The editors of Journal of Management Education are pleased to announce the inauguration of a new section in the journal, Instructional Change in Context. Information about the focus of the new section and details for authors are provided below, and manuscripts are now being accepted via the submission system at https://mc.manuscriptcentral.com/jome. Pre-submission queries may be directed to the JME Co-Editors, Kathy Lund Dean and Jeanie Forray, at editor@obts.org.
Goal & Scope
Instructional Change in Context articles describe, analyze, and evaluate teaching or curricular change initiatives within specific institutional or cultural contexts that provide inspiration to readers who may be in the same or a similar situation.
Description
Instructional Change in Context (ICC) is a section in which authors have the opportunity to detail their experiences enacting instructional change toward more engaged and active pedagogy in places without that tradition. ICC articles may also describe how instructional innovations are being applied in contexts where experiential, immersive, and active learning pedagogies involve special challenges. Within ICC, authors relate instructional stories in a variety of student and institutional contexts and make context a key component of the article's contribution. Articles should be no more than 6000 words (including appendices but exclusive of figures, tables and references).
An ICC article helps us negotiate the dynamic nature of management education scholarship globally, and broadens and enriches the range of potential responses to JME's key research question: Will this contribution have a significant impact on thinking and/or practice in management education?
Author Framework
Leading instructional change in any environment is a difficult endeavor, fraught with many challenges, and not for the faint of heart. Articles that are appropriate for ICC will chronicle these significant efforts while navigating particularized contextual frames. Consistent with JME's expectations for all accepted manuscripts, ICC contributions should provide evidence of effectiveness as well as inspiration, encouragement, and a network for others in similar teaching and learning contexts, and potentially a pathway for others to follow.
Successful articles will artfully describe the teaching and learning change effort, including key contextual considerations that critically affect how students are learning. They will ground the discussion in extant literature germane to the authors' experiences. This foundational literature should be within the current JME conversation on the topic as well as in other SoTL outlets, but could also be informed by SoTL literature well outside management education. Articles should offer a discussion and evaluation of the change effort, including evidence that is appropriately extended into suggestions and key take-aways for readers who may be experiencing similar issues or want to enact similar changes.