Discussion: View Thread

AMLE Paper Development Workshop for Special Issue on Learning Through the Paradoxes of Learning & Education @AOM Annual Meeting, Boston

  • 1.  AMLE Paper Development Workshop for Special Issue on Learning Through the Paradoxes of Learning & Education @AOM Annual Meeting, Boston

    Posted 05-29-2023 22:45

    We are excited to have an AMLE Paper Development Workshop for the Special Issue on Learning Through the Paradoxes of Learning & Education at the AOM Annual Meeting in Boston

     

    Monday, August 7, 2023, 9:30-11 am. 

    Boston, MA USA

    Registration, submission of an extended abstract, and commitment to attend is required for all participants who want feedback on their abstract or full paper. The first part is open to all AOM attendees.  

    Registration deadline: 15 July 2023

    Led by

    • Josh Keller, Special Issue Guest Editor
    • Marco Berti, Special Issue Guest Editor
    • Simone Carmine, Special Issue Guest Editor
    • Bill Harley, Associate Editor, Academy of Management Learning & Education (TBC)
    • Dirk Lindebaum, Editor-in-Chief, Academy of Management Learning & Education

    About AMLE

    AMLE is rated as 4* in the UK CABS list and A* in the Australian Business Deans' Council list of journals. 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.

    About the Special Issue on learning through the paradoxes of learning & education

    Deadline for Submissions: 29 December 2023
    Scheduled for Publication: September 2025

    Management education has a fundamental role to play in processes of learning how to navigate and manage paradox (Gaim et al., 2022), since the capacity to embrace, accept, and feel energized by tensions is essential for effectively coping with complexity (Miron-Spektor et al., 2018). At the same time educators find themselves at the crossroads of many paradoxes that they must navigate to foster learning (Alajoutsijärvi, Juusola & Siltaoja, 2015; Clegg et al., 2022). In this special issue, we invite scholars to reflect both on how we can foster individual and organizational learning to navigate paradoxes, and how we can manage paradoxes of management education.

    Submissions to the special issue will draw on paradox theory to address questions on "paradox learning and education" which can provide both original theoretical contributions and have practical impact. This may include:

    • What is the impact of pedagogy on whether and how individuals think, feel, and behave paradoxically, such as whether and how they experience tensions, have a paradox mindset, or engage in paradoxical behaviors? Is the effect of pedagogy maintained over time?
    • What new theories or existing theories from other research streams can help us understand how individuals learn to think and behave paradoxically?
    • How does the learning environment shape the experience and approaches to paradox?
    • What is the influence of paradox-specific content in the learning journeys, and what is its impact on learning processes and outcomes?
    • How does the learning of paradox differ across cultures, institutions, professions, and educational levels? How do learners become aware of the role of power in experiencing and navigating paradoxes? How does this influence their agency in navigating paradoxes? What is the role of emotions in how individuals learn to recognize and navigate paradoxes?
    • How does the learning of paradox influence individuals' capacity to navigate wicked problems?

    Moreover, in relation to the paradoxes of management learning and education:

    • How do business schools navigate tensions between business education and social/environmental education?
    • How do ongoing changes in the educational environment, such as the composition of student bodies or changes in diversity and inclusion policies influence the tensions that institutions and educators experience?
    • How do educators navigate the paradoxes embedded in their day-to-day work, such tensions created by assessments processes, student interactions, relationships with colleagues, and work-life balance, and what implications that holds for paradox theory?
    • How do paradox dynamics inform the inner life of management educators over time?
    • How do educators navigate the tensions between empathy/attachment and professional distance in student-educator relationships?

    Workshop Overview

    9:30-10:00       AMLE and Special Issue Overview (open to all AOM attendees)
    10:00-11:00    Small group discussion of submissions, with individual advice from the facilitators (open only to those who submit abstracts)

    Requirements for Participation

    • To participate in the small group discussion with special issue editors, have 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 topics related to the special issue. Previous FTEs can serve as guideposts to clarify AMLE's focus (Foster, 2018; Hibbert et al., 2021; Lindebaum, 2023; Hibbert, in Rockmann et al., 2021).
    • Send the submission in Word or PDF format, no later than 15 July 2023, to Josh Keller at j.keller@unsw.edu.au. Your submission must have a cover page that includes: the 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.
    • Agree 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.
    • Commit to attending the whole workshop if your submission is accepted.

    Registration

    There is no registration fee (outside of AOM Annual Meeting registration), but participants are responsible to arrange their own travel and accommodation. Registration, submission of an extended abstract, and commitment to attend is required for all participants wishing to attend both parts of the PDW. Only the first part is open to all AOM attendees.

    Abstract submission deadline: 15 July 2023



    ------------------------------
    Josh Keller
    University of New South Wales
    Singapore
    ------------------------------