OOIR: Observatory of International Research

Papers

(The median citation count of Management Learning is 2. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-10-01 to 2024-10-01.)

Article	Citations
The wicked problem of teaching about wicked problems: Design thinking and emerging technologