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DTSTART;TZID=America/New_York:20261013T110000
DTEND;TZID=America/New_York:20261013T120000
DTSTAMP:20260904T142130Z
CREATED:20260904T142127Z
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SUMMARY:AOM New Member Webinar
DESCRIPTION:👋 New to AOM? Start here!Join us Tuesday\, 13 October at 11:00 AM ET (15:00 UTC) for an introduction to AOM membership and the many ways to make the most of your benefits throughout the year. Whether you’re new to AOM or looking to brush up on the latest offerings\, this webinar will highlight key benefits\, resources\, and opportunities to connect with the global AOM community. \n\n\n\nWe’ll also introduce the submission and review process for the Vienna 2027 Annual Meeting and share updates on exciting new initiatives\, including the Teaching Community\, Academy of Management Open Access Research Journals\, and the Community Accelerator Program. \n\n\n\nCome learn how to make the most of your AOM membership—both at the AOM 2027 and year-round. \n\n\n\n\nRegister Now
URL:https://www.aom.org/event/aom-new-member-webinar/
CATEGORIES:AOM Events
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261014T100000
DTEND;TZID=America/New_York:20261014T113000
DTSTAMP:20260824T125737Z
CREATED:20260824T125702Z
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SUMMARY:Teaching Community: How to Think Like an Entrepreneur: An Introduction to Effectuation
DESCRIPTION:What if entrepreneurial success isn’t about who you are\, but how you think?  \n\n\n\nMost entrepreneurship education still centers on writing detailed business plans: define the opportunity\, forecast the market\, secure funding\, and execute. Effectuation offers a different model grounded in how expert entrepreneurs actually operate. Rather than starting with a fixed goal and planning backward\, expert entrepreneurs start with what they have—their skills\, networks\, and resources—and take small actions to see what possibilities emerge. They form partnerships early to co-create the venture’s direction\, treat setbacks as information rather than failure\, and let their goals evolve as they learn. Instead of waiting for the perfect moment or opportunity\, entrepreneurs focus on what they can build right now.  \n\n\n\nWhy it matters for educators  \n\n\n\nAround the world\, effectuation is becoming a core framework for entrepreneurship education because it teaches students how expert entrepreneurs actually think. In this second Teaching Community webinar\, Saras Sarasvathy\, the creator of effectuation theory\, will explore how to teach effectuation in the classroom. By framing entrepreneurship as a learnable process rather than an innate talent\, educators will gain the skills to teach their students to build enduring ventures\, develop social enterprises that tackle complex challenges\, and forge entrepreneurial careers in a world being reshaped by AI.  \n\n\n\nDetails  \n\n\n\nAOM’s Teaching Community presents this second webinar in its fall 2026 series in partnership with the Entrepreneurship Division. To learn more about teaching at AOM\, visit aom.org/teaching.  \n\n\n\nDate: Wednesday\, October 14\, 2026 | 10:00–11:30 AM EDT / 3:00-4:30 PM BST  \n\n\n\nSpeakers  \n\n\n\nDr. Saras Sarasvathy is a Professor Emerita at the Darden School of Business at the University of Virginia. She is a leading scholar of entrepreneurial expertise and the creator of effectuation theory. Dr. Indu Khurana is the Chair of the ENT Division Teaching Committee and Associate Professor of Economics and Business at Hampden-Sydney College.  \n\n\n\n\nRegistration
URL:https://www.aom.org/event/teaching-community-how-to-think-like-an-entrepreneur-an-introduction-to-effectuation/
CATEGORIES:Teaching Events
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DTSTART;TZID=Europe/Warsaw:20261022T090000
DTEND;TZID=Europe/Warsaw:20261022T170000
DTSTAMP:20260827T221525Z
CREATED:20260827T211925Z
LAST-MODIFIED:20260827T221525Z
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SUMMARY:Positioning Papers for Top-Tier Journals
DESCRIPTION:The event combines a lecture on positioning scholarly papers for publication with an interactive workshop built around live editing of complete paper drafts. Selected authors will work through submission-ready conceptual or empirical papers aimed at top-tier journals such as AMJ\, AMR\, and SMJ. \n\n\n\n\nRegister
URL:https://www.aom.org/event/positioning-papers-for-top-tier-journals/
CATEGORIES:Community Accelerator Program (CAP) Events
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BEGIN:VEVENT
DTSTART;TZID=Asia/Shanghai:20261024T080000
DTEND;TZID=Asia/Shanghai:20261125T120000
DTSTAMP:20260904T231937Z
CREATED:20260904T230816Z
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SUMMARY:CAP: International Conference and Paper Development Workshop on “Research Paradigms in Management Science in the Age of Artificial Intelligence”
DESCRIPTION:Artificial intelligence (AI) is penetrating every sector of the economy and society with unprecedented depth and breadth\, fundamentally reshaping research paradigms in management science—from the logical foundations of theory building\, to empirical methodologies\, and to the organizational forms of knowledge production and dissemination. All these dimensions face both opportunities and challenges of systemic transformation. Against this backdrop\, we cordially invite you to participate in the International Conference and Paper Development Workshop on “Research Paradigms in Management Science in the Age of Artificial Intelligence.” This conference is jointly organized by the International Association for Chinese Management Research (IACMR)\, Academy of Management (AOM)\, and Hunan University\, and hosted by the Business School of Hunan University. It will be held from October 23 to 25\, 2026\, in Changsha\, Hunan\, China. \n\n\n\nThe conference aims to provide a high-level academic exchange platform for management scholars worldwide to discuss paradigm shifts\, theoretical innovations\, and methodological breakthroughs in management research in the AI era. A dedicated Paper Development Workshop (PDW) is featured\, with senior editors and scholars from leading journals of AoM and IACMR—including the Academy of Management Journal (AMJ)\, Academy of Management Review (AMR)\, Academy of Management Perspectives (AMP)\, and Management and Organization Review (MOR)—offering one‑on‑one developmental feedback to selected papers. We particularly welcome early‑stage research proposals with high potential\, which will be polished through multi‑perspective inputs from editors representing different journals. \n\n\n\nConference Co‑Chairs\n\n\n\n\nZhi Yang – Dean\, Business School\, Hunan University\n\n\n\nXu Huang – Hong Kong Baptist University; IACMR Vice‑President\n\n\n\nChris Tucci – Imperial College London; AoM President‑Elect\n\n\n\n\nConference Secretary‑General:Assoc. Prof. Wei Zeng – Business School\, Hunan University \n\n\n\nConfirmed Speakers & Editors (continually updated)\n\n\n\n\nBonni Hayden Cheng\, Associate Professor at City University of Hong Kong\, Current Associate Editor of AMP\n\n\n\nHan Jiang\, Professor at The Chinese University of Hong Kong\, Shenzhen\, Current Senior Editor of MOR\n\n\n\nChak Fu Lam\, Professor at Education University of Hong Kong\, Current Associate Editor of AMR\n\n\n\nNing Li\, Professor at Tsinghua University\, Current Deputy Editor of MOR\n\n\n\nWu Liu\, Professor of Management at The Hong Kong Polytechnic University\, Current Associate Editor of AMJ\n\n\n\nZhaohui Wu\, Professor at Oregon State University\n\n\n\nCyndi Man Zhang\, Associate Professor of Strategic Management at Singapore Management University\, Current Associate Editor of AMJ\n\n\n\nLong Zhang\, Professor of Management at Hunan University\n\n\n\n\nManuscript Review Committee\n\n\n\n\nChair: Xu Huang\, Hong Kong Baptist University\n\n\n\nMacro Group: Prof. Han Jiang\, School of Management and Economics\, CUHK‑Shenzhen\n\n\n\nMicro Group: Ning Li\, School of Economics and Management\, Tsinghua University\n\n\n\n\nI. Submission Guidelines\n\n\n\nWorkshop Language: The entire PDW will be conducted in English. All breakout sessions\, editorial feedback\, and roundtable discussions will use English as the working language. \n\n\n\nProposal Language: All submitted research proposals must be written in English. \n\n\n\nSubmission Limit: To ensure review quality and participant experience\, each submitting account may submit a maximum of two research proposals through the conference submission system. Submissions exceeding this limit will not be processed. \n\n\n\nImportant Dates: \n\n\n\n\nProposal submission deadline: August 15\, 2026\n\n\n\nProposal review decisions: September 15\, 2026\n\n\n\nFull paper submission deadline: October 10\, 2026\n\n\n\n\nAll submissions must be made through the official IACMR submission system below. \n\n\n\n\nSubmit Now\n\n\n\n\nBefore submitting\, authors must register an account and update their profile (IACMR members may log in directly). Then follow the system instructions to upload the paper and enter author information. \n\n\n\nSubmission Procedure: \n\n\n\n\nSubmit a 10‑page research proposal: All scholars intending to participate in the PDW must first submit a research proposal of no more than 10 pages (double‑spaced\, in English) that clearly states the research question\, theoretical contribution\, research design and empirical plan\, data sources\, and current progress.\n\n\n\nInitial review by the Manuscript Review Committee: Upon receipt\, the committee will conduct a centralized review to select proposals with high developmental potential for the next stage.\n\n\n\nSubmit full paper: Selected authors will be invited to submit their full papers and receive in‑depth feedback and guidance from senior journal editors and mentors during the workshop.\n\n\n\nPaper development goal: The core objective of the PDW is to develop conceptual ideas and ongoing manuscripts\, facilitating submission to top‑tier international journals.\n\n\n\n\nImportant Submission Notes: \n\n\n\n\nSubmitted manuscripts must be original works that have never been published or presented elsewhere.\n\n\n\nUploaded manuscripts must not contain any author‑identifying information to ensure an objective and fair review process.\n\n\n\n\nII. Conference Program\n\n\n\nOctober 23 (Friday)09:00 – 17:30　Registration \n\n\n\nOctober 24 (Saturday) \n\n\n\n\n08:30 – 09:00 Opening Plenary\n\n\n\n09:00 – 12:00　Keynote Speeches & Meet‑the‑EditorsThis session includes:\n\nKeynote Speeches: Invited speakers deliver addresses on research paradigms in management science in the AI era.\n\n\n\nMeet‑the‑Editors: Journal editors (including editors from AoM journals such as AMJ\, AMR\, AMP\, and IACMR’s MOR) discuss publishing trends\, review criteria\, and paper polishing strategies for AI‑era management research.\n\n\n\n\n\n12:00 – 14:00 Lunch\n\n\n\n14:00 – 17:30　Paper Development WorkshopEach paper will be allocated 40 minutes\, consisting of a 15‑minute author presentation followed by 25 minutes of feedback and suggestions from two senior editors. The workshop is open to all registered participants; however\, due to limited seating\, authors with accepted submissions are guaranteed a seat.\n\n\n\n\nOctober 25 (Sunday) \n\n\n\n\n08:30 – 12:00　Interdisciplinary Roundtable & Thematic DiscussionsThis session includes:\n\nInterdisciplinary Roundtable: Scholars from diverse disciplinary backgrounds engage in dialogue on the frontiers of AI and management science.\n\n\n\nThematic Breakout Discussions: Participants will be divided into five thematic groups based on their research interests. Each group will conduct in‑depth discussions on core issues and present a summary of their deliberations. Representatives from each group will be nominated from the participants and will report their group’s insights during the final plenary wrap‑up.\n\n\n\n\n\n12:00 – 17:30 Departure\n\n\n\n\nIII. Organizers\n\n\n\nHosts: International Association for Chinese Management Research (IACMR)\, Academy of Management (AoM)\, Hunan UniversityOrganizer: Business School\, Hunan University \n\n\n\nIV. Conference Registration and Fees\n\n\n\nThe payment portal will officially open after the proposal review decisions are announced (i.e.\, after September 15\, 2026). Selected authors and all attendees will be notified via email and the conference website. Please stay tuned for further information. \n\n\n\nRegistration CategoryEarly‑bird (on or before Oct. 16)After Oct. 16Faculty / Professionals¥600¥1\,000Students¥300¥500\n\n\n\nTravel and accommodation expenses are to be borne by participants. The early‑bird registration deadline is October 16\, 2026. The specific registration link and other conference details will be announced later. \n\n\n\n\nRegistration Opens Soon\n\n\n\n\nLocal Organizing Committee (Business School\, Hunan University)\n\n\n\nChair: Prof. Yuejun Zhang \n\n\n\nVice‑Chairs:Prof. Yanhui Jiang\, Prof. Feng Wang\, Prof. Gangjin Wang\, Prof. Long Zhang\, Prof. Yan Chen \n\n\n\nExecutive Secretary‑General:Assoc. Prof. Ling Zhou \n\n\n\nCommittee Members:Assoc. Prof. Yaxi Shen\, Asst. Prof. Zhu Yao\, Asst. Prof. Yun Dong\, Asst. Prof. Wan Cheng\, Asst. Prof. Liyan Wang \n\n\n\nFor any inquiries regarding the conference and the Paper Development Workshop\, please contact:Conference Secretary‑General: Assoc. Prof. Wei Zeng\, Business School\, Hunan University. Email: zengwei@hnu.edu.cn \n\n\n\nConference Venue: Business School\, Hunan University\, Lushan South Road\, Yuelu District\, Changsha\, Hunan\, China \n\n\n\nIn the autumn breezes of October\, we look forward to welcoming you to the star‑city of Changsha for this great academic event!
URL:https://www.aom.org/event/cap-international-conference-and-paper-development-workshop-on-research-paradigms-in-management-science-in-the-age-of-artificial-intelligence/
LOCATION:School of Business Administration\, Hunan University\, Lushan S Rd\, Yuelu District\, Changsha\, Hunan\, 410012\, China
CATEGORIES:Community Accelerator Program (CAP) Events
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DTEND;TZID=UTC:20261214T235959
DTSTAMP:20260812T152249Z
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SUMMARY:AMLE Call for Special Issue Papers: Rethinking Business School Structures\, Standards\, and Success for Neuroinclusive Management Learning and Education
DESCRIPTION:This Call for Papers is available to download in these languages:\n\n\n\n\nChinese\n\n\n\nEnglish\n\n\n\nHindi\n\n\n\nSpanish\n\n\n\n\n\nGuest Editors\n\n\n\n\nMiriam Moeller (she/her)\, University of Queensland (Australia)\n\n\n\nDana L. Ott (she/her)\, University of Otago (New Zealand)\n\n\n\nMatevž (Matt) Rašković\, (he/him) University of Technology Auckland (New Zealand)\n\n\n\nSophie Hennekam (she/her)\, Audencia Business School (France)\n\n\n\nTimothy J. Vogus (he/him)\, Vanderbilt University (USA)\n\n\n\nJoy E. Beatty (she/her)\, Eastern Michigan University (USA)\n\n\n\nJudith Clair (she/her)\, Boston College (USA)\n\n\n\n\nAMLE Editors\n\n\n\n\nKatrin Mühlfeld (she/her)\, University of Trier\, Germany\n\n\n\nMaría José Murcia IAE Business School\, Argentina\n\n\n\n\nCall for Papers\n\n\n\nBusiness schools around the world are undergoing rapid transformation\, reflecting questions about their social license (Starkey & Tempest\, 2025; University Chancellors Council\, 2025)\, legitimacy and identity (Alajoutsijärvi et al.\, 2015)\, changing student demographics (Zhang et al.\, 2016)\, technological developments (Clegg & Sarker\, 2024; Hughes & Davis\, 2024)\, and evolving understandings of social justice\, equity\, inclusion\, and belonging (Fiset et al.\, 2025). Amid this period of re-evaluation and change\, recognition is growing that an estimated 15-20% of the global population is neurodivergent (Doyle\, 2020). With more than half of Gen Z (1997-2012) now identifying as neurodivergent (Palumbo\, 2025)\, it underscores the urgency of advancing theoretical\, empirical\, and pedagogical conversations about whom business school systems of teaching\, assessment\, and professional formation are designed to serve – and how they might evolve to achieve greater neuroinclusion. \n\n\n\nNeurodiversity\, a term collectively developed by neurodivergent individuals (Botha et al.\, 2024)\, refers to the full spectrum of natural variation in human cognitive functioning. Individuals who diverge from dominant neurocognitive norms are often described as neurodivergent\, encompassing cognitive profiles such as Autism Spectrum Conditions (ASC)\, Attention Deficit Hyperactivity Disorder (ADHD)\, dyslexia\, dysgraphia\, dyscalculia\, dyspraxia\, Tourette Syndrome\, and other forms of neurodivergence (Doyle et al.\, forthcoming; Quigley & Gallagher\, 2025). These forms of neurodivergence are not deficits to be ‘fixed’ but reflect different patterns of perception\, attention\, memory\, and communication\, which may entail both distinct challenges and unique strengths in educational and workplace settings (Kersten et al.\, 2025; Shaw et al.\, 2024). ADHD individuals\, for example\, may excel in high-energy\, fast-paced problem-solving (Doyle\, 2020) but face difficulties with sustained concentration during lengthy case discussions or traditional assessments. Dyslexic learners often demonstrate strong visual-spatial reasoning and creativity (LeFevre-Levy et al.\, 2023) yet may encounter barriers when coursework relies heavily on time-pressured reading and written tasks. \n\n\n\nThere has been a marked increase in the number of neurodivergent learners entering higher education in recent years\, driven by rising awareness and improved access pathways (McDowall & Kiseleva\, 2024). In the UK\, for example\, up to 2% of university students may meet diagnostic criteria for ASC\, with an additional 2-8% potentially being ADHD (Ahmann et al.\, 2018; Anderson et al.\, 2019). Dyslexia is also widespread\, with approximately 5% of higher education students being dyslexic (Clouder et al.\, 2020). Nonetheless\, these figures likely underestimate the true prevalence of neurodivergence in business and higher education as many learners remain undiagnosed or choose not to disclose their neurodivergent status (Clouder et al.\, 2020; Kennedy et al.\, 2025). \n\n\n\nBusiness schools traditionally tend to privilege narrow forms of learning\, expression\, and social interaction (Clouder et al.\, 2020; Hennekam et al.\, 2025; McDowall & Kiseleva\, 2024) that assume neurotypicality and place the burden of adaptation on neurodivergent individuals (Milton\, 2012; Milton et al.\, 2022). This approach fails to recognize that the challenges of neurodiversity are fundamentally breakdowns in mutual understanding between neurodivergent and neurotypical people grounded in differences in their patterns of attention\, communication\, and interpretation of social information (e.g.\, Williams\, 2021)—a double empathy problem (Milton\, 2012; Milton et al.\, 2022) rather than one party’s mind blindness or lack of empathy. Failing to see the double empathy problem produces pedagogical expectations that can disadvantage those whose strengths and needs do not align with these implicit norms\, limiting their ability to fully participate and succeed. For example\, a neurotypical academic staff member may misunderstand a neurodivergent student’s lack of eye contact or neutral facial expression as signs of lack of preparation or disinterest rather than intentional strategies to effectively manage sensory input and attentional resources. \n\n\n\nPedagogically\, group work\, a core element of many business schools\, similarly assumes strong relational and communication skills\, which may not align with all neurocognitive profiles. Similarly\, particularities of neurodivergent students\, such as hyperfocus among those with ADHD or monotropism\, referring to the tendency to focus one’s attention on a small or singular number of interests\, common among autistic students\, are often ignored or positioned as irrelevant (Wood\, 2023). Moreover\, challenges faced by neurodivergent learners are intensified for postgraduate students\, mature learners\, and those diagnosed later in life\, who often encounter disbelief\, inconsistent support\, or are completely overlooked by institutions (Butcher & Lane\, 2024; Coneyworth et al.\, 2020). \n\n\n\nEven when available\, neurodivergent learners may be unaware of available support or may refrain from requesting accommodations to which they are entitled due to the fear of stigmatization (Clouder et al.\, 2020). These students often attempt to conform to neurotypical norms\, masking their difficulties or distinctive traits (Hennekam et al.\, 2025). They consequently tend to manage their challenges by themselves (Mirfin-Veitch et al.\, 2020)\, a strategy that may prove unsustainable over time for them and their support groups (Hennekam et al.\, 2025). As a result\, and despite being academically capable\, degree completions remain low (Chown et al.\, 2018). For many\, the consequences extend beyond poorer academic outcomes to diminished access to meaningful employment (Bury et al.\, 2024)\, an issue particularly stark for autistic individuals whose employment rates remain among the lowest of any disability group (ABS\, 2022; Alemany & Vermeulen\, 2023; Austin & Pisano\, 2017; Ezerins et al.\, 2024; Moeller et al.\, 2021). \n\n\n\nWhile several excellent special issues have advanced the conversation on neurodiversity in management and organizations\, this special issue offers a fundamentally distinct vantage point. Whereas prior collections—such as those in the Journal of Management & Organization (2019)\, Human Resource Management (2025)\, and the forthcoming issues in Academy of Management Discoveries\, Personnel Review\, International Journal of Management Reviews\, and Group & Organization Management—center primarily on neurodiversity in relation to employment\, inclusion practices\, and organizational systems and outcomes\, this Academy of Management Learning & Education special issue uniquely foregrounds the importance of reimagining management learning and education to better serve all minds and to develop neurodiversity-informed managers who are equipped to make organizations more neuroinclusive. \n\n\n\nFor this special issue\, we encourage conceptual and empirical work that envisions business schools as models of neuroinclusion. Our call also shifts the focus from ‘accommodating and managing difference’ to ‘learning through difference’ and understanding how difference\, as a form of diversity\, enhances learning and group capabilities. In doing so\, it extends the dialogue beyond workplace adaptation to examining how neurodiversity both challenges and enriches the processes through which management knowledge is constructed\, taught\, and understood by learners\, and how this also impacts emergent group functions (i.e.\, decision-making and morality). We therefore invite a more inclusive understanding of learning and knowing in management education\, one that values diverse cognitive styles and experiences as integral to the co-creation of knowledge and practice. \n\n\n\nIn this vein\, we invite contributors to explore diverse perspectives that enrich and expand conversations on neurodiversity in management learning and education. In particular\, we encourage submissions that move beyond single-diagnosis approaches recognizing the breadth within and across neurodivergences\, including: developmental (e.g.\, ADHD\, dyslexia\, dyspraxia\, dyscalculia)\, acquired (e.g.\, traumatic brain injury\, epilepsy)\, mental health (e.g.\, anxiety\, obsessive-compulsive disorder; Edwards et al.\, 2024)\, and physical health conditions (e.g.\, chronic fatigue syndrome\, hearing or vision impairment). These categories are not mutually exclusive and neurodivergent conditions often co-occur. For example\, those who present with ADHD and anxiety\, or those who are dyspraxic and autistic\, may experience both distinctive challenges and synergies in learning and workplaces. \n\n\n\nFurthermore\, this special issue welcomes contributions that embrace conceptual plurality\, engaging with alternative or adjacent conceptualisations of neurodiversity – whether framed as natural variation and ecology (Chapman\, 2021) or through disability (Brown & Leigh\, 2020)\, misfit (Billsberry et al.\, 2023)\, being ‘different’ or other evolving terms that capture the complex ways individuals experience (mis)alignment with institutional learning environments and how this also impacts emergent group functions and group-level outcomes. Embracing such plurality also requires turning the lens toward academic and professional staff who shape these environments. Doing so exposes a broader empirical and theoretical blind spot in understanding the attitudes and experiences of academic and professional staff with disabilities (Anderson\, 2006; Brown & Leigh\, 2020; Little et al.\, 2023) and\, in particular\, those with neurocognitive conditions (Alexander\, 2024). \n\n\n\nOf interest in this special issue also are how inclusive pedagogy\, constructive alignment\, Universal Design for Learning (UDL)\, and learner partnership models can transform educational design and practice to better serve the full spectrum of learners (CAST\, 2024; Rose & Meyer\, 2006). For example\, a management educator might offer students multiple ways to demonstrate learning\, such as a written essay\, an infographic\, or forms of digitalization (Walkowiak\, 2024)\, or a recorded presentation\, thereby valuing diverse modes of cognition and communication. Similarly\, predictable course rhythms and clearly scaffolded tasks can reduce cognitive load and anxiety for neurodivergent students while increasing engagement and clarity for everyone. Finally\, incorporating learner partnership models—where students collaborate with educators to co-design learning activities\, assessment criteria\, or feedback processes—can cultivate a sense of shared ownership\, agency\, and belonging across the entire student cohort. For business schools\, this will result in very real considerations of workload models\, academic and professional staff training\, and the redistribution of institutional resources to ensure that inclusive pedagogical intentions are supported by genuine structural and financial commitment. \n\n\n\nAttention should likewise be directed to an intersectional perspective on neurodivergence (Gottardello et al.\, 2025)\, which acknowledges that intersecting identities—such as gender\, race\, and culture—interact and fundamentally shape how neurological differences are understood and enacted. For example\, the experience of a dyslexic woman of color in academia or that of a neurodivergent international student navigating an unfamiliar education system may reveal unique intersections of cognitive\, cultural\, and structural differences (Crenshaw\, 1991; Lewis & Arday\, 2023; Rivera\, 2022)\, which offers an opportunity to explore the interactions of dispositional and circumstantial diversity. In particular\, we encourage research and reflections from diverse cultural and national contexts which support and extend ecological understandings of neurodiversity and challenge dominant epistemological assumptions. Consequently\, we provide a space to decenter Eurocentric and Anglophone paradigms of management learning and education\, enabling more culturally grounded understandings of neurodivergence (Atherton et al.\, 2023; Bernier & McCrimmon\, 2022; de Leeuw et al.\, 2020; Felix & Hennekam\, in press; Ott et al.\, 2025; Tupou et al.\, 2024). These perspectives will ultimately challenge dominant Western deficit discourses and offer novel pathways for pedagogical and institutional inclusion\, as well as opening promising frontiers for the application of institutional theory (Cook\, 2024) and intersectionality research (Gottardello et al.\, 2025). \n\n\n\nAt a theoretical level\, management learning and education continues to be informed by approaches that presume and privilege neurotypicality and associate neurodivergence with medicalized deficits rather than as part of a natural ecology. We posit that institutions that implement inclusive teaching practices often do so without interrogating the deeper epistemic assumptions that define what counts as legitimate knowledge\, effective pedagogy\, or “good” learning. To illustrate\, efforts to engage neurodiversity in practice and management learning and education research have largely been narrow and at the individual-level\, overlooking a more ecological perspective that focuses on the interplay of factors at micro\, meso\, and macro levels (Chapman\, 2021). Drawing on Bronfenbrenner’s (2000) ecological systems theory—which posits that individual development is shaped by multiple\, interrelated environmental layers—may offer a valuable lens for examining how business schools can become more inclusive. For this special issue\, we therefore encourage pursuing the above-mentioned ideas and contexts from various theoretical perspectives\, epistemological assumptions\, and levels of analysis. \n\n\n\nIn conjunction with the ecological systems view\, a range of theoretical lenses\, such as social identity theory and identity work\, critical race or critical disability theories\, queer theory and power lenses\, but also decolonial perspectives may be pertinent to studying intersectional identities\, forms of oppression\, and co-occurring conditions (Mallipeddi & Van Daalen\, 2022). Social learning theory and especially self-efficacy beliefs (Bandura\, 1997)\, learned helplessness (Kapp\, 2022)\, and the internalization of negative beliefs about their competencies or stigma (Hennekam et al.