learn More About Submitting to Academy of Management Collections\n\n\n\n\nThe mission of Academy of Management Collections is to publish carefully organized collections of articles from the AOM’s archive of previously published journal articles\, tied together by an original essay. AOM journals include Academy of Management Journal\, Academy of Management Review\, Academy of Management Perspectives\, Academy of Management Learning and Education\, Academy of Management Discoveries\, and Academy of Management Annals.
URL:https://www.aom.org/calendar/call-for-submissions-academy-of-management-collections/
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CATEGORIES:AOM Collections,Call for Submissions,Event Calendar,Journals
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SUMMARY:AMD Discoveries-through-Prose
DESCRIPTION:
URL:https://www.aom.org/calendar/amd-discoveries-through-prose/
LOCATION:Kopaonik
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DTSTART;TZID=America/New_York:20260403T193448
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SUMMARY:AMLE Special Section Call for Papers: Learning to Hope In and Through Management Learning & Education
DESCRIPTION:Submission Deadline: 27 February 2026 \n\n\n\nAnticipated Publication: December 2026 \n\n\n\n\n\nSubmission Guidelines\n\n\n\n\n\nRegister Here\n\n\n\n\n\nAMLE Editors\n\n\n\n\nKatrin Muehlfeld\, Trier University (Germany)\n\n\n\nLaura Colombo\, University of Exeter (United Kingdom)\n\n\n\nStuart Middleton\, University of Queensland (Australia)\n\n\n\nTodd Bridgman\, Victoria University of Wellington (New Zealand)\n\n\n\nDirk Lindebaum\, University of Bath (United Kingdom)\n\n\n\n\nCall for Papers\n\n\n\nHope is situated between what is and what might be. As such\, hope is typically experienced under conditions of uncertainty\, and there is no paucity of uncertainty in these times of geo-political upheaval and existential threats posed by climate change. Why and how should/can we hope in these troubling times? This is the guiding question for us in this special section. Hope is defined as “the perceived capability to derive pathways to desired goals\, and motivate oneself via agency thinking to use those pathways” (Snyder\, 2002\, p. 249). This definition is useful in four ways: it (i) identifies individual agency as the nucleus of hope; (ii) highlights the intimate connections between agency and pathway thinking (i.e.\, understanding causal relations to overcome obstacles); (iii) emphasizes the action-orientation that hope may imply; and (iv) it highlights the key role of an individual’s cognitive appraisal of the world—past\, present\, and future. As such\, hope has bearings on the pragmatic\, critical\, and spiritual pedagogical foundations of our field and the knowledge that has emerged from it (bell hooks\, 2003; Dewey\, 1922; Freire\, 1992; Harvey\, 1988). \n\n\n\nWhile hope’s crucial relevance to education has been recently highlighted by international research initiatives such as No Limits to Hope\, launched in 2025 by the Club of Rome\, the World Environmental Education Congress and the Fifth Element (WEEC\, 2025)\, hope remains considerably under-explored in (i) management learning\, (ii) management education\, and (iii) the business of business schools. It is only recently that scholars have begun to discuss hope’s potentially pivotal role for and within management (see Hudson\, Wright\, Toubiana\, Jarvis\, Granqvist\, 2025) and\, more specifically\, management learning and education (Lindebaum\, 2025; Skilling et al.\, 2023). This special section in AMLE seeks to harness this nascent momentum to explore why and how hope (as noun) and/or hoping (as verb) can enrich our substantive understanding for tackling grand challenges and bringing about holistic and desirable futures (Comi\, Mosca\, & Whyte\, 2025; Gümüsay & Reinecke\, 2024; Muzio & Wickert\, 2025; Lindebaum\, 2025; Wenzel\, Cabantous\, & Koch\, 2025; Wickert\, 2025; Wright\, 2025). All three thematic priorities in AMLE can and should have a role to play (Lindebaum\, 2025). As to management learning\, learning to hope is essential to who we are as human beings (as agency and pathway thinkers). Concerning management education\, we can leverage appropriate pedagogical approaches to make learning to hope possible. Finally\, institutional structures within business schools (and wider universities) may require careful examination and adjustment if our students are to hope for solutions to grand challenges and holistic and desirable futures. \n\n\n\nIn this special section\, we are specifically interested in exploring the ways in which we may hope in and through management learning and education. Underlining the theory-driven ethos of AMLE (Caza\, Harley\, Coraiola\, Lindebaum\, & Moser\, 2024)\, the special section seeks new theorizing about the role of hope for and within MLE across levels of analysis and in relation to desirable future end states. Building on this\, we are interested in practical insights that may inform management educators and decision-makers in business schools in their initiatives geared at supporting learning to hope in and through management learning and education\, with the ultimate aim of facilitating effective tackling of grand challenges and bringing about desirable futures (e.g.\, Starkey & Tempest\, 2025). Therefore\, submissions could\, for example\, address thematic questions around the following illustrative (but not exclusive) areas of concern: \n\n\n\n1. Hope as multifaceted\, multilevel phenomenon across time \n\n\n\nThe literature on hope features a variety of issues that touch upon the multifaceted nature of hope as a multilevel phenomenon\, ranging from the microlevel of the individual\, to the most aggregate macro-level of society as a whole\, with a whole range of intermediate levels including dyads\, teams\, groups\, and organizations. \n\n\n\nAt the individual level\, questions arise\, such as\, for example: \n\n\n\n\nWhat is the role of ‘talking about hope’ (Lindebaum\, Geddes\, & Jordan\, 2018) in shaping cognitive (re)appraisals around hope? Are there different types of hope that may give rise to different types of behavior—for example\, hope that implies relying on one’s own agency in contrast to hope that encourages waiting for some external force to bring about ‘a miracle’ (e.g.\, Bernardo\, 2010)? If so\, what does it take to transform ‘passive’ hope into hope that embraces one’s own agency?\n\n\n\nWhat is the role of (other) emotions (such as\, for example\, anger or fear) for stimulating of hindering hope?\n\n\n\nAre there any possible negative or dysfunctional consequences for individuals when they learn to hope? If so\, how can they be counteracted?\n\n\n\n\nAt the level of collectives (e.g.\, dyads\, teams\, groups\, organizations\, societies)\, issues that could be addressed include\, for example: \n\n\n\n\nHow can collective hope be conceptualized? By what mechanisms(s) does hope cross from the individual (i.e.\, micro) to the collective (i.e.\, macro) level?\n\n\n\nWhat is the role of emotions in fostering or hindering movement across levels (Ashkanasy\, 2003)\, potentially facilitating the emergence of ‘escalators of hoping’ (Lindebaum\, 2025)?\n\n\n\nHow is hope distinctly conceptualized across cultural contexts (e.g.\, Averill & Sundararajan\, 2005) and what are the consequences and the potential for cross-fertilization to the benefit of MLE? For example\, do Indigenous ways of being and acting offer distinct insights into how to learn to hope when faced with powerful exogenous influences?\n\n\n\n\nSuch macro-level perspectives further point to the need to look back in order to look forward and to explore the embeddedness of conceptualizations of hope within specific historical contexts. Thus\, in terms of a historical perspective\, \n\n\n\n\nHow can historical approaches inform our conceptualization of hope? What can we learn from the past\, as well as from histories of the past\, to provide insight on learning to hope?\n\n\n\nTo what extent and in what ways could reflections at the nexus between historical and cultural perspectives on hope deepen and broaden our understanding of learning to hope?\n\n\n\n\n2. Management Learning\, Education and the business of business schools \n\n\n\nConcerning Management Learning\, possible questions that emerge are: \n\n\n\n\nHow do extant learning theories conceive of learning to hope? Many seminal established theories such as experiential learning (e.g.\, Kolb & Kolb\, 2005) comprise a strong retrospective element. Could they be meaningfully extended to emphasize prospective elements of learning (Lindebaum\, 2024)? Could\, for example\, recent conceptualizations of learners’ transitions through liminal space\, triggered by encounters with threshold concepts (Irving\, Wright\, & Hibbert\, 2019) hold valuable insights for how to broaden the scope of existing learning theories with the aim of fostering understanding of antecedents and boundary conditions of learning to hope?\n\n\n\nHow do cognitive assessments and anticipated emotions interact in individuals’ evaluation of future possible outcomes (Baumeister\, Maranges\, & Sjåstad\, 2018; Baumeister\, Vohs\, Nathan DeWall\, & Zhang\, 2007)? To what extent and under what conditions do anticipated emotions have the potential to steer individuals towards striving for desirable futures? How can these interactions be harnessed in the management classroom to foster learning to hope in and through MLE?\n\n\n\nWhat motivates students to engage in training and education\, especially when ‘all hope seems lost’; that is\, when the state of the world around them makes their futures seem highly uncertain and their present riddled with eco-anxiety?\n\n\n\nWhat motivates students to invest (sometimes significant amounts of time and financial means) in their education when it seems highly uncertain whether they will be able to reap the benefits of this investment (whatever they consider these benefits to be)?\n\n\n\n\nFor management education\, prospective authors may wonder\, for example: \n\n\n\n\nWhy and how do we teach about hope in uncertain times? What can we learn from the past in terms of teaching during times of global upheaval (e.g.\, Lewis\, 2013)? Which pedagogical strategies and interventions may enable students to develop pathway and agency thinking towards holistic and desirable futures?\n\n\n\nDo initiatives to support learning to hope in and for MLE need to distinguish between programs aimed at freshman students\, who have not yet been socialized within a business (school) environment (e.g.\, Ong\, Cunningham\, & Parmar\, 2024) and programs aimed at professionals?\n\n\n\nAre there any potential unintended and adverse consequences that might arise from fostering learning to hope in and for MLE\, for example\, by unintentionally encouraging disengagement from the present\, through focusing on the future?\n\n\n\nIf hope is distinctly conceptualized across cultural contexts (e.g.\, Averill & Sundararajan\, 2005)\, how could this variety of conceptualizations be used to achieve cross-fertilization to the benefit of management education? For example\, how could insights from Indigenous ways of hoping be translated into pedagogies and business school contexts across the globe?\n\n\n\nHow can we buttress and protect the function of hope as management educators\, given that ‘function’ (Keltner & Haidt\, 1999) concerns the regular consequences of a phenomenon in a (socio-ecological) system (Colombo\, Moser\, Muehlfeld\, & Joy\, 2024)?\n\n\n\nHow might spiritual understandings of hope across different cultural and religious contexts\, with their relation to personal character (Comer & Schwarz\, 2020) and human connectedness through love (Berry\, 2010) help in our efforts to pedagogically engage with framing understandings of hope in our classrooms?\n\n\n\nWhat might philosophies of American pragmatism\, as found in Peirce (1878) and Dewey (1922)\, and with its underlying dynamics in nineteenth-century pioneering spirit have to offer for theories of hope in management education? What might the incremental nature of knowledge in this philosophy have to add to our understanding of processes by which hope may emerge and progress?\n\n\n\nWith the roots of critical theory in ancient Gnosticism (Carlin\, 2021)\, is it possible for critical pedagogy to be hopeful? How has hope been represented by leading critical scholars in the education field (e.g.\, Freire\, 1992; bell hooks\, 2003)\, and how might critical theory branch out to other philosophies for advancing a hopeful research agenda?\n\n\n\n\nIn the context of business of business schools\, the following questions could be entertained: \n\n\n\n\nHow do business schools develop institutional structures that hinder and/or facilitate teachers’ and students’ embracing of pathway and agency thinking towards holistic and desirable futures?\n\n\n\nFor scholars who have long critiqued the neoliberal business school\, how might changing macro trends presage elements of hope? Might emergent postliberal philosophies (e.g.