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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T184521
DTEND;TZID=America/New_York:20260403T184521
DTSTAMP:20260403T184521
CREATED:20260226T045736Z
LAST-MODIFIED:20260226T045736Z
UID:10000057-0-0@www.aom.org
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
URL:https://www.aom.org/calendar/aom-2026-call-for-submissions/
LOCATION:Kopaonik
CATEGORIES:Call for Submissions,Event Calendar
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/AOM-2026-Full_1000x750px-1.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T184521
DTEND;TZID=America/New_York:20260403T184521
DTSTAMP:20260403T184521
CREATED:20260226T045349Z
LAST-MODIFIED:20260226T045349Z
UID:10000039-0-0@www.aom.org
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
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/07/amd_cfs.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T184521
DTEND;TZID=America/New_York:20260403T184521
DTSTAMP:20260403T184521
CREATED:20260226T045349Z
LAST-MODIFIED:20260226T045349Z
UID:10000040-0-0@www.aom.org
SUMMARY:Test event
DESCRIPTION:Testing 123
URL:https://www.aom.org/calendar/test-event/
LOCATION:Kopaonik
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T184521
DTEND;TZID=America/New_York:20260403T184521
DTSTAMP:20260403T184521
CREATED:20260226T045348Z
LAST-MODIFIED:20260226T045348Z
UID:10000037-0-0@www.aom.org
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
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/07/amd_cfs.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20260403T184521
DTEND;TZID=America/New_York:20260403T184521
DTSTAMP:20260403T184521
CREATED:20260226T045348Z
LAST-MODIFIED:20260226T045348Z
UID:10000038-0-0@www.aom.org
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/
LOCATION:Kopaonik
CATEGORIES:AOM Collections,Call for Submissions,Event Calendar,Journals
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/cropped-covers_stroke_600x500.png
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20260403T184521
DTEND;TZID=UTC:20260403T184521
DTSTAMP:20260403T184521
CREATED:20260226T045347Z
LAST-MODIFIED:20260226T045348Z
UID:10000036-0-0@www.aom.org
SUMMARY:AMD Discoveries-through-Prose
DESCRIPTION:
URL:https://www.aom.org/calendar/amd-discoveries-through-prose/
LOCATION:Kopaonik
END:VEVENT
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DTSTART;TZID=America/New_York:20260403T184521
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CREATED:20260226T045346Z
LAST-MODIFIED:20260226T045346Z
UID:10000033-0-0@www.aom.org
SUMMARY:AMLE Special Section Call for Papers: Learning to Hope In and Through Management Learning & Education
DESCRIPTION:Submission Deadline: 27 February 2026 \n\n\n\nAnticipated Publication: December 2026 \n\n\n\n\n\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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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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DTEND;TZID=America/New_York:20250912T000000
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CREATED:20260226T041302Z
LAST-MODIFIED:20260226T041303Z
UID:10000017-1757548800-1757635200@www.aom.org
SUMMARY:AMLE Paper Development Workshop\, Belfast\, Northern Ireland
DESCRIPTION:Add to my calendar:\n\n\n\n\nOutlook\n\n\n\nICal\n\n\n\nGoogle Calendar\n\n\n\n\nContact Information:\n\n\n\nHeike Schröder\, Piotr Makowskihttps://www.qub.ac.uk/schools/queens-business-school/ \n\n\n\n\nQueen’s University Belfast Campus Map\n\n\n\n\n\n\nIn-person workshop hosted by Queen’s Business School in Belfast\, Northern Ireland.\n\n\n\n\nEditorial Organization\n\n\n\n\nDirk Lindebaum\, Editor-in-Chief\n\n\n\nChristine Moser\, Laura Colombo\, and Katrin Muehlfeld\, Associate Editors\n\n\n\n\n\n\nLocal Organizers\n\n\n\n\nHeike Schröder and Piotr Makowski\n\n\n\n\n\n\nAbout AMLE\n\n\n\nAcademy of Management Learning & Education (AMLE) is rated as 4* in the UK CABS list and A* in the Australian Business Deans’ Council list of journals. AMLE 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\nCatering\n\n\n\nRefreshments and lunch will be provided. The Department of Organisation\, Work and Leadership (OWL) at Queen’s Business School generously sponsored catering and dinner for a limited number of participants.  \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 full paper\, and commitment to attend are required for all participants wishing to attend both parts of the PDW. \n\n\n\nSubmission deadline: 12 July 2025 \n\n\n\nRequirements\n\n\n\nFull papers (rather than abstracts) that fit the aim and scope of AMLE are considered for this PDW. Submissions should comply with AMLE style guidelines. Prior FTEs can serve as guideposts to clarify AMLE’s focus and content areas (Lindebaum\, 2024; Hibbert\, in Rockmann et al.\, 2021; Hibbert et al.\, 2023; Vince and Hibbert\, 2018; Caza et al.\, 2024). \n\n\n\nWorkshop Structure\n\n\n\nThis workshop has two main parts. Part 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. Part 2 is focused on supporting and advising researchers\, with current work-in-progress\, on how to develop and refine their papers with submission to AMLE in mind. Those wishing to participate in part two should note the requirements listed above. \n\n\n\nSubmission\n\n\n\nClearly mark the subject line as: PDW Submission at Queen’s Business School. Your submission must have a cover page that includes: the author name(s) and affiliation(s); three to 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. Please note: \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\nYou can still attend and participate if you do not have work to discuss in Part 2. Note\, however\, that preference will be given to authors that submit papers. Email amle@aom.org  to confirm. As with paper submissions\, let us know by 12 July 2025 if you wish to register without submitting work for Part 2. \n\n\n\n\n\nReferences\n\n\n\n\nCaza A\, Harley B\, Coraiola DM\, et al. (2024) What is a Contribution and How Can You Make One at AMLE? Academy of Management Learning & Education.\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 JS\, Leana CR\, 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.\n\n\n\n\n\n\nDID YOU KNOW?\n\n\n\nAMLE is delighted to introduce “Talk to the Editor.” 30-minute online sessions designed as feedback opportunities on full paper drafts for prospective authors before formal submission. Background can be found here. We hope you make use of this opportunity!
URL:https://www.aom.org/calendar/amle-paper-development-workshop-belfast-northern-ireland-2/
LOCATION:Kopaonik
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DTSTART;TZID=America/New_York:20250911T000000
DTEND;TZID=America/New_York:20250912T000000
DTSTAMP:20260403T184521
CREATED:20260220T055513Z
LAST-MODIFIED:20260220T055514Z
UID:10000006-1757548800-1757635200@www.aom.org
SUMMARY:AMLE Paper Development Workshop\, Belfast\, Northern Ireland
DESCRIPTION:Add to my calendar:\n\n\n\n\nOutlook\n\n\n\nICal\n\n\n\nGoogle Calendar\n\n\n\n\nContact Information:\n\n\n\nHeike Schröder\, Piotr Makowskihttps://www.qub.ac.uk/schools/queens-business-school/ \n\n\n\n\nQueen’s University Belfast Campus Map\n\n\n\n\n\n\nIn-person workshop hosted by Queen’s Business School in Belfast\, Northern Ireland.\n\n\n\n\nEditorial Organization\n\n\n\n\nDirk Lindebaum\, Editor-in-Chief\n\n\n\nChristine Moser\, Laura Colombo\, and Katrin Muehlfeld\, Associate Editors\n\n\n\n\n\n\nLocal Organizers\n\n\n\n\nHeike Schröder and Piotr Makowski\n\n\n\n\n\n\nAbout AMLE\n\n\n\nAcademy of Management Learning & Education (AMLE) is rated as 4* in the UK CABS list and A* in the Australian Business Deans’ Council list of journals. AMLE 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\nCatering\n\n\n\nRefreshments and lunch will be provided. The Department of Organisation\, Work and Leadership (OWL) at Queen’s Business School generously sponsored catering and dinner for a limited number of participants.  \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 full paper\, and commitment to attend are required for all participants wishing to attend both parts of the PDW. \n\n\n\nSubmission deadline: 12 July 2025 \n\n\n\nRequirements\n\n\n\nFull papers (rather than abstracts) that fit the aim and scope of AMLE are considered for this PDW. Submissions should comply with AMLE style guidelines. Prior FTEs can serve as guideposts to clarify AMLE’s focus and content areas (Lindebaum\, 2024; Hibbert\, in Rockmann et al.\, 2021; Hibbert et al.\, 2023; Vince and Hibbert\, 2018; Caza et al.\, 2024). \n\n\n\nWorkshop Structure\n\n\n\nThis workshop has two main parts. Part 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. Part 2 is focused on supporting and advising researchers\, with current work-in-progress\, on how to develop and refine their papers with submission to AMLE in mind. Those wishing to participate in part two should note the requirements listed above. \n\n\n\nSubmission\n\n\n\nClearly mark the subject line as: PDW Submission at Queen’s Business School. Your submission must have a cover page that includes: the author name(s) and affiliation(s); three to 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. Please note: \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\nYou can still attend and participate if you do not have work to discuss in Part 2. Note\, however\, that preference will be given to authors that submit papers. Email amle@aom.org  to confirm. As with paper submissions\, let us know by 12 July 2025 if you wish to register without submitting work for Part 2. \n\n\n\n\n\nReferences\n\n\n\n\nCaza A\, Harley B\, Coraiola DM\, et al. (2024) What is a Contribution and How Can You Make One at AMLE? Academy of Management Learning & Education.\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 JS\, Leana CR\, 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.\n\n\n\n\n\n\nDID YOU KNOW?\n\n\n\nAMLE is delighted to introduce “Talk to the Editor.” 30-minute online sessions designed as feedback opportunities on full paper drafts for prospective authors before formal submission. Background can be found here. We hope you make use of this opportunity!
URL:https://www.aom.org/calendar/amle-paper-development-workshop-belfast-northern-ireland/
LOCATION:Kopaonik
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DTSTART;TZID=America/New_York:20250922T103000
DTEND;TZID=America/New_York:20250922T113000
DTSTAMP:20260403T184521
CREATED:20260226T045350Z
LAST-MODIFIED:20260226T045351Z
UID:10000043-1758537000-1758540600@www.aom.org
SUMMARY:Ask An AMR Associate Editor: Special Topic Forum on Marginalized Workers and Marginalized Populations in Organizations
DESCRIPTION:Join the Session\n\n\n\n\nPresenters: Kristie Rogers and Paul Tracey \n\n\n\nConsidering submitting to AMR’s Special Topic Forum on Marginalized Workers and Marginalized Populations in Organizations? In this session\, Kristie Rogers and Paul Tracey\, Associate Editors of this Special Topic Forum\, will discuss the call for papers. They will also answer questions about potential submissions to this issue. \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-special-topic-forum-on-marginalized-workers-and-marginalized-populations-in-organizations/
LOCATION:Kopaonik
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DTSTART;TZID=America/New_York:20250923T000000
DTEND;TZID=America/New_York:20250924T000000
DTSTAMP:20260403T184521
CREATED:20260226T041303Z
LAST-MODIFIED:20260226T041303Z
UID:10000018-1758585600-1758672000@www.aom.org
SUMMARY:AMP Virtual Paper Development Workshop for Special Issue: Managing for Our “New Normal”: How to Foresee\, Prepare for\, and Repair after Extreme Events
DESCRIPTION:Day 1 \n\n\n\n23 September 2025 \n\n\n\nTime: 18:00 to 19:30 (GMT-05:00) Eastern Daylight Time \n\n\n\nJoin the Zoom Session \n\n\n\n\n\n\n\nDay 2 \n\n\n\n24 September 2025 \n\n\n\nTime: 8:00 to 9:30 (GMT-05:00) Eastern Daylight Time \n\n\n\nJoin the Zoom Session \n\n\n\nGuest 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\nWorkshop Details\n\n\n\nAcademy of Management Perspectives (AMP) is pleased to announce the virtual Paper Development Workshop (PDW) for the Special Issue (SI) titled “Managing for Our “New Normal”: How to Foresee\, Prepare for\, and Repair after Extreme Events”  to be held on Tuesday\, 23 September 2025\, from 18:00 to 19:30 am Eastern Standard Time and Wednesday\, 24 September 2025 from 8:00 to 9:30 am Eastern Standard Time. \n\n\n\nThis PDW aims to engage with scholars interested in contributing to the Special Issue. For more details\, please access the call for papers.  \n\n\n\nDuring this PDW\, the editors will outline the requirements for submission to AMP\, share their vision for the SI\, and facilitate a Q&A session. Attendees will have the opportunity to share their research intentions and receive feedback from the guest editors on how their work aligns with the SI’s goals. \n\n\n\nPlease note that this PDW is purely informational\, and no paper presentations are scheduled for the event. Participation in the PDW 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.
URL:https://www.aom.org/calendar/amp-virtual-paper-development-workshop-for-special-issue-managing-for-our-new-normal-how-to-foresee-prepare-for-and-repair-after-extreme-events/
LOCATION:Kopaonik
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DTSTART;TZID=America/New_York:20250929T000000
DTEND;TZID=America/New_York:20250929T000000
DTSTAMP:20260403T184521
CREATED:20260226T041303Z
LAST-MODIFIED:20260226T041303Z
UID:10000019-1759104000-1759104000@www.aom.org
SUMMARY:AMD Publishing and Paper Development Workshop\, Zurich\, Switzerland
DESCRIPTION:Submit Extended Abstracts and Register\n\n\n\n\nAbstract submission deadline for submitting authors: 11:59 p.m. U.S. ET on 7 August 2025 \n\n\n\nRegistration deadline for open participants: Participants who do not wish to submit abstracts but would still like to attend should register using the above link by 11:59 p.m. U.S. ET on 1 September 2025 \n\n\n\n\n\n\n\nIn-person workshop hosted by ETH Zurich\n\n\n\n\n\n\n\nWorkshop Leaders\n\n\n\n\nC. Chet Miller & Prithviraj Chattopadhayay\, AMD Coeditors\n\n\n\nOther Associate Editors\, Editorial Review Board members\, and Authors from the journal\n\n\n\n\nAbout the Workshop\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 workshop9:45-10:45Plenary—Publishing in AMD10:45-11:15Coffee break11:15-12:30Breakout groups to discuss papers I12:30-13:45Lunch13:45-15:00Breakout groups to discuss papers II15:00-15:30Coffee break15:30-16:30Plenary—Publishing in AOM journals\, wrap-up and closing16:30-17:30City tour (optional)\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\nEach 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 to 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 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. \n\n\n\nWorkshop Instructions\n\n\n\nEach person whose work is accepted for a breakout session should prepare to share a 1-page document that describes the research question\, methods for empirical exploration\, and expected/actual findings.. Each person also should prepare a 2-minute presentation for the breakout session. In each session\, 4 to 5 participants will be paired with one of the Editors\, 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 insights about how to clarify ideas and move them forward. \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 7 August 2025. 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. \n\n\n\nAcceptance decisions and breakout assignments will be sent by 14 August 2025\, along with hotel\, transportation\, and city information. \n\n\n\nRegistration deadline for open participants: Participants who do not wish to submit abstracts but would still like to attend should register using the above link by 11:59 p.m. U.S. Eastern Time on 1 September 2025.
URL:https://www.aom.org/calendar/amd-publishing-and-paper-development-workshop-zurich-switzerland/
LOCATION:Kopaonik
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DTSTART;TZID=America/New_York:20251001T000000
DTEND;TZID=America/New_York:20251031T000000
DTSTAMP:20260403T184521
CREATED:20260226T041304Z
LAST-MODIFIED:20260226T041304Z
UID:10000021-1759276800-1761868800@www.aom.org
SUMMARY:AMD Special Research Forum - Organizational Insights in Health Care
DESCRIPTION:Initial Submission Window: 1 October 2025- 31 October 2025 \n\n\n\nGuest Editors\n\n\n\n\nMarlys Christianson\, University of Toronto\n\n\n\nBrian Hilligoss\, University of Arizona\n\n\n\nChristopher Myers\, Johns Hopkins University (AMD Associate Editor)\n\n\n\nKathleen Sutcliffe\, Johns Hopkins University\n\n\n\nTimothy Vogus\, Vanderbilt University\n\n\n\n\nOverview\n\n\n\nRecent years have seen a cascade of changes to work organizations\, impacting every facet of organizational life\, from the nature of employee collaboration to the fundamental structure and boundaries of what it means to be an “organization.” These changes are of interest to management and organizational scholars\, inviting empirical research that can help illuminate new or under-explored organizational phenomena in ways that update\, refine\, and advance the field’s understanding of the modern world of work.  \n\n\n\nNowhere are these evolving\, complex\, and dynamic features of work organizations more apparent than in the domain of health care\, as seen in the increased attention to human and organizational determinants of health care since the turn of the century (e.g.\, To Err is Human\, 2000)\, more recent evolutions in health care structure and financing (e.g.\, through the 2010 Affordable Care Act in the United States)\, and the turbulence of the global COVID-19 pandemic (and its associated disruptions to the world of work). Clearly\, health care has seen an incredible array of challenges and advancements in the recent past\, and the future promises more of the same.  \n\n\n\nHealth care is an inherently broad domain\, encompassing not only organizations that directly provide health care to patients\, but also an array of related industries\, regulators\, funders\, and professions that together create a maze of organizational and interpersonal interdependencies. As Ramanujam and Rousseau (2006) note\, the health care setting is characterized by multiple (and at times conflicting) missions\, a multi-professional workforce\, complex external environments (with a wide range of stakeholders)\, and the provision of inherently complex\, dynamic work tasks. Moreover\, by most metrics (GDP\, employment\, spending\, utilization\, etc.)\, health care is a dominant sector of the global economy\, and is a domain where failures of organization and management have dire consequences (Mayo\, Myers\, Sutcliffe\, 2021; Ramanujam & Rousseau\, 2006). \n\n\n\nOrganizational Science and Health Care\n\n\n\nGiven these features\, health care contexts represent an incredibly valuable research domain for management scholars interested in a wide range of topics and levels of analysis. As DiBenigno and D’Aunno (2024) recently commented\, health care “has it all\,” with prior work exploring this context from macro-\, meso-\, and micro-level perspectives to generate valuable insights. Given the inherently interdisciplinary nature of studying organizational phenomena in the health care setting\, past work has spanned a range of disciplines\, often bridging domains of organizational scholarship\, industrial relations\, and health care scholarship (e.g.\, health policy\, health services research\, medicine\, medical sociology\, and nursing)\, yielding key insights for theory and practice. \n\n\n\nFor example\, integrating across these disciplines\, we know that organizational strategic choices have important implications for both adherence to evidence-based practices and financial outcomes (e.g.\, Everson\, Lee\, & Adler-Milstein\, 2016; Lee & Kapoor\, 2017) and that institutional and network factors influence the adoption of new health innovations and technologies across the industry (e.g.\, D’Aunno\, Succi\, & Alexander\, 2000; Westphal\, Gulati\, & Shortell\, 1997). We also know that team-based care can be important for enhancing the provision of care (e.g.\, Reddy et al.\, 2018; Reiss-Brennan et al.\, 2016)\, and that factors such as experience working together\, team scaffolds\, boundary management\, and training can enhance health care team effectiveness (e.g.\, Hughes et al.\, 2016; Luciano et al.\, 2018; Mayo\, 2022; Valentine & Edmondson\, 2015). At the individual level\, we have some understanding of the impact of health care workers’ strong professional identities (e.g.\, DiBenigno\, 2022; Pratt\, Rockmann\, & Kauffman\, 2006) and how health care workers’ job satisfaction is enhanced by perceptions about leadership\, teamwork\, and justice (e.g.\, Perry et al.\, 2018; Djukic et al.\, 2017; Sheridan et al.\, 2018; Trybou et al.\, 2016). \n\n\n\nThe examples above provide just a sampling of the ways in which organizational phenomena can be studied and understood in health care settings in ways that shed light on the experience of work in modern organizations. Indeed\, in their recent review of the field\, Mayo and colleagues (2021) take stock of the body of scholarship in both management- and health-focused journals that address organizational phenomena\, detailing some of the more well-studied topics across the field (specifically organizational change\, learning\, coordination/collaboration\, teaming\, and performance). \n\n\n\nThis recent review\, however\, also highlights the much longer list of organizational topics that have received comparatively less attention in past research on health care (see Mayo et al.\, 2021; Table 2 – provided as an appendix to this Call for Papers). In addition\, Mayo and colleagues (2021) highlight the fragmentation and dispersion of existing research in the field across different outlets (i.e.\, management vs. health care journals) and different research orientations. Specifically\, they highlight a tendency\, often observed in research published in management journals\, for researchers to treat health care as merely an incidental context from which they seek to glean universally generalizable theory about organizing processes (which they term “organizational science in health care”). This contrasts with a tendency\, observed more frequently in health care journals\, to deploy organizational concepts to solve specific problems and generate insights unique to a particular health care domain or organization (in pursuit of what the authors term an “organizational science of health care”; Mayo et al.\, 2021). Each of these approaches has advantages and drawbacks\, leading the authors to conclude their review with a call for more work that stands in between these extant approaches – adopting an “organizational science and health care” orientation that balances generalizability and contextualization and offers insights for both organizing and organizations in health care and beyond (Mayo et al.\, 2021). \n\n\n\nGoals of the Special Issue\n\n\n\nGiven the list of organizational phenomena unexplored in health care settings\, as well as the disparate approaches taken in prior work\, the goals of this special issue are to publish novel empirical explorations while taking seriously the invitation to balance organizational science and health care – in other words\, work that takes seriously both the charge to develop a richly contextualized understanding of a key empirical discovery and develop its implications for a more generalized understanding of work\, strategy\, organizations\, management\, and institutions. \n\n\n\nWe see these as complementary goals – recognizing that generalizability is enhanced\, rather than harmed\, by careful attention to contextualizing research (Johns\, 2006; Rousseau & Fried\, 2001) – and ones that are particularly well-suited to the nature of AMD as an outlet for “articles motivated by research questions that address compelling and underexplored phenomena … that present 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) \n\n\n\nWe invite papers that study any organizational phenomena relevant to the experience and functioning of health care (broadly defined) for this special issue. This could include “classic” topics central to organizational scholarship that are particularly visible or impactful\, but still poorly understood\, in health care (i.e.\, many of the topics listed in Table 2 of Mayo et al.\, 2021; see Appendix). It also includes phenomena that are particular to health care settings\, but might carry important implications for all organizational environments (e.g.\, the study of handoffs and transitions\, which are central to health care delivery settings\, but are increasingly occurring in many organizations that switch to project-based work coordinated across disparate teams or units; Hilligoss & Vogus\, 2015; LeBaron et al.\, 2016). \n\n\n\nWe intentionally take a “big tent” view of health care\, recognizing that care is increasingly delivered outside of clinical settings and organizations (including at home or in the workplace); that this care relies on inputs from a broad range of industries\, professions\, and individuals; and that the health of the workforce is increasingly considered a core responsibility of any organization’s leadership (e.g.\, via a corporate Chief Medical Officer; Myers\, Polsky\, & Desai\, 2022). We thus welcome submissions that consider a variety of dimensions of health and health care (including mental health) at any level of analysis. We also encourage submissions that involve and engage practitioners in the development and presentation of discoveries (for more\, see the recent AMD “From the Editors” essay on practitioner involvement in empirical research; Ben-Menahem\, 2024). \n\n\n\nSample Topics\n\n\n\nThe topics listed below present a non-exhaustive list of empirical phenomena in health care that might be appropriate for this special issue. We\, however\, stress again that the scope for this special issue is intentionally quite broad and we welcome submissions from a broad range of conceptual traditions\, methods\, and domains. Moreover\, most of the topics below are subject to empirical exploration at different levels of analysis or across multiple levels of analysis (as is true of many aspects of health care). In each domain\, research might fruitfully explore the implications for workers and the workforce\, the consequences for organizations or patients (e.g.\, their experience of care and quality of care)\, or the impact of relevant policy\, industry\, and organizational conditions. Questions about the suitability of a particular topic should be directed to a member of the editorial team. \n\n\n\n\nEvolving Intersections of Health Care and Work\n\nIntroduction of AI in health and health care\n\n\n\nUse of new technologies (e.g.\, robotics\, additive manufacturing) in health care\n\n\n\nDisruptive events and health crises (e.g.\, COVID-19)\n\n\n\nThe individual\, organizational\, and sectoral/institutional consequences of operating in a politically charged and polarized domain\n\n\n\nThe competing ethics of health care and care delivery (e.g.\, professional\, organizational\, and personal ethics)\n\n\n\n\n\nStructural Shifts in Health Care\n\nNew ownership and governance structures (e.g.\, private equity investments)\n\n\n\nFunding\, payment\, and regulatory shifts affecting health care\n\n\n\nProvision of health services (e.g.\, caregiving\, mental health care) in non-health organizations and work settings\n\n\n\nPersonalized medicine\n\n\n\nComplex system dynamics and achieving safe\, reliable care\n\n\n\n\n\nTrends in Health Care Delivery\n\nEmergence of new professions (or proto-professions like community health workers)\, evolution of professional roles\, and changing scope-of-practice\n\n\n\nNew work arrangements (e.g.\, remote work\, “travel” nursing)\n\n\n\nNew modalities of care delivery (e.g.\, virtual health care and telemedicine)\n\n\n\nWork implications of home health care and long-term care providers\n\n\n\nWorkforce composition and demographics\, workload\, and burnout\n\n\n\nGlobalization of the health care workforce\n\n\n\nLearning and decision-making in the face of limited evidence (e.g.\, COVID-19 treatment)\n\n\n\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 of an AMD paper where a plausible theoretical explanation—the theoretical contribution—is provided. The goal for every AMD paper is that the discoveries derived from empirical exploration open new lines of research inquiry. For further information about the goals of AMD\, we encourage potential submitters to review recent “From-the-Editors” articles from AMD’s current and previous Editors (Miller\, 2024; Rockmann\, 2023) or visit the AMD website. \n\n\n\nSubmission Guidelines\n\n\n\nStandard guidelines apply to papers sent in for this Special Issue. 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” in order 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\nBen-Menahem\, S. M. 2024. Engaging practitioners in empirical exploration. Academy of Management Discoveries\, 10(2): 155-162. \n\n\n\nD’Aunno\, T.\, Succi\, M.\, & Alexander\, J. A. 2000. The role of institutional and market forces in divergent organizational change. Administrative Science Quarterly\, 45(4): 679-703. \n\n\n\nDiBenigno\, J. 2022. How idealized professional identities can persist through client interactions. Administrative Science Quarterly\, 67(3): 865-912. \n\n\n\nDiBenigno\, J.\, & D’Aunno\, T. 2024. A necessary prescription: How studies of healthcare can advance theory and practice. Administrative Science Quarterly. Research Curation. \n\n\n\nDjukic\, M.\, Jun\, J.\, Kovner\, C.\, Brewer\, C.\, & Fletcher\, J. 2017. Determinants of job satisfaction for novice nurse managers employed in hospitals. Health Care Management Review\, 42(2): 172-183. \n\n\n\nEverson\, J.\, Lee\, S. Y. D.\, & Adler-Milstein\, J. 2016. Achieving adherence to evidence-based practices: Are health IT and hospital-physician integration complementary or substitutive strategies? Medical Care Research and Review\, 73(6): 724–751. \n\n\n\nHilligoss\, B.\, & Vogus\, T. J. 2015. Navigating care transitions: A process model of how doctors overcome organizational barriers and create awareness. Medical Care Research and Review\, 72(1): 25-48. \n\n\n\nHughes\, A. M.\, Gregory\, M. E.\, Joseph\, D. L.\, Sonesh\, S. C.\, Marlow\, S. L.\, Lacerenza\, C. N.\, Benishek\, L. E.\, King\, H. B.\, & Salas\, E. 2016. Saving lives: A meta-analysis of team training in healthcare. Journal of Applied Psychology\, 101(9): 1266-1304. \n\n\n\nJohns\, G. 2001. In praise of context. Journal of Organizational Behavior\, 22(1): 31-42. \n\n\n\nKohn\, L. T.\, Corrigan\, J. M.\, & Donaldson\, M. S. 2000. To Err Is Human: Building a Safer Health System. Institute of Medicine. Washington\, DC: National Academies Press. \n\n\n\nLeBaron\, C.\, Christianson\, M. K.\, Garrett\, L.\, & Ilan\, R. 2016. Coordinating flexible performance during everyday work: An ethnomethodological study of handoff routines. Organization Science\, 27(3): 514-534. \n\n\n\nLee\, J. M.\, & Kapoor\, R. 2017. Complementarities and coordination: Implications for governance mode and performance of multiproduct firms. Organization Science\, 28(5): 931–946. \n\n\n\nLuciano\, M. M.\, Bartels\, A. L.\, D’Innocenzo\, L.\, Maynard\, M. T.\, & Mathieu\, J. E. 2018. Shared team experiences and team effectiveness: Unpacking the contingent effects of entrained rhythms and task characteristics. Academy of Management Journal\, 61(4): 1403-1430. \n\n\n\nMayo\, A. T. 2022. Syncing up: A process model of emergent interdependence in dynamic teams. Administrative Science Quarterly\, 67(3): 821-864. \n\n\n\nMayo\, A. T.\, Myers\, C. G.\, & Sutcliffe\, K. M. 2021. Organizational science and health care. Academy of Management Annals\, 15(2): 537-576. \n\n\n\nMiller\, C. C. 2024. Pirates\, adventurers\, and free spirits: The people of Academy of Management Discoveries. Academy of Management Discoveries\, 10(1): 1-6. \n\n\n\nMyers\, C. G.\, Polsky\, D.\, & Desai\, S. 2022. The growing role of chief medical officers in major corporations. JAMA Health Forum\, 3(7): e222194. \n\n\n\nPerry\, S. J.\, Richter\, J. P.\, & Beauvais\, B. 2018. The effects of nursing satisfaction and turnover cognitions on patient attitudes and outcomes: A three‐level multisource study. Health Services Research\, 53(6): 4943-4969. \n\n\n\nPratt\, M. G.\, Rockmann\, K. W.\, & Kaufmann\, J. B. 2006. Constructing professional identity: The role of work and identity learning cycles in the customization of identity among medical residents. Academy of Management Journal\, 49(2): 235-262. \n\n\n\nRamanujam\, R.\, & Rousseau\, D. M. 2006. The challenges are organizational not just clinical. Journal of Organizational Behavior\, 27(7): 811–827. \n\n\n\nReddy\, A.\, Wong\, E.\, Canamucio\, A.\, Nelson\, K.\, Fihn\, S. D.\, Yoon\, J.\, & Werner\, R. M. 2018. Association between continuity and team-based care and health care utilization: An observational study of medicare-eligible veterans in VA patient aligned care team. Health Services Research\, 53(2): 5201-5218. \n\n\n\nReiss-Brennan\, B.\, Brunisholz\, K. D.\, Dredge\, C.\, Briot\, P.\, Grazier\, K.\, Wilcox\, A.\, Savitz\, L.\, & James\, B. 2016. Association of integrated team-based care with health care quality\, utilization\, and cost. JAMA\, 316(8): 826-829. \n\n\n\nRockmann\, K. 2023. Embracing an exploratory mindset: How amd is changing the script of good science. Academy of Management Discoveries\, 9(4): 419-423. \n\n\n\nRousseau\, D. M.\, & Fried\, Y. 2001. Location\, location\, location: Contextualizing organizational research. Journal of Organizational Behavior\, 22(1): 1-13. \n\n\n\nSheridan\, B.\, Chien\, A. T.\, Peters\, A. S.\, Rosenthal\, M. B.\, Brooks\, J. V.\, & Singer\, S. J. 2018. Team-based primary care. Health Care Management Review\, 43(2): 115-125. \n\n\n\nTrybou\, J.\, Gemmel\, P.\, & Annemans\, L. 2016. The impact of economic and noneconomic exchange on physicians’ organizational attitudes. Health Care Management Review\, 41(1): 75-85. \n\n\n\nValentine\, M. A.\, & Edmondson\, A. C. 2015. Team scaffolds: How mesolevel structures enable role-based coordination in temporary groups. Organization Science\, 26(2): 405-422. \n\n\n\nWestphal\, J. D.\, Gulati\, R.\, & Shortell\, S. M. 1997. Customization or conformity? An institutional and network perspective on the content and consequences of TQM adoption. Administrative Science Quarterly\, 42(2): 366-394.  \n\n\n\nAppendix\n\n\n\n\n\n\n\nReproduced from: Mayo\, A. T.\, Myers\, C. G.\, & Sutcliffe\, K. M. 2021. Organizational science and health care. Academy of Management Annals\, 15(2): 537-576.
URL:https://www.aom.org/calendar/amd-special-research-forum-organizational-insights-in-health-care/
LOCATION:Kopaonik
CATEGORIES:Call for Special Issue Papers,Discoveries,Journals
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DTSTART;TZID=America/New_York:20251001T000000
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CREATED:20260226T041303Z
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UID:10000020-1759276800-1761868800@www.aom.org
SUMMARY:AMP Call for Special Issue Papers: Making it Better by Working Together
DESCRIPTION:Submit via the AMP Manuscript Central site\n\n\n\n\nSee the related Paper Development Workshop details for this Special Issue. \n\n\n\n\n\n\n\nGuest Editors:\n\n\n\n\nSophie Bacq\, IMD\, Switzerland\n\n\n\nJanet Bercovitz\, University of Colorado\, USA\n\n\n\nFrank de Bakker\, IESEG School of Management\, France\n\n\n\nAline Gatignon\, University of Pennsylvania\, USA\n\n\n\nIrene Henriques\, York University\, Canada\n\n\n\n\nAMP Associate Editor:\n\n\n\n\nSandro Cabral\, Insper\, Brazil\n\n\n\n\nBackground\n\n\n\nThe COVID-19 pandemic underscored that complex problems cannot be effectively tackled by organizations acting in isolation. Collaboration between businesses\, governments\, and civil society organizations proved necessary. The coordinated response from pharmaceutical companies\, public authorities\, nonprofit organizations\, and social enterprises leveraging their financial resources\, expertise\, and local knowledge to develop and distribute reliable and effective vaccines\, was vital in saving lives worldwide. 1 This cooperation not only addressed immediate public health needs but also established a precedent for future collaborative responses to global challenges. Similarly\, major technological innovations such as smartphones owe their existence to substantial public investments in basic research\, the entrepreneurial spirit of private innovators\, and the significant contributions of nonprofit institutions like Stanford University.2 In the same vein\, coordinated actions between firms and civil society groups have proven essential in reducing deforestation and increasing community well-being while ensuring economic benefits for businesses and numerous stakeholders in underserved communities.3 \n\n\n\nDespite these success stories\, management scholarship has been slow to embrace the full complexity of cross-sectoral collaborations. It frequently emphasizes free-market solutions and the business case for collaboration—such as how firms can leverage relationships with public and civil society organizations—while tending to overlook broader societal challenges. 4 In this special issue\, we aim to highlight practical ways that these relationships can be reshaped to better address the evolving social\, environmental\, and economic challenges of our time. \n\n\n\nScope and Open-Ended Research Questions\n\n\n\nWe invite scholarly studies that explain how the major challenges of our time can be or have been better addressed through specific reconfigurations of the relationships between firms\, governments\, and civil society organizations\, which include nonprofits cooperatives\, associations\, and social movements. We encourage both conceptual and empirical papers that are grounded in rigorous analysis and support specific and significant managerial and policy actions. In short\, we want papers that show what can or does work\, in ways that managers and policymakers can use. \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 at aom.org/amp 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\nFor this special issue\, we welcome submissions of relevant\, rigorous\, and readable papers that address a broad range of topics\, including but not limited to the following: \n\n\n\n\nBridging Different Perspectives and Interests: Which frameworks and processes can bring together diverse stakeholders with differing objectives to foster alignment and cooperation? How can collaborations be structured to benefit all parties involved? How do firms\, either in isolation or in collaboration with other cross-sector partners\, reconcile financial performance and societal goals?\n\n\n\nAccounting for Power Imbalances: How can the power disparities between larger entities\, such as governments\, multilateral organizations\, multinational corporations\, and smaller actors\, such as nonprofits\, local communities\, and disenfranchised groups\, be addressed to foster more equitable and effective partnerships? What innovative approaches can mitigate these imbalances and ensure that all actors are meaningfully included in decision-making? How can we foster collaborative governance arrangements and effectively engage firms\, nonprofits\, and civil society organizations when governments take a leading role in these efforts\, particularly in addressing grand challenges?\n\n\n\nIntegrating Understudied or Underserved Communities: How can we center the voices of understudied or underserved communities in cross-sector collaborations? How can we avoid “helicoptering” solutions into and out of these communities? What roles can these communities play as central actors in addressing societal challenges?\n\n\n\nGeographic Levels of Collaboration: How do solutions to societal problems vary across different geographic levels\, from local to global? How can polycentric governance models—where decision-making occurs across multiple\, interconnected scales—be employed to address global challenges while considering local needs? What level of analysis should managers adopt as they consider these challenges?\n\n\n\nInstitutional Context and Country Settings: How can institutional frameworks and country-specific factors be accounted for and managed in cross-sector collaborations? How can different governance structures\, legal frameworks\, and cultural contexts be addressed to improve the success of these partnerships? How does corporate political activity by one or more parties alter cross-sector partnership dynamics?\n\n\n\nMicro-Processes of Collaboration: What are the specific\, day-to-day processes through which individuals from different sectors—public\, private\, and civil society organizations—build trust\, share knowledge\, and foster collaborative solutions? How can managers encourage individuals to spend time in other sectors and how can this time be structured to break down barriers to collaboration? How can these individual interactions be scaled up to influence larger organizational and societal outcomes and\, eventually\, social and environmental impacts?\n\n\n\nImpact Measurement in Cross-Sector Collaborations: How can we measure the long-term societal impact of partnerships between businesses\, governments\, nonprofits\, and civil society organizations? What frameworks are most useful in assessing both financial and non-financial performance\, including social and environmental benefits?\n\n\n\nThe Role of Communication and Social Media: How can communication practices\, information technologies\, and social media platforms be leveraged to enhance transparency\, accountability\, and collaboration between businesses\, governments\, and civil society organizations?\n\n\n\n\nIn an era where the intersection of business\, government\, and civil society has never been more critical\, we encourage submissions that offer fresh perspectives and innovative solutions that managers and policymakers can implement to reshape these relationships for a more equitable and sustainable future. \n\n\n\nDeadline\, Submission\, and Review Process\n\n\n\nThe submission deadline is 31 October 2025. 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\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. This special issue is expected to be published in 2027.  \n\n\n\nEndnotes\n\n\n\n1 S. Bacq and G. Lumpkin\, G. “Social Entrepreneurship and COVID‐19\,” Journal of Management Studies 58\, no. 1 (2021): 285; S. Cabral\, Strategy for Public and Nonprofit Organizations: An Applied Perspective (London: Palgrave Macmillan\, 2024). \n\n\n\n2 M. Mazzucato The Entrepreneurial State: Debunking Public vs Private Sector Myths (New York: Anthem Press Mazzucato\, 2013). \n\n\n\n3 S. Bacq\, C. Hertel\, and G. Lumpkin\, (2022). “Communities at the Nexus of Entrepreneurship and Societal Impact: A Cross-Disciplinary Literature Review\,” Journal of Business Venturing 37\, no. 5 (2022): 106231; M. L. Barnett\, I. Henriques\, and B. W. Husted\, “Beyond Good Intentions: Designing CSR Initiatives for Greater Social Impact\,” Journal of Management 46\, no. 6 (2020): 937–64; A. Gatignon and L. Capron\, “The Firm as an Architect of polycentric Governance: Building Open Institutional Infrastructure in Emerging Markets\,” Strategic Management Journal 44\, no. 1 (2023): 48–85; G. Lumpkin and S. Bacq\, “Civic Wealth Creation: A New View of Stakeholder Engagement and Societal Impact\,” Academy of Management Perspectives 33\, no. 4 (2019): 383–404; A. M. McGahan and L. S. Pongeluppe\, “There Is no Planet B: Aligning Stakeholder Interests to Preserve the Amazon Rainforest\,” Management Science 69\, no. 12 (2023): 7860–81. \n\n\n\n4 S. Cabral\, J. T. Mahoney\, A. M. McGahan\, and M. Potoski\, “Value Creation and Value Appropriation in Public and Nonprofit Organizations\,” Strategic Management Journal 40\, no. 4 (2019): 465–75.
URL:https://www.aom.org/calendar/amp-call-for-special-issue-papers-making-it-better-by-working-together/
LOCATION:Kopaonik
CATEGORIES:Call for Special Issue Papers,Journals,Perspectives
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DTSTART;TZID=Europe/London:20251017T090000
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UID:10000023-1760691600-1760695200@www.aom.org
SUMMARY:AMPlitude Workshops: Session 2
DESCRIPTION:Click for Zoom\n\n\n\n\nAcademy of Management Perspectives (AMP) publishes studies that matter to managers. Might your study be suitable for publication in AMP? Join an upcoming workshop to get on the same AMPlitude! \n\n\n\nDuring these quarterly online workshops\, participants pitch their paper ideas to AMP editors. Participants are given up to five minutes to explain their ideas\, using a template. AMP editors then provide individualized feedback. \n\n\n\nRegistration is required. Please compete and submit the template at the time of registration. \n\n\n\nPlease note:• Registration does not guarantee acceptance to the workshop• Workshop participation does not guarantee acceptance of the associated full-text manuscript to AMP and does not provide special preference in the review process. \n\n\n\nPre-Workshop Activities\n\n\n\nPlease read these From the Editors essays prior to submitting your extended abstract.• (Re)building a Bridge between Scholars and Practitioners: Get AMPed!• Management Practice and Policy: A Guide to Writing for AMP• Mattering Matters: Explaining what Fits at Academy of Management Perspectives
URL:https://www.aom.org/calendar/amplitude-workshops-session-2/
LOCATION:Kopaonik
CATEGORIES:Event Calendar,Perspectives
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DTSTART;TZID=America/New_York:20251024T100000
DTEND;TZID=America/New_York:20251024T140000
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CREATED:20260226T045350Z
LAST-MODIFIED:20260226T045350Z
UID:10000042-1761300000-1761314400@www.aom.org
SUMMARY:AMJ and CARMA Research Methods Virtual Development Workshop
DESCRIPTION:Led By\n\n\n\nQuinetta Roberson quinetta@broad.msu.edu Paul Bliese paul.bliese@moore.sc.edu \n\n\n\nPurpose and Agenda\n\n\n\nThe first goal of the workshop is to provide insights on the types of research methods manuscripts AMJ is looking for. The second goal is to develop ideas and working manuscripts that advance research methods with the aim of later submission for review at AMJ. \n\n\n\nSubmission Requirements\n\n\n\nExtended abstract with details on example data used to illustrate the method. \n\n\n\nWorkshop Structure\n\n\n\nThis workshop will include a plenary and pre-assigned breakout sessions.
URL:https://www.aom.org/calendar/amj-and-carma-research-methods-virtual-development-workshop/
LOCATION:Kopaonik
CATEGORIES:Event Calendar,Journal,Journal Workshops,Journals
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DTSTART;TZID=Europe/Vilnius:20251029T100000
DTEND;TZID=Europe/Vilnius:20251029T160000
DTSTAMP:20260403T184521
CREATED:20260226T041306Z
LAST-MODIFIED:20260226T041306Z
UID:10000024-1761732000-1761753600@www.aom.org
SUMMARY:AMLE Paper Development Workshop\, Vilnius\, Lithuania
DESCRIPTION:Register and Submit Here\n\n\n\n\nLed By\n\n\n\n\nOlga Ryazanova\, Associate Editor AMLE\, Maynooth University\n\n\n\nChristine Moser: Associate Editor AMLE\, Vrije Universiteit Amsterdam\n\n\n\n\nLocal Organizer\n\n\n\n\nVita Akstinaite\, Vice-President for Research & Faculty\, ISM University\n\n\n\n\nAbout AMLE\n\n\n\nAcademy of Management Learning & Education (AMLE) is rated as 4* in the UK CABS list and A* in the Australian Business Deans’ Council list of journals. AMLE 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\nThere is no registration fee\, but participants are responsible for arranging their own travel and accommodation. Registration\, submission of 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 which meet the requirements below. \n\n\n\nSubmission deadline: 12 September 2025 \n\n\n\nCatering\n\n\n\nRefreshments and lunch will be provided. ISM University of Management and Economics generously sponsored catering and lunch for a limited number of participants.  \n\n\n\nWorkshop Structure\n\n\n\nThis workshop has two main parts. \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. \n\n\n\nPart 2 is focused on supporting and advising researchers\, with current work-in-progress\, 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 listed above. \n\n\n\nApproximate schedule for the day: \n\n\n\n10:00-11:00 – Presentation of the journal and Q&A \n\n\n\n11:00-11:45 – Theoretical contribution in the 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\nSubmission\n\n\n\nClearly mark the subject line as: PDW Submission at ISM University. Your submission must have a cover page that includes: the author name(s) and affiliation(s); three to 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. Please note that by registering 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\nYou can still attend and participate if you do not have work to discuss in Part 2. As with paper submissions\, please let us know by 12 September 2025 if you wish to register without submitting work for Part 2. \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: 523-528. \n\n\n\nHibbert\, P.\, Caza\, A.\, Coraiola\, D.M.\, Gerhardt\, M.\, Greenberg\, D.\, Laasch\, O.\, Lindebaum\, D.\, Rigg\, C.\, Ryazanova\, O.\, & Wright\, A.L.\, 2023. Why be an editor? Academy of Management Learning & Education\, 22: 569-573. \n\n\n\nLindebaum\, D.\, 2024. Management learning and education as “big picture” social science. Academy of Management Learning & Education\, 23: 1-7. \n\n\n\nRockmann\, K.\, Bunderson\, J.S.\, Leana\, C.R.\, Hibbert\, P.\, Tihanyi\, L.\, Phan\, P.H.\, & Thatcher\, S.M.\, 2021. Publishing in the Academy of Management journals. Academy of Management Perspectives\, 35: 165-174. \n\n\n\nVince\, R.\, & Hibbert\, P.\, 2018. From the AMLE editorial team: Disciplined provocation: Writing essays for AMLE. Academy of Management\, Learning and Education\, 17: 397-400.
URL:https://www.aom.org/calendar/amle-paper-development-workshop-vilnius-lithuania/
LOCATION:Kopaonik
CATEGORIES:Event Calendar,Journal Workshops,Journals,Learning & Education
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DTSTART;TZID=America/New_York:20251030T210000
DTEND;TZID=America/New_York:20251030T220000
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CREATED:20260226T041306Z
LAST-MODIFIED:20260226T041307Z
UID:10000025-1761858000-1761861600@www.aom.org
SUMMARY:Ask An AMR Associate Editor: Ethical Considerations Unique to Publishing Theory Papers
DESCRIPTION:Join the session\n\n\n\n\nPresenters: Melissa Cardon and Chak Fu Lam \n\n\n\nMaintaining high ethical standards is an important part of our journal and our profession. Melissa Cardon and Chak Fu Lam will talk about their FTE on ethics related to writing theory papers\, offer suggestions\, and answer questions. \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-ethical-considerations-unique-to-publishing-theory-papers/
LOCATION:Kopaonik
CATEGORIES:Event Calendar,Journals,Review
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DTSTART;TZID=America/New_York:20251101T000000
DTEND;TZID=America/New_York:20251130T235900
DTSTAMP:20260403T184521
CREATED:20260226T041307Z
LAST-MODIFIED:20260226T041308Z
UID:10000027-1761955200-1764547140@www.aom.org
SUMMARY:AMD Special Research Spotlight: Neurodiversity in Management and Organizations
DESCRIPTION:Submission Deadline: 30 November 2025 \n\n\n\nSubmission window for Special Research Spotlight: 1–30 November 2025 \n\n\n\n\n\n\n\nGuest Editors\n\n\n\n\nDusya Vera\, Ivey Business School (AMD Associate Editor)\n\n\n\nHala Annabi\, University of Washington\n\n\n\nRobert D. Austin\, Ivey Business School\n\n\n\nTimothy J. Vogus\, Vanderbilt University\n\n\n\n\nOverview\n\n\n\nThe past two decades have seen the emergence and spread of activities that recognize and support neurodiversity in organizations. A primary focus has been on hiring and employment initiatives designed to remove barriers to employment for the roughly 20% of the global population (Doyle & McDowall\, 2021) considered neurodivergent (e.g.\, attention deficit hyperactivity disorder\, autism spectrum disorder\, dyslexia). Historically\, neuro-differences have been viewed through the prism of the “medical model of disability” as deficit\, pathology\, and weakness\, as well as departures from population norms that need to be redressed or eliminated through intervention (Nelson\, 2021; Doyle\, 2020; Fisher & Goodley\, 2007). Unsurprisingly\, given the prevalence of this view\, research suggests disproportionately high under- or unemployment rates among neurodivergent people (Ameri et al.\, 2018; Roux et al.\, 2013; Taylor & Seltzer\, 2011; Krzeminska et al.\, 2019; Doyle\, 2020). Despite significant barriers\, many neurodistinct  people have great interest in employment and possess employment-relevant strengths including average or above abilities and skills\, some in high demand but scarce in the job market (Doyle\, 2020). \n\n\n\nThe late 1990s saw increasing calls for framing neurodivergence and associated conditions in terms of difference rather than pathology and refocusing based on strengths rather than weaknesses (Singer\, 1997; Kapp et al.\, 2013; Bruyère and Barrington\, 2012). That is\, there has been an embrace of neurodiversity based on the conclusion that there is natural variation in neurocognition in human minds inclusive of neurodivergence. Building on the “social model of disability” (Oliver\, 1990)\, proponents of a growing neurodiversity movement have advocated the view that organizational and societal conditions\, rather than individual deficits (weaknesses)\, have been responsible for the high under- and unemployment rates of neurodistinct individuals. These proponents also have argued that organizations and social institutions should take responsibility for addressing the barriers inherent in existing ableist systems that preclude neurodistinct people from employment. Prominent business organizations\, such as Ernst & Young (EY)\, JP Morgan Chase\, Microsoft\, SAP\, and others have responded by developing targeted hiring and employment approaches that attempt to redesign hiring practices and workplace conditions with a focus on being more inclusive of neurodiversity. These initiatives have deployed alternative recruiting\, skills assessment\, onboarding\, on-the-job support\, career management\, and other processes (Khan et al.\, 2023; Annabi et al.\, 2021) to minimize biases that historically have prevented many neurominorities from accessing and working effectively in organizations (Austin & Pisano\, 2017). Ultimately\, the collective effort of neurodiversity employment initiatives morphed into a campaign known as the Neurodiversity@Work movement. \n\n\n\nThe employers involved in the movement estimate that their neuro-inclusion activities have led to more than 15\,000 jobs newly accessible to neurodistinct candidates since 2004 (Austin et al.\, forthcoming). Although the focus of much practical activity is on improving employment access and outcomes for neurodistinct people in specific firms\, the high incidence of neurodivergent conditions in the population makes it certain that neurodistinct people are already present in all organizations (LeFevre-Levy et al. 2023)\, though many are likely “masking” (Kidwell et al.\, 2023)\, i.e.\, using cognitive or behavioral strategies to hide their neurodistinct traits from neurotypicals thereby conforming to conventions of neurotypical social behavior (Barkley\, 2010; Sedgewick et al.\, 2021). The implications of masking on the well-being of these employees\, the organization’s effectiveness\, and other outcomes are poorly understood. Adopting neuro-inclusive approaches have led neurodistinct employees\, who may have been masking or camouflaging indicators of being neurodistinct\, to come forward and disclose their neurodistinct conditions and organize into networks within firms\, but the effects are not entirely known (Austin\, et al.\, forthcoming). Moreover\, despite these very significant developments\, theorizing about neurodiversity within organizations has badly lagged practice. How neurodiversity manifests within management and organizations remains ripe for discovery (LeFevre-Levy\, et al.\, 2023). There is\, of course\, an established and evolving tradition of general DEI research (see Roberson\, 2019 for a review)\, but the degree to which that body of work is relevant to neurodiversity and neuro-inclusion is also unclear. Indeed\, much of what is written about neurodiversity in employment is spread across many academic disciplines and\, with a few exceptions (e.g.\, Drader-Mazza et al.\, 2024; Ezerins et al\, 2024; Krzeminska et al.\, 2019; Johnson & Joshi\, 2016)\, work on this topic has been largely absent from management journals (LeFevre-Levy et al. 2023). \n\n\n\n[1] We use the word “neuorodistinct” to describe people\, rather than more common alternatives\, such as “neurodivergent” or “neuroatypical\,” because distinctness implies difference without reference to a supposedly preferred status of “normal” or “typical.” \n\n\n\nNeurodiversity Frontiers in Management and Organizations\n\n\n\nNeurodistinct people face unique barriers to obtaining and sustaining employment\, in part because neurodivergence is invisible\, leading to misunderstandings and skepticism in a society that primarily recognizes visible markers of disability (Davis\, 2005). In addition\, neurodivergence is linked to fundamental differences in cognitive and sensory processing\, as well as in social interaction. These differences may be present in ways that are especially challenging in an employment context where there are strong norms regarding social interaction and communication styles (both verbal and nonverbal)\, as well as general behaviors. Interviewers\, workplace peers\, or managers have characterized the interaction styles of neurodistinct (e.g.\, autistic) employees as “overly blunt\,” lacking empathy and expected emotional expression\, and even “weird” (Treweek et al.\, 2019; Martin et al.\, 2023)\, without acknowledging or even recognizing that this reflects neurotypical expectations and bias. This bias suggests the need for novel approaches that more fundamentally engage with and reflect rethinking of neurotypical norms. Like people identified with other marginalized groups\, neurodistinct people can become stigmatized (Bos et al.\, 2013). These realities necessitate exploratory empirical work to more precisely identify the range and form of the biases and their consequences for individuals and organizations. In addition\, there is a need to explore interventions that can surmount these biases across a range of domains\, including but not limited to hiring and selection\, onboarding and socialization\, ongoing inclusion\, performance management\, and work design (see also Annabi & Locke\, 2019). It also would be useful to see which\, if any\, existing approaches to debiasing organizational processes help to make organizations more neuro-inclusive (e.g.\, Goldin & Rouse\, 2000). We elaborate on three themes we see as especially promising for exploring the macro\, meso\, and micro processes related to neurodiversity in the workplace. \n\n\n\n\nThe social context of neurodiversity. Neurodiversity in the workplace exists within the broader context of policy\, practice\, and research regarding disability and work. This coexistence is not without tension\, as the neurodiversity movement is grounded in the idea that neurodivergence is a natural and valuable form of difference that should not be automatically considered a deficit. As such\, the neurodiversity movement primarily focuses on the social conditions that are disabling. In contrast\, other approaches to neurodiversity and disability take a more medical\, individual intervention\, accommodative\, and even curative approach. Exploration is needed to see how these different currents in neurodiversity and disability advocacy shape policy\, organizational programs and policies\, and individual experiences at work. It is also worth exploring how different employee identities (e.g.\, solely neurodistinct\, neurodistinct and disabled)\, as well as other intersectional identities (e.g.\, neurodistinct and gender\, racial\, cultural\, and sexual orientation) affect employee expectations and experiences (e.g.\, attitudes\, turnover). The connection to the neurodiversity movement and community and its effects on employee experience are other topics worthy of further empirical investigation (e.g.\, Botha et al.\, 2022).\n\n\n\nThe challenges of the “business case” for neurodiversity. Recent discussions of neurodiversity have emphasized the benefits for organizations in terms of firm competitiveness and innovation (Austin & Pisano\, 2017). Most major companies with established neurodiversity hiring initiatives (e.g.\, EY) insist that business justifications are at the heart of their efforts (Austin et al.\, forthcoming). However\, to date\, these claims rely on anecdotes of reputation advantages (Pisano & Austin\, 2016a)\, employee engagement and commitment (Pisano & Austin\, 2016b)\, and making the analogical connections between specific traits broadly associated with neurodistinct people (e.g.\, pattern recognition\, attention to detail\, ability to make novel connections) and innovation (Jeppeson & Lakhani\, 2010). However\, we need exploratory research to assess the existence of benefits (i.e.\, the “business case”) across multiple indicators of benefit (both organizational and employee related) and the conditions under which they are more likely to emerge. There is also a tension between the “business case” and social case for neuro-inclusive organizations. How organizations navigate these tensions and the strategies and practices they use for balancing them merit qualitative and quantitative investigation. How logics are articulated to best foster increasing neurodiversity and neuro-inclusion\, as well as which logics best enhance employee and organizational outcomes\, are also important topics for exploration and theory development.\n\n\n\nBalancing standardization and customization approaches to neurodiversity. Another unique feature of neurodiversity is its heterogeneity across neurodistinct conditions (e.g.\, autism\, ADHD\, dyslexia)\, as well as varied expressions within each condition (e.g.\, among individuals on the autism spectrum). Stated differently\, autism advocates\, for example\, are inclined to argue that “if you’ve met one person with autism\, you’ve met ONE person with autism.” The point they are making is that autism is a broad umbrella\, and that the spectrum of manifestations under it exhibits tremendous heterogeneity. This is further exacerbated when intersecting with other historically marginalized and excluded identities (e.g.\, race\, gender\, socioeconomic status\, age). This creates a substantial challenge for organizations in developing scalable approaches to neuro-inclusion while ensuring individual employees get what they need to thrive. We need research focused on discoveries related to how organizations\, their leaders\, and employees engage with these tensions—i.e.\, the practices and processes they use\, how they operate\, and the extent to which they yield organizational\, team\, and individual effectiveness.  \n\n\n\n\nFor all the above reasons\, and more\, we believe neurodiversity in management and organizations is deserving of empirical exploration on its own terms. It is clearly a nascent field that can benefit from a discovery-based approach that examines the rich yet underexplored phenomena detailed above and elaborated below. This is the reason for this AMD Spotlight. \n\n\n\nGoals of the AMD Spotlight\n\n\n\nThe goals of this Spotlight are to publish novel empirical explorations that move this nascent field toward more developed theorizing. These empirical explorations might be specifically focused on neurodiversity or might leverage the distinct character of neurodiversity to explore more general diversity or other organizational issues. We aspire to attract work that takes seriously both the charge to develop a richly contextualized understanding of a key empirical discovery and develop its implications for a more generalized understanding of work\, strategy\, organizations\, management\, and institutions. \n\n\n\nWe see these as complementary goals—recognizing that generalizability is enhanced\, rather than harmed\, by careful attention to contextualizing research (Johns\, 2006; Rousseau & Fried\, 2001) —and the goals seem particularly well-suited to the nature of AMD as an outlet for “articles motivated by research questions that address compelling and underexplored phenomena … that present 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). We also encourage submissions that involve and engage practitioners in the development and presentation of discoveries (for more\, see the recent AMD “From the Editors” essay on practitioner involvement in empirical research; Ben-Menahem\, 2024). \n\n\n\nSample Topics\n\n\n\nWe provide below a non-exhaustive list of topic areas that might be appropriate for this Spotlight on neurodiversity. It is not our intention in creating this list\, however\, to constrain the ways in which authors might explore this nascent area of management and organizational research. As Doyle and McDowall (2021) have noted in their recent review of the literature\, management research on neurodiversity remains largely “empty.” We welcome submissions from a broad range of conceptual traditions\, methods\, and domains. Moreover\, most of the topics below are subject to empirical exploration across different stakeholders\, such as neurodistinct employees\, neurodistinct leaders\, neurotypical leaders leading a neurodiverse workforce\, pertinent organizations\, and actors in the policy (e.g.\, legal\, governmental) or societal context of organizations. Questions about the suitability of a particular topic should be directed to a member of the Guest Editor team. \n\n\n\nSome suggested areas that authors might address include the following: \n\n\n\n\nWorkplace relationships between neurodistinct and neurotypical people. What characterizes these relationships (e.g.\, content\, strength)? What are the conditions under which they emerge (e.g.\, workplace practices)? How do increasing levels of neurodiversity in organizations affect workplace relationships and relational norms?\n\n\n\nThe career journeys and trajectories of neurodistinct employees. How do neurodistinct employees (successfully) navigate careers?\n\n\n\nRelated to the prior question\, what are the attributes\, backgrounds\, characteristics and leaderships approaches/styles of neurodistinct leaders (i.e.\, how do they lead)? Under what conditions do neurodistinct leaders emerge (e.g.\, in new sectors or specific industrial sectors) and which organizational practices foster neurodistinct leadership?\n\n\n\nHow do organizations founded or led by neurodistinct individuals differ?\n\n\n\nWhat role does technology (including AI) play in effectively cultivating and supporting a neurodiverse workforce? What are the attributes of effective technology tools? Under what conditions are they effective?\n\n\n\nWhat role do third parties (e.g.\, job coaches\, employment support organizations\, governmental support programs like vocational rehabilitation) play in increasing workplace neurodiversity and neuroinclusion? How do they do so effectively?\n\n\n\nHow can human resource practices (workplace design\, performance appraisal\, interviewing\, onboarding/socialization\, compensation) effectively cultivate and support workplace neurodiversity? Which practices are especially critical?\n\n\n\nHow are character\, competence\, and commitment developed and assessed in neurodistinct employees?\n\n\n\nHow does organizational culture shape the levels of neurodiversity in organizations and the experiences of neurodistinct employees?\n\n\n\nWhat organizational factors (e.g.\, executive support\, industry context\, employee culture) are most critical to foster neuroinclusion? Which of these are most critical to scaling neurodiversity initiatives?\n\n\n\nWhat is the relationship between neurodiversity and creativity in teams? Innovation in and by organizations? What processes (e.g.\, conflict\, communication) foster creativity and innovation in neurodistinct teams?\n\n\n\nWhat role does mental health play in neurodiversity and employment? What role should employers play in providing mental health support and how do they do so effectively? How do macro factors (governmental policy\, social movements\, supportive educational and non-profit sector) affect the extent and effectiveness (scope and sustainability) of work outcomes for neurodistinct people?   \n\n\n\nWhat evidence is there for the “business case” for neurodiversity? Under what conditions are the business benefits most likely to occur? What is uniquely challenging in making the business case for neurodiversity? \n\n\n\nHow do organizations engage in mass customization in terms of support for the range of neurodiversity in their organizations?\n\n\n\nWhat differentiates leaders who are effective at leading neurodiverse teams? What are the range of methods (e.g.\, training and coaching) used for building the capacity of managers to lead neurodiverse teams? How effective are these methods and under what circumstances?\n\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 it. The discussion section of an AMD paper is 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\nWhen submitting your manuscript\, for “Manuscript Type\,” please select Special Research Spotlight: Neurodiversity in Management and Organizations. (Please note: this Manuscript Type will not be available to authors until November 2025.) Manuscripts should be formatted according to the AOM Style Guide. \n\n\n\nSpotlights are a new publishing venue at AMD: mini research forums that feature studies of complex and poorly understood phenomena (e.g.\, new science\, technology\, human resource strategies) with potentially path-breaking implications for management and organizations. Each issue features a Guidepost essay by a prominent scholar or team of scholars along with one to three select articles that highlight empirical discoveries with the potential to shape the evolution of theory on the focal phenomenon and related managerial and organizational challenges. Spotlights work on an accelerated review cycle\, with a submission deadline 7-9 months after the Call for Papers\, and target publication dates 12-15 months following the Call. Spotlights continue to grow\, as related content is tagged in subsequent issues\, creating ongoing\, distributed conversations. \n\n\n\nStandard guidelines apply to papers submitted for this Spotlight. Manuscripts may be submitted as regular 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” in order 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\n\nAmeri\, M.\, Schur\, L.\, Adya\, M.\, Bentley\, F. S.\, McKay\, P.\, & Kruse\, D. (2018). The Disability Employment Puzzle: A Field Experiment on Employer Hiring Behavior. ILR Review\, 71(2)\, 329–364.\n\n\n\nAnnabi\, H.\, & Locke\, J. (2019). A theoretical framework for investigating the context for creating employment success in information technology for individuals with autism. Journal of Management & Organization\, 25(4)\, 499–515. \n\n\n\nAnnabi\, H.\, Crooks\, E. W.\, Barnett\, N.\, Guadagno\, J.\, Mahoney\, J. R.\, Michelle\, J.\, Velasco\, J. (2021). Neurodiversity @ Work Playbook: Finding talent and creating meaningful employment opportunities for people with autism. 2nd edition\, Seattle: ACCESS-IT.\n\n\n\nAustin\, R. D.\, Barnett\, N.\, Cameron\, C. R.\, Shukla\, H.\, Sonne\, T.\, Velasco\, (forthcoming)\, J. How Neuro-Inclusion Builds Organizational Capabilities\, MIT Sloan Management Review.\n\n\n\nAustin\, R. D.\, & Busquets\, J. (2008). Managing differences. Innovations\, 3(1)\, 28-35.\n\n\n\nAustin\, R. D. & Pisano\, G. P. (2017). Neurodiversity as a Competitive Advantage\, Harvard Business Review\, May-June.\n\n\n\nBarkley\, R. A. (2010). Deficient emotional self-regulation: A core component of attention-deficit/hyperactivity disorder. Journal of ADHD and Related Disorders\, 1(1)\, 5-37.\n\n\n\nBen-Menahem\, S. M. (2024). Engaging Practitioners in Empirical Exploration. Academy of Management Discoveries\, 10(2)\, 155-162.\n\n\n\nBotha\, M.\, Dibb\, B.\, & Frost\, D. M. (2022). ‘It’s being a part of a grand tradition\, a grand counter-culture which involves communities’: A qualitative investigation of autistic community connectedness. Autism\, 26(8)\, 2151-2164.\n\n\n\nBoucher\, J. (2009). The Autistic Spectrum. Characteristics\, Causes\, and Practical Issues. Los Angeles: Sage Publications.\n\n\n\nBos\, A. E.\, Pryor\, J. B.\, Reeder\, G. D.\, & Stutterheim\, S. E. (2013). Stigma: Advances in theory and research. Basic and applied social psychology\, 35(1)\, 1-9.\n\n\n\nBruyere\, S. & Barrington\, L. (2012). Employment and work. Los Angeles\, CA: Sage Reference.\n\n\n\nColella\, A.\, & Bruyère\, S.  (2011). Disability and employment: New directions for industrial/organizational psychology. In American Psychological Association Handbook on Industrial Organizational Psychology\, Vol. 1. (pp. 473-503).  Washington\, D.C.: American Psychological Association.\n\n\n\nCrocker\, A. F.\, & Smith\, S. N. (2019). Person-first language: Are we practicing what we preach? Journal of Multidisciplinary Healthcare\, 125-129.\n\n\n\nDavis\, N. A. (2005). Invisible disability. Ethics\, 116(1)\, 153-213.\n\n\n\nDoyle\, N. (2020). Neurodiversity at work: a biopsychosocial model and the impact on working adults. British Medical Bulletin\, 135(1)\, 108-125.\n\n\n\nDoyle\, N.\, & McDowall\, A. (2021). Diamond in the rough? An “empty review” of research into “neurodiversity” and a road map for developing the inclusion agenda. Equality\, Diversity and Inclusion: An International Journal\, 41(3)\, 352-382.\n\n\n\nDrader‐Mazza\, N.\, Lopez‐Kidwell\, V.\, Kanwal\, F.\, Reger\, R. K.\, & Vogus\, T. J. (2024). The Double Empathy Problem and Person‐Environment Fit: Mutual Understanding and Bidirectional Adjustment in Autistic Talent Acquisition. Human Resource Management.\n\n\n\nEzerins\, M. E.\, Simon\, L. S.\, Vogus\, T. J.\, Gabriel\, A. S.\, Calderwood\, C.\, & Rosen\, C. C. (2024). Autism and employment: A review of the “new frontier” of diversity research. Journal of Management\, 50(3)\, 1102-1144.\n\n\n\nFisher\, P.\, & Goodley\, D. (2007). The linear medical model of disability: Mothers of disabled children critically rethink experiences of professional care. Social Science & Medicine\, 64(5)\, 1169-1181.\n\n\n\nGlobal report on health equity for persons with disabilities. (2022). Geneva: World Health Organization.\n\n\n\nGoldin\, C.\, & Rouse\, C. (2000). Orchestrating impartiality: The impact of “blind” auditions on female musicians. American Economic Review\, 90(4)\, 715-741.\n\n\n\nHedley\, D.\, Uljarević\, M.\, & Hedley\, D. F. E. (2017). Employment and living with Autism: Personal\, social and economic impact. In S. Halder & L. C. Assaf (Eds.)\, Inclusion\, Disability and Culture: An Ethnographic Perspective Traversing Abilities and Challenges. New York: Springer.\n\n\n\nIsaac\, C.\, Lee\, B.\, & Carnes\, M. (2009). Interventions that affect gender bias in hiring: A systematic review. Academic Medicine\, 84(10)\, 1440-1446.\n\n\n\nJaarsma\, P.\, & Welin\, S. (2012). Autism as a natural human variation: Reflections on the claims of the neurodiversity movement. Health Care Analysis\, 20(1)\, 20-30.\n\n\n\nJeppesen\, L. B.\, & Lakhani\, K. R. (2010). Marginality and problem-solving effectiveness in broadcast search. Organization Science\, 21(5)\, 1016-1033.\n\n\n\nJohns\, G. (2006). The essential impact of context on organizational behavior. Academy of Management Review\, 31(2)\, 386-408.\n\n\n\nJohnson\, T. D.\, & Joshi\, A. (2016). Dark clouds or silver linings? A stigma threat perspective on the implications of an autism diagnosis for workplace well-being. Journal of Applied Psychology\, 101(3)\, 430-449.\n\n\n\nKapp\, S. K.\, Gillespie-Lynch\, K.\, Sherman\, L. E.\, & Hutman\, T. (2013). Deficit\, difference\, or both? Autism and neurodiversity. Developmental Psychology\, 49(1)\, 59.\n\n\n\nKarpur\, A.\, VanLooy\, S.\, & Bruyère\, S. (2014).  Employer practices for employment of people with disabilities: A literature scoping review. Journal of Rehabilitation Research\, Policy and Education\, 28(4)\, 225-241. \n\n\n\nKeating CT\, Hickman L\, Leung J\, Monk R\, Montgomery A\, Heath H\, Sowden S. (2023). Autism-related language preferences of English-speaking individuals across the globe: A mixed methods investigation. Autism Res\, 16(2):406-428.\n\n\n\nKhan\, M. H.\, Grabarski\, M. K.\, Ali\, M.\, & Buckmaster\, S. (2023). Insights into creating and managing an inclusive neurodiverse workplace for positive outcomes: A multistaged theoretical framework. Group & Organization Management\, 48(5)\, 1339-1386.\n\n\n\nKidwell\, K. E.\, Clancy\, R. L.\, & Fisher\, G. G. (2023). The devil you know versus the devil you don’t: Disclosure versus masking in the workplace. Industrial and Organizational Psychology\, 16(1)\, 55-60.\n\n\n\nKrzeminska\, A.; Austin\, R. D.; Bruyère\, S. & Hedley\, D. (2019). The advantages and challenges of neurodiversity employment in organizations. Journal of Management and Organization\, July 25(4): 453 – 463.\n\n\n\nLeFevre-Levy\, R.\, Melson-Silimon\, A.\, Harmata\, R.\, Hulett\, A. L.\, & Carter\, N. T. (2023). Neurodiversity in the workplace: Considering neuroatypicality as a form of diversity. Industrial and Organizational Psychology\, 16(1)\, 1-19.\n\n\n\nMartin\, V.\, Flanagan\, T. D.\, Vogus\, T. J.\, & Chênevert\, D. (2023). Sustainable employment depends on quality relationships between supervisors and their employees on the autism spectrum. Disability and Rehabilitation\, 45(11)\, 1784-1795.\n\n\n\nMiller\, C. C. (2024). 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URL:https://www.aom.org/calendar/amd-special-research-spotlight-neurodiversity-in-management-and-organizations/
LOCATION:Kopaonik
CATEGORIES:Call for Submissions,Discoveries,Event Calendar,Journals
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LAST-MODIFIED:20260226T040809Z
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/
LOCATION:Kopaonik
CATEGORIES:Call for Special Issue Papers,Learning & Education
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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/
LOCATION:Kopaonik
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/
LOCATION:Kopaonik
CATEGORIES:Call for Special Issue Papers,Call for Submissions,Event Calendar,Journals,Learning & Education
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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/
LOCATION:Kopaonik
CATEGORIES:Event Calendar,Journal Workshops,Journals,Learning & Education
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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/
LOCATION:Kopaonik
CATEGORIES:Event Calendar,Review
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251115T000000
DTEND;TZID=America/New_York:20251115T000000
DTSTAMP:20260403T184521
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/
LOCATION:Kopaonik
CATEGORIES:Call for Nominations,Calls,Discoveries,Event Calendar,Journals
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251115T000000
DTEND;TZID=America/New_York:20251115T000000
DTSTAMP:20260403T184521
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/
LOCATION:Kopaonik
CATEGORIES:Call for Nominations,Calls,Proceedings
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20251117T160000
DTEND;TZID=America/New_York:20251117T173000
DTSTAMP:20260403T184521
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/
LOCATION:Kopaonik
CATEGORIES:Discoveries,Event Calendar,Journal Workshops,Journals
ATTACH;FMTTYPE=image/png:https://www.aom.org/wp-content/uploads/2025/08/amd_pdw.png
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DTSTART;TZID=America/New_York:20251201T000000
DTEND;TZID=America/New_York:20251201T000000
DTSTAMP:20260403T184521
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/
LOCATION:Kopaonik
CATEGORIES:Event Calendar,Journal Workshops,Journals,Learning & Education
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BEGIN:VEVENT
DTSTART;TZID=UTC:20251205T000000
DTEND;TZID=UTC:20251207T000000
DTSTAMP:20260403T184521
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/
LOCATION:Kopaonik
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