\, 2025) might likewise be relevant to studying educational outcomes as well as the school-to-work transition of neurodivergent students in business schools (O’Byrne et al.\, 2019). This is supported by empirical research showing that neurodivergent students often report lower self-efficacy than their neurotypical peers\, which may hinder confidence and career readiness (Buckley et al.\, 2024). \n\n\n\nIn sum\, we encourage contributions that critically examine how insights from neuroscience and neuro-ethics can inform\, but should not uncritically determine\, approaches to neuroinclusive management learning and education (Cavanaugh et al.\, 2016; Lindebaum et al.\, 2018). We invite scholars\, educational practitioners\, business school leaders\, policymakers\, and even practitioners from across inclusive education\, disability studies\, critical management studies\, organizational behavior and theory\, and other fields to enrich neurodiversity discourse and contribute to a more expansive\, socially just\, and humanizing vision of management learning and education. \n\n\n\nIllustrative Themes and Research Questions\n\n\n\nIn the context of the Business of Business Schools\, the following questions could be explored: \n\n\n\n\nHow does neurodiversity help reimagine social justice and DEI in business schools?\n\n\n\nWhat tensions emerge between performance metrics and inclusion for neurodivergent students\, academic and professional staff\, and how are such trade-offs effectively managed?\n\n\n\nHow do policies on reasonable accommodations align (or conflict) with institutional objectives and wider institutional logics?\n\n\n\nHow is neurodiversity effectively addressed in non-WEIRD (Western\, Educated\, Industrialized\, Rich\, and Democratic) environments and institutional settings in higher education contexts? \n\n\n\nHow does a country’s legal context shape the expectations\, obligations\, and opportunities for business schools to develop and deliver more neuroinclusive pedagogy?\n\n\n\nHow can existing practices and processes within business schools be adjusted and/or redesigned to be more neuroinclusive (e.g.\, recruiting and selection\, onboarding\, networking\, and organizational culture)?\n\n\n\nHow can business schools attract and retain neurodivergent talent (learners\, academics and professional staff)?\n\n\n\nHow can business schools support neurodivergent academic and professional staff and challenge ableism as an organizational paradigm?\n\n\n\nHow do business schools address the neurodiversity of learners\, academic\, and professional staff at different levels (i.e.\, undergraduate\, postgraduate\, executive education) and in different cultural and institutional contexts?\n\n\n\n\nIn the context of management learning\, the following questions could be explored: \n\n\n\n\nHow do neurodivergent learners\, academic and professional staff experience management learning processes differently and what unique challenges do they face?\n\n\n\nWhat are the experiences of learners and academic and professional staff with intersectional social identities involving neurodiversity?\n\n\n\nWhat is the role of institutional logics/culture\, pedagogy\, peer learners\, and academic and professional staff in the way neurodivergent individuals and groups experience and navigate their management education\, including from an intersectionality perspective? \n\n\n\nWhat insights can be gleaned from the experiences of neurodivergent learners and academic and professional staff regarding neurotypical norms in management education? What role do visibility and representation specifically play in this?\n\n\n\nHow can cross-neurotype (between neurodivergent and neurotypical individuals) collaboration and connection be fostered and leveraged in the classroom and outside it (i.e.\, bridging the “double empathy problem\,” Milton\, 2012)?\n\n\n\nHow do neurodiverse groups of learners (i.e.\, those with neurotypical and neurodivergent members) work together (e.g.\, the biases experienced or avoided\, the interpersonal challenges) and perform (e.g.\, task performance\, creativity)?\n\n\n\nHow do neurodivergent individuals experience the transition into the workforce as well as from secondary school into management education? What practices\, supports\, and tools aid more successful transitions? How do these transitional practices vary across global cultures?\n\n\n\nWhat role does executive functioning\, sensory processing\, or divergent social cognition play in shaping reflection and feedback loops within learning processes?\n\n\n\nIn what ways can experiential learning or study abroad be adapted for neurodivergent learners and educators?\n\n\n\nHow does neurodiversity inform alternative models of learner identity and transformation?\n\n\n\nWhat is the impact of educational support on academic achievements and the employability of neurodivergent individuals?\n\n\n\nWhat role do internships and mentoring play in the academic achievements and work-readiness of neurodivergent management learners? \n\n\n\nHow can business schools foster neuro-inclusion as a leadership and management capability?\n\n\n\n\nIn the context of management education\, the following questions could be explored:   \n\n\n\n\nHow can universal design for learning and inclusive pedagogy reshape management education?\n\n\n\nHow can constructive alignment more effectively incorporate the needs and experiences of neurodivergent learners and educators across different levels and contexts?\n\n\n\nWhat can we learn from neuro-inclusive education in other fields? What best practices\, policies\, and procedures can be identified?\n\n\n\nHow do assessment and participation norms impact neurodivergent learners’ educational outcomes?\n\n\n\nHow does neurodiversity intersect with other (potentially) stigmatizing attributes or sources of social identities\, such as gender\, age\, race\, ethnicity\, sexual orientation\, or other disabilities among management learners?\n\n\n\nHow do individuals with multiple co-occurring neurocognitive conditions navigate higher management education?\n\n\n\nWhat teaching innovations have emerged in neurodiversity-informed business courses and programs?\n\n\n\nHow important is visibility and representation among academic and professional staff?\n\n\n\nHow may internalized ableism and embodied pedagogy affect neurodivergent academic and professional staff?\n\n\n\nHow do inclusive pedagogies engage with issues of masking\, disclosure\, and psychological safety?\n\n\n\nHow can technology\, and in particular artificial intelligence\, be meaningfully leveraged to support neurodivergent learners in management education? How can such technologies be used to enhance cross-neurotype collaborations and relationships?\n\n\n\nHow are higher education institutions and educators adapting AI-driven educational technologies to support neurodivergent learners in management programs?\n\n\n\n\nSubmission types\n\n\n\nFor this special issue\, we invite submissions to all of the Academy of Management Learning & Education’s peer-reviewed sections\, including Research and Reviews\, Essays\, and Book and Resource Reviews. We particularly welcome research studies based on extensive data—qualitative\, quantitative\, and mixed method—using any well-executed and rigorous methodology and strong theoretical framing. Finally\, related to the issue of representation\, we especially encourage submissions from neurodivergent authors and author teams. Submissions will be subject to the normal editorial decision-making and peer-review processes. All the journal’s standard formatting and peer review guidelines will apply. \n\n\n\nInquiries\n\n\n\nIf you have any questions or would like to discuss a possible submission\, please contact Miriam Moeller and Dana L. Ott. Please note that such consultation is not a precondition\, requirement\, or guarantee of acceptance for any submission. Authors who have not consulted with the Guest Editor Team are equally welcome to submit. \n\n\n\nSubmission details\n\n\n\nWe invite special issue submissions to occur between 1 November 2026 and 14 December 2026 through the AMLE’s manuscript central system. \n\n\n\nPrior to submission\, we will hold an optional virtual professional development workshop at the end of May 2026\, for interested authors to receive feedback on their ideas. Those interested in participating in the workshop should e-mail a 3\,000-word proposal (including references) to Miriam Moeller and Dana L. Ott by 13 May 2026. \n\n\n\nWe also plan to offer workshops to discuss this special issue at the European Academy of Management in June 2026 (Kristiansand\, Norway)\, the European Group of Organisational Studies in July (Bergamo\, Italy)\, the Academy of International Business conference in July 2026 (Manchester\, UK)\, the Academy of Management conference in August 2026 (Philadelphia\, Pennsylvania) and the Brazilian Academy of Management in October 2026. We will share more details about these and other opportunities when available via the AMLE website and various listservs. \n\n\n\nWhile we encourage interested contributors to participate in these opportunities\, they are not a prerequisite for\, or a guarantee of\, eventual acceptance in the special issue. \n\n\n\nAcknowledgments \n\n\n\nThis Call for Papers was translated using an Artificial Intelligence (AI) Translator tool developed by The University of Queensland in collaboration with the Association for Information Systems Taskforce on AI Translation for Inclusive\, Impactful Science. We thank James Boyce\, David Goyeneche Ramirez\, Luis Alfredo Arango Soler\, Marut Jain\, Pooja Madaan\, Saarwani Komanduri\, Hetiao Xie\, and Gloria Zheng for cross-checking and refining the AI-translated version to ensure linguistic and contextual accuracy. \n\n\n\nReferences\n\n\n\nABS. 2022. 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The business school and the end of history: Reimagining management education. Academy of Management Learning & Education\, 24(1)\, 111-125. \n\n\n\nTupou\, J.\, Ataera\, C.\, Wallace-Watkin\, C.\, & Waddington\, H. 2024. Supporting tamariki takiwātanga Māori (autistic Māori children): Exploring the experience of early childhood educators. Autism\, 28(3)\, 705-717. \n\n\n\nUniversity Chancellors Council. 2025\, July. Social licence initiative. Retrieved July 31\, 2025\, from University Chancellors Council website: https://ucc.edu.au/social-licence \n\n\n\nWalkowiak\, E. 2024. Digitalization and inclusiveness of HRM practices: The example of neurodiversity initiatives. Human Resource Management Journal\, 34(3)\, 578-598 \n\n\n\nWilliams G. L. 2021. Theory of autistic mind: A renewed relevance theoretic perspective on so-called autistic pragmatic ‘impairment’. Journal of Pragmatics\, 180\, 121-130. \n\n\n\nWood\, R. 2023. Autism\, intense interests and support in school: From wasted efforts to shared understandings. In Mapping the Field (pp. 332-352). Routledge. Zhang\, M. M.\, Xia\, J.\, Fan\, D.\, & Zhu\, J. C. 2016. Managing student diversity in business education: Incorporating campus diversity Into the curriculum to foster inclusion and academic success of international students. Academy of Management Learning & Education\, 15(2)\, 366-380
URL:https://www.aom.org/event/amle-call-for-special-issue-papers-rethinking-business-school-structures-standards-and-success-for-neuroinclusive-management-learning-and-education/
CATEGORIES:Call for Special Issue Papers,Journal Workshops & Publications Events
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BEGIN:VEVENT
DTSTART;TZID=Europe/Tallinn:20261109T000000
DTEND;TZID=Europe/Tallinn:20261110T235959
DTSTAMP:20260904T195008Z
CREATED:20260827T213927Z
LAST-MODIFIED:20260904T195008Z
UID:10002106-1794182400-1794355199@www.aom.org
SUMMARY:CAP: Teaching Entrepreneurship in the Age of AI Workshop
DESCRIPTION:Leveraging Estonia’s global reputation for producing more “unicorn” start-ups per capita than anywhere else in the world\, Estonian Business School is hosting the “Teaching Entrepreneurship in the Age of AI” workshop from November 9-10\, 2026. In partnership with AOM’s Community Accelerator Program and Entrepreneurship Division\, the workshop will strengthen the skills of business faculty and PhD students to foster the next generation of transformative entrepreneurs using research-based methods and real-world insights. \n\n\n\n\nRegistration Opens Soon\n\n\n\n\nContent:\n\n\n\n\nParticipants will learn effectuation\, the core framework for entrepreneurship education that teaches students how expert entrepreneurs actually think. Saras Sarasvathy\, the creator of effectuation theory\, will explore best practices for teaching effectuation in the classroom.\n\n\n\nCase method experts will present strategies for case teaching so that educators can challenge students to solve real-world problems in the classroom.\n\n\n\nParticipants will visit an Estonian AI start-up to hear the founders’ experiences first-hand so that educators bring practitioner insights into the classroom.\n\n\n\n\nSpeakers:\n\n\n\n\nSaras Sarasvathy is a Professor Emerita at the Darden School of Business at the University of Virginia. She is a leading scholar of entrepreneurial expertise and the creator of effectuation theory.\n\n\n\nIndu Khurana is the Chair of the ENT Division Teaching Committee and Associate Professor of Economics and Business at Hampden-Sydney College.
URL:https://www.aom.org/event/cap-teaching-entrepreneurship-in-the-age-of-ai-workshop/
LOCATION:Estonian Business School\, A. Lauteri tn 3\, Tallinn\, 10114\, Estonia
CATEGORIES:Community Accelerator Program (CAP) Events,Teaching Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261110T120000
DTEND;TZID=America/New_York:20261110T120000
DTSTAMP:20260729T183118Z
CREATED:20260729T182557Z
LAST-MODIFIED:20260729T183118Z
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SUMMARY:MC-IDRAC: On the Road to Vienna 2027
DESCRIPTION:On November 10\, we will be organizing the MC conference workshop at IDRAC Business School in Lyon to help prepare submissions for Vienna. The event will be held in a hybrid format\, with a morning session dedicated to doctoral students.
URL:https://www.aom.org/event/mc-idrac-on-the-road-to-vienna-2027/
LOCATION:IDRAC Business School – Ecole de commerce – Lyon\, 47 Rue du Sergent Michel Berthet\, Lyon\, 69009\, France
CATEGORIES:Community Accelerator Program (CAP) Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/Skopje:20261112T090000
DTEND;TZID=Europe/Skopje:20261113T180000
DTSTAMP:20260504T174508Z
CREATED:20260504T174508Z
LAST-MODIFIED:20260504T174508Z
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SUMMARY:Economic and Business Trends Shaping the Future (EBTSF 2026) - Intelligence\, Innovation\, and Long-Term Impact in Organizations and Societies
DESCRIPTION:In an era defined by rapid technological transformation\, data-driven decision-making\, and evolving global challenges\, the 7th International Scientific Conference Economic and Business Trends Shaping the Future (EBTSF 2026) provides a forward-looking academic platform for exploring the forces shaping the next generation of economic systems\, organizations\, and societies. \n\n\n\nEBTSF 2026 brings together leading scholars\, researchers\, and practitioners from across the world to present innovative research\, exchange ideas\, and advance interdisciplinary dialogue at the intersection of economics\, business\, management\, and emerging technologies. The conference emphasizes the role of intelligence\, innovation\, and evidence-based insights in shaping resilient organizations and sustainable economic development.By fostering rigorous academic debate and international collaboration\, EBTSF 2026 aims to contribute to the development of new perspectives\, frameworks\, and strategic approaches capable of addressing complex challenges and generating long-term impact in organizations and societies.
URL:https://www.aom.org/event/economic-and-business-trends-shaping-the-future-ebtsf-2026-intelligence-innovation-and-long-term-impact-in-organizations-and-societies/
LOCATION:Ss. Cyril and Methodius University\, Faculty of Economics in Skopje\, Boulevard Goce Delchev 9\, Skopje\, North Macedonia\, 1000\, North Macedonia
CATEGORIES:Community Accelerator Program (CAP) Events
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ORGANIZER;CN="Ss. Cyril and Methodius University in Skopje%2C Faculty of Economics":MAILTO:contact@eccf.ukim.edu.mk
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Africa/Johannesburg:20261113T080000
DTEND;TZID=Africa/Johannesburg:20261114T170000
DTSTAMP:20260617T203140Z
CREATED:20260617T203140Z
LAST-MODIFIED:20260617T203140Z
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SUMMARY:CAP: 2nd Africa Supply Chain Management Research Workshop
DESCRIPTION:Key Dates: \n\n\n\n\nCall for Abstracts Opens: June 2026\n\n\n\nAbstract Submission Deadline: 31 August 2026\n\n\n\nNotification of Acceptance: September 2026\n\n\n\nWorkshop Dates: 13–14 November 2026\n\n\n\n\n\nSubmit Abstract\n\n\n\nMore Information\n\n\n\n\n\nJournal of Supply Chain Management\, in collaboration with the GIBS Business School (Gordon Institute of Business Science) and the Academy of Management (#AOMCAP) is delighted to present the 2nd Africa Supply Chain Management Research Workshop “Conducting High-Quality Supply Chain Management Research in Africa: Theory\, Methods\, and Policy Impact.” \n\n\n\nThe workshop aims to provide a strong developmental platform and research incubator for scholars conducting SCM research focused on #Africa. The workshop brings together leading SCM scholars\, journal editors\, experienced reviewers\, policymakers\, and practitioners to support the development of theoretically rigorous\, methodologically strong\, and policy-impactful research capable of addressing pressing societal and organizational challenges across the continent. \n\n\n\nThe workshop is designed for doctoral students\, early-career researchers\, and established scholars interested in advancing high-quality SCM scholarship in African contexts. \n\n\n\nWe thank our host at GIBS Business School (Gordon Institute of Business Science)\, Nat Boso\, and our partner at the Academy of Management\, Shira Hodges\, for their support in organizing the workshop!
URL:https://www.aom.org/event/2nd-africa-supply-chain-management-research-workshop/
LOCATION:GIBS Business School\, Johannesburg\, 26 Melville Rd\, Illovo\, Johannesburg\, 2196\, South Africa
CATEGORIES:Community Accelerator Program (CAP) Events
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BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261119T083000
DTEND;TZID=America/New_York:20261120T120000
DTSTAMP:20260608T033602Z
CREATED:20260608T033602Z
LAST-MODIFIED:20260608T033602Z
UID:10002089-1795077000-1795176000@www.aom.org
SUMMARY:CAP: Converge: A Summit for Academics\, Practitioners\, and Emerging Professionals
DESCRIPTION:The convergence of scholarship and practice is a pressing imperative. This summit\, hosted by the Academy of Management’s Community Accelerator Program and the Western Michigan University College of Education and Human Development\, brings together academics and industry professionals to explore the intersections of theory and application and how each domain is strengthened by the other. Scholars will gain grounded insight into how organizational and managerial frameworks come to life in real-world contexts\, while practitioners discover new conceptual tools to sharpen their own. \n\n\n\n\nRegister Now
URL:https://www.aom.org/event/converge-a-summit-for-academics-practitioners-and-emerging-professionals/
LOCATION:Western Michigan University\, 1903 W Michigan Avenue\, Kalamazoo\, 49008\, United States
CATEGORIES:Community Accelerator Program (CAP) Events
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BEGIN:VEVENT
DTSTART;TZID=America/Sao_Paulo:20261202T000000
DTEND;TZID=America/Sao_Paulo:20261204T235959
DTSTAMP:20260810T131332Z
CREATED:20260810T022927Z
LAST-MODIFIED:20260810T131332Z
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SUMMARY:CAP: 2nd Latin America Practice and Process Gathering
DESCRIPTION:The 2nd Latin American Practice & Process Gathering (LAPPG 2026)\, in partnership with the AOM Community Accelerator Program\, will take place at Mackenzie Presbyterian University\, in São Paulo\, Brazil\, from December 2 to 4\, 2026. Building on the success of its inaugural edition held in Medellín\, Colombia\, in 2024\, LAPPG has become the leading Latin American forum dedicated to advancing Practice and Process Studies in organizational\, strategic\, and management research. \n\n\n\nLAPPG 2026 aims to consolidate and expand a vibrant research community by bringing together senior scholars\, early-career researchers\, and doctoral students from across Latin America and beyond. With activities conducted in English\, Spanish\, and Portuguese\, the gathering provides an immersive environment for intellectual exchange\, mentorship\, and collaborative development. The program features international keynote lectures\, trilingual research clinics\, methodological workshops\, and integrative panels\, fostering high-quality academic interactions. \n\n\n\nThe event will bring together globally renowned scholars interacting with academics from Latin America. Their participation strengthens the international visibility of Latin American research and supports the advancement of theoretical and methodological debates in practice and process studies. \n\n\n\nLAPPG 2026 is positioned as a high-impact meeting for networking\, collaborative research\, and doctoral development. By fostering interregional dialogue\, inter-institutional partnerships\, and joint publication opportunities\, the gathering contributes to the internationalization of management research and graduate education in Brazil and across Latin America. \n\n\n\nWe welcome graduate students\, faculty members\, and researchers interested in organizational practices\, strategy as practice\, process theories\, and methodological innovation.Join us in São Paulo for three days of learning\, collaboration\, and community building. \n\n\n\n\nRegister Now
URL:https://www.aom.org/event/cap-2nd-latin-america-practice-and-process-gathering/
LOCATION:Mackenzie Presbyterian University\, R. da Consolação\, 930 - Consolação\, São Paulo\, São Paulo\, 01302-907\, Brazil
CATEGORIES:Community Accelerator Program (CAP) Events
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ORGANIZER;CN="Latin America Practice and Process Community":MAILTO:eduardo.villar@ifsc.edu.br
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/New_York:20261203T000000
DTEND;TZID=America/New_York:20261204T235959
DTSTAMP:20260727T015212Z
CREATED:20260727T014512Z
LAST-MODIFIED:20260727T015212Z
UID:10002099-1796256000-1796428799@www.aom.org
SUMMARY:CAP: Strategic Management in Latin America Conference
DESCRIPTION:The Strategic Management in Latin America Conference (SMLA) in partnership with the AOM Community Accelerator Program brings together scholars and practitioners engaged in the advancement of academic research and professional practice in Strategic Management\, with a particular emphasis on the Latin American context. Now in its eleventh edition\, SMLA has established itself as a premier forum for the rigorous and collegial exchange of ideas among researchers\, business leaders\, entrepreneurs\, and policymakers from across the region and beyond. \n\n\n\nThe conference theme is Strategic Management of High-Impact Ventures and Ecosystems in Latin America. SMLA 2026 examines the reciprocal relationship between Strategic Management principles and the institutional architectures underpinning Latin American entrepreneurial ecosystems. We welcome rigorous scholarly contributions on this theme as well as on the broader discipline of strategy. In addition to the main theme\, the conference will feature plenary sessions addressing two pressing challenges for the Strategic Management community: the role of Artificial Intelligence in strategy\, and the implications of AI for management education.
URL:https://www.aom.org/event/cap-strategic-management-in-latin-america-conference/
CATEGORIES:Community Accelerator Program (CAP) Events
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BEGIN:VEVENT
DTSTART;TZID=America/Santiago:20261214T000000
DTEND;TZID=America/Santiago:20261215T235959
DTSTAMP:20260904T141306Z
CREATED:20260827T205944Z
LAST-MODIFIED:20260904T141306Z
UID:10002102-1797206400-1797379199@www.aom.org
SUMMARY:3rd AOM Andes Connect Workshop
DESCRIPTION:The Andes Connect Workshop is an academic initiative organized by the Academy of Management (AOM)\, as part of its Community Accelerator Program (CAP). This event is designed for doctoral students and early-career academics in the areas of organization and strategy in Chile and Argentina. \n\n\n\nThis intensive program aims to strengthen research capabilities\, build local research communities\, and increase the region’s capacity to produce high-impact research. \n\n\n\nThe workshops are taking place twice a year in Chile and Argentina\, over a period of two to three years\, with the focus on strengthening collaboration between these two countries and extending it to other regions of Latin America. \n\n\n\nThe third workshop will be held at Pontificia Universidad Católica de Chile (Santiago) over two sessions: Monday\, December 14\, 2026 (full day)\, and Tuesday\, December 15\, 2026 (morning only). It will feature keynote talks by distinguished international scholars alongside interactive workshops designed to foster collaborative research. This edition will also include research presentations by participants\, in keeping with the spirit of the initiative: to encourage the development of organizational and strategy research from and about Latin America. Further details on the program\, format\, and invited speakers will follow in the coming weeks. \n\n\n\nCALL FOR PROPOSALS \n\n\n\nSubmissions. We welcome research summaries at all stages of development\, from early project ideas to recently published work. Summaries may be written in English or Spanish\, must not exceed 400 words\, and are due by October 25\, 2026. Please note that some sessions\, including keynote talks\, may be delivered in English if distinguished scholars do not speak Spanish. \n\n\n\n\nSubmit Your Proposal\n\n\n\n\nSpecial track: AOM Annual Meeting 2027. This workshops offers a dedicated track for authors preparing papers for submission to the AOM Annual Meeting 2027 in Vienna\, Austria. If you would like your work reviewed with that submission in mind\, please do two things. First\, check the box in the submission system marked “I want to receive feedback for AOM submission.” Second\, if your proposal is accepted for AOM Andes Connect\, send us a complete draft of your paper by November 30\, 2026\, two weeks before the workshop. Choosing this track means you commit to having a draft we can review by that deadline. \n\n\n\nTravel awards. AOM is pleased to offer travel awards for doctoral students with financial need living outside Santiago\, Chile\, to participate in the workshop. To apply\, indicate your interest in the submission system and complete the required information. We look forward to coming together as a community of peers\, sharing our work\, and strengthening our networks of collaboration. \n\n\n\n\nApply for Travel Award
URL:https://www.aom.org/event/3rd-aom-andes-connect-workshop/
LOCATION:Pontificia Universidad Católica de Chile\, Marcoleta 367\, Santiago\, Región Metropolitana\, 8320165\, Chile
CATEGORIES:Community Accelerator Program (CAP) Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Asia/Kolkata:20270129T100000
DTEND;TZID=Asia/Kolkata:20270131T140000
DTSTAMP:20260720T182621Z
CREATED:20260428T210923Z
LAST-MODIFIED:20260720T182621Z
UID:10002082-1801216800-1801404000@www.aom.org
SUMMARY:CAP: Innovation and Value Pathways in Service Ecosystems
DESCRIPTION:Pre-conference workshops: 29th January\, 2027 from 10:00–18:00Day 1: 30 January 2027\, from 10:00–18:00Day 2: 31st January\, 2007 from 9:00 am to 14:00 \n\n\n\n\nSubmit Your Paper\n\n\n\nLearn more\n\n\n\n\nHospitality and Tourism\, healthcare and wellness\, education & edtech\, retail and e-commerce\, creative industries\, management consulting and also legal services are labour-intensive sectors with multiple actors that significantly affect three levels of analysis – people\, teams & the firm and the planetary eco-system. These industries are faced with multiple challenges: There is an increase in the global burden of depression\, challenges to jobs posed by artificial intelligence\, climate disruptions the world over\, a shift in tourist and consumer expectations and more fragile labour markets. In this context it is vital that the service sector reconsiders its purpose and future direction. What was once seen as a sector defined primarily by service and experience has now become a space where emotional well-being\, tech-savviness\, environmental responsibility and community resilience intersect in profound ways. This international conference has been organized by the Indian School of Hospitality\, in collaboration with the Academy of Management’s Community Accelerator Program (CAP)\, and is to be hosted on the campus of BML Munjal University\, India. It aims to host eminent scholars and industry leaders for vibrant discussions on existing research and practices\, with the goal of inspiring transformative research directions in service ecosystems. \n\n\n\n\nRegistration fee includes lunch\, evening tea and conference gala dinner. Optional sightseeing tour (on paid basis). \n\n\n\nAt least one author is required to register and must be present at the conference to present the paper\, otherwise the paper will be withdrawn.\n\n\n\nRegistration will be confirmed only after the full payment of the fee (registration fee is non-refundable).\n\n\n\nOnly registered authors will get certificate of participation/presentation.\n\n\n\n\nRegistration Fee\n\n\n\n\nEarly bird registration through 20 December\, 2026\n\n\n\n\nAcademic/Executive member – $260.00\n\n\n\nStudent/Emeritus Member – $150.00\n\n\n\n\nRegular registration through 29 December\, 2026\n\n\n\n\nAcademic/Executive member – $300.00\n\n\n\nStudent/Emeritus Member – $200.00\n\n\n\n\n\nSpecial Registration Rates for India & SAARC countries\n\n\n\n\nEarly bird registration through 20 December\, 2026\n\n\n\n\nAcademic/Executive member – INR 11\,000 ($115.00)\n\n\n\nStudent/Emeritus Member – INR 7\,500 ($80.00)\n\n\n\n\nRegular registration through 29 December\, 2026\n\n\n\n\nAcademic/Executive member – INR 12\,500 ($130.00)\n\n\n\nStudent/Emeritus Member – INR 8\,500 ($90.00)
URL:https://www.aom.org/event/international-conference-on-service-eco-systems/
LOCATION:BML Munjal University\, India\, 67th Milestone\, NH 48\,\, Kapriwas\, Haryana\, 122413\, India
CATEGORIES:Community Accelerator Program (CAP) Events
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END:VEVENT
END:VCALENDAR