\, Middleton\, 2024) affect an emphasis on learning to hope in and through management learning and education? For example\, if\, following the extant business of business schools literature\, American hegemony over higher education may constrain global efforts to tackle grand challenges\, then what does a postliberal shift towards “America First” mean for this hegemony? Might it mean the end of American domination of international business schools? If so\, what could perhaps replace it? \n\n\n\n\nSubmission Types\n\n\n\nWe welcome Research and Review\, Essay\, and Book and Resource Review submissions for this special section. The agnostic ethos of AMLE in terms of underlying paradigms\, theories\, and methods is reiterated—for as long as a submission falls within the remit of AMLE. All of the journal’s standard formatting and peer review guidelines will apply. \n\n\n\nInquiries\n\n\n\nThose interested in contributing to this special issue are welcome to contact any of the editors involved in the special section with their questions: \n\n\n\n\nKatrin Muehlfeld\n\n\n\nLaura Colombo\n\n\n\nStuart Middleton\n\n\n\nTodd Bridgman\n\n\n\nDirk Lindebaum\n\n\n\n\nWe encourage authors interested in submitting a book or resource review to contact Laura Colombo prior to preparing a manuscript. Authors interested in submitting a book or resource review should identify the work to be reviewed and a brief explanation of how it fits the remit of the special section. Please note that consultation with the editors is neither a prerequisite nor an expectation for submission to the special issue. \n\n\n\nSpecial Section Timeline and Process\n\n\n\nSubmissions will be accepted via AMLE’s Manuscript Central portal between the 1st of February\, 2026\, and the 27th of February\, 2026. Prior to submission\, we will hold a virtual paper development workshop (PDW)\, tentatively scheduled for the 1st of Dec 2025\, for interested authors to receive feedback on their ideas. Those interested in participating in the virtual workshop should submit either (a) a full draft paper or (b) a 4\,000–5\,000 word proposal (including an indication of the structure of the proposed paper\, its aims\, key arguments\, theoretical contribution to and practical implications for AMLE) by the 10th of November 2025. While we encourage interested contributors to participate in this PDW\, participation is not a prerequisite for\, or a guarantee of\, eventual acceptance for the special section. Please note that authors whose papers receive an invitation to revise their work for possible inclusion in the special section need to be able to be responsive to strict turnaround times for their revision given that the special section is scheduled for the last issue handled by the current editorial team at AMLE. \n\n\n\nReferences\n\n\n\nAshkanasy\, N. M. (2003). Emotions in organizations: A multi-level perspective. In Multi-level Issues in Organizational Behavior and Strategy (pp. 9–54). Emerald Group Publishing Limited. \n\n\n\nAverill\, J.R.\, & Sundararajan\, L. (2005). Hope as rhetoric: Cultural narratives of wishing and coping. In J.A. Eliott (Ed.)\, Interdisciplinary Perspectives on Hope (pp. 127–159). New York: Nova Science. \n\n\n\nBaumeister\, R. F.\, Maranges\, H. M.\, & Sjåstad\, H. (2018). Consciousness of the future as a matrix of maybe: Pragmatic prospection and the simulation of alternative possibilities. Psychology of Consciousness: Theory\, Research\, and Practice\, 5(3)\, 223–238. \n\n\n\nBaumeister\, R. F.\, Vohs\, K. D.\, Nathan DeWall\, C.\, & Zhang\, L. (2007). How emotion shapes behavior: Feedback\, anticipation\, and reflection\, rather than direct causation. Personality and Social Psychology Review\, 11(2)\, 167–203. \n\n\n\nbell hooks (2003). Teaching community. A pedagogy of hope. New York: Routledge. \n\n\n\nBernardo\, A. B. (2010). Extending hope theory: Internal and external locus of trait hope. Personality and Individual Differences\, 49(8)\, 944–949. \n\n\n\nBerry\, W. (2010). A poem of difficult hope. In W. Berry (Ed.)\, A Continuous Harmony. Counterpoint\, 83–61. \n\n\n\nCarlin\, M. (2021). Gnosticism\, progressivism and the (im)possibility of the ethical academy. Educational\, Philosophy and Theory\, 53(5)\, 436– 447. \n\n\n\nCaza\, A.\, Harley\, B.\, Coraiola\, D. M.\, Lindebaum\, D.\, & Moser\, C. (2024). What is a contribution and how can you make one at AMLE?. Academy of Management Learning & Education\, 23(4)\, 523-528. \n\n\n\nColombo\, L. A.\, Moser\, C.\, Muehlfeld\, K.\, & Joy\, S. (2024). Sowing the seeds of change: Calling for a social–ecological approach to management learning and education. Academy of Management Learning & Education\, 23(2)\, 207–213. \n\n\n\nComer\, D. R.\, & Schwartz\, M. (2020). Adapting Mussar to develop management students’ character. Journal of Management Education\, 44(2)\, 196–246. \n\n\n\nComi\, A.\, Mosca\, L.\, & Whyte\, J. (2025). Future making as emancipatory inquiry: A value‐based exploration of desirable futures. Journal of Management Studies. \n\n\n\nDewey\, J. (1922). Human Nature and Conduct: An Introduction to Social Psychology. Henry Holt and Company. \n\n\n\nFreire\, P. (1992). Pedagogy of Hope: Reliving the Pedagogy of the Oppressed. New York: The Continuum Publishing Company. \n\n\n\nGümüsay\, A. A.\, & Reinecke\, J. (2024). Imagining desirable futures: A call for prospective theorizing with speculative rigour. Organization Theory\, 5(1)\, 26317877241235939. \n\n\n\nHarvey\, J. B. (1988). The Abilene Paradox and Other Meditations on Management. Lexington Books. \n\n\n\nHudson\, B. A.\, Wright\, A.\, Toubiana\, M.\, Jarvis\, L.\, & Granqvist\, N. (2025). The architecture of hope in distressing times and places: Construction\, action\, and possibilities. Organization Studies\, Special Issue Call for Papers\, available from https://journals.sagepub.com/page/oss/call-for-papers. \n\n\n\nIrving\, G.\, Wright\, A.\, & Hibbert\, P. (2019). Threshold concept learning: Emotions and liminal space transitions. Management Learning\, 50(3)\, 355–373. \n\n\n\nKeltner\, D.\, & Haidt\, J. (1999). Social functions of emotions at four levels of analysis. Cognition & Emotion\, 13(5)\, 505–521. \n\n\n\nKolb\, A. Y.\, & Kolb\, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education\, 4(2)\, 193–212. \n\n\n\nLewis\, C. S. (2013). Learning in War Time. In C.S. Lewis (Ed.)\, The Weight of Glory\, William Collins\, 25–46. \n\n\n\nLindebaum\, D. 2024. Management Learning and Education as “big picture” social science. Academy of Management Learning & Education\, 23(1)\, 1–7. \n\n\n\nLindebaum\, D. (2025). Hope. Academy of Management Learning & Education. doi:10.5465/amle.2025.0145. \n\n\n\nLindebaum\, D.\, Geddes\, D.\, & Jordan\, P. J. (Eds.). (2018). Social Functions of Emotion and Talking about Emotion at Work. Edward Elgar Publishing. \n\n\n\nMiddleton\, S. (2024). Advancing the Future of Management Education Research. Edward Elgar Publishing. \n\n\n\nMuzio\, D.\, & Wickert\, C. (2025). Climate change and the politics of system‐level change: The challenges of moving beyond incremental transformation. Journal of Management Studies. doi:10.1111/joms.13234. \n\n\n\nOng\, M.\, Cunningham\, J. L.\, & Parmar\, B. L. (2024). Lay beliefs about homo economicus: How and why does economics education make us see honesty as effortful?. Academy of Management Learning & Education\, 23(1)\, 41–60. \n\n\n\nPeirce\, C. (1878). How to make our ideas clear. Popular Science Monthly\, 12 (January)\, 286–302. \n\n\n\nSkilling\, P.\, Hurd\, F.\, Lips-Wiersma\, M.\, & McGhee\, P. (2023). Navigating hope and despair in sustainability education: A reflexive roadmap for being with eco-anxiety in the classroom. Management Learning\, 54(5)\, 655–679. \n\n\n\nSnyder\, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry\, 13\, 249–275. \n\n\n\nStarkey\, K.\, & Tempest\, S. (2025). The business school and the end of history: Reimagining management education. Academy of Management Learning & Education\, 24(1)\, 111–125. \n\n\n\nWEEC (2025). No Limits to Hope. Transforming learning for better futures. Retrieved from: https://res.cloudinary.com/dnive3aoc/images/v1742891560/NLTH_Call-and-Concept-Note-1/NLTH_Call-and-Concept-Note-1.pdf?_i=AA \n\n\n\nWenzel\, M.\, Cabantous\, L.\, & Koch\, J. (2025). Future making: Towards a practice perspective. Journal of Management Studies. doi:10.1111/joms.13222. \n\n\n\nWickert\, C. (2025). What is the future of future making in management research?. Journal of Management Studies. doi:10.1111/joms.13230. \n\n\n\nWright\, A. (2025). Back to the future? A caution. Journal of Management Studies. doi:10.1111/joms.13226.
URL:https://www.aom.org/calendar/amle-special-section-call-for-papers-learning-to-hope-in-and-through-management-learning-education/
LOCATION:Kopaonik
CATEGORIES:Call for Submissions,Event Calendar,Journals,Learning & Education
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T193448
DTEND;TZID=America/New_York:20260403T193448
DTSTAMP:20260403T193448
CREATED:20260226T040809Z
LAST-MODIFIED:20260226T040810Z
UID:10000015-0-0@www.aom.org
SUMMARY:Call for Submissions: AMD Registered Reports
DESCRIPTION:This is an open and ongoing call. For more information\, click here. \n\n\n\nIn cases in which results\, whether present or not\, may have important theoretical or practical implications\, scholars are encouraged to submit a Registered Report. In this type of submission\, authors submit the introduction\, methods\, measurement info\, and analysis plan (but not the results) of a completed or planned study. This abbreviated paper is then evaluated on the basis of the importance of the topic\, the merit of the selected analytic approach\, methodological rigor and quality\, and potential for impacting down-the-road theorizing and/or practice/policy. As results are not included in the registered report\, what was or is likely to be found has no bearing on the outcome of the evaluation. This is in line with AMD’s willingness to publish papers reporting negligible or non-effects (see Miller & Bamberger\, 2016). \n\n\n\nUsing this results-blind approach\, our aim is to have authors submit interesting\, important\, empirically grounded studies meeting AMD’s standards for methodological rigor\, but without concern for the direction or statistical significance of the findings. With the focus on the research question\, potential implications\, and rigor\, the study is evaluated regardless of whether the findings are supportive (or not) of some a priori hunch\, replicate or question prior findings\, or demonstrate evidence (or not) of some treatment effect. Such reports can be especially useful when conducting audit studies\, which are typically used to capture and assess discrimination (see for example Ameri\, Rogers\, Schur\, & Kruse\, 2020). \n\n\n\nUsing this approach\, authors will receive a decision from the action editor indicating whether and how their study will be subsequently handled. Action editors may conditionally accept the registered report\, they may send the registered report out for peer review\, they may ask for a revision of the registered report\, or they may reject the registered report\, but allow for the project to be submitted following regular paper submission procedures. Registered reports deemed incompatible with the mission of AMD may also be desk rejected or rejected after review. Such reports cannot be submitted following the regular paper submission track. Any registered report that reaches “conditional accept” stage will be ultimately evaluated on whether the authors actually conduct the study and present the findings as outlined in the registered report.  \n\n\n\nAuthors are advised to consult with the Editor-in-Chief if they have questions about the submission process. Correspondence with the Editor prior to submission can help determine an approach that makes sense for the project in question. \n\n\n\nFor additional information on registered reports\, please consult this article by Roman Briker and Fabiola Gerpott in ORM.
URL:https://www.aom.org/calendar/amd-registered-reports/
LOCATION:Kopaonik
CATEGORIES:Call for Submissions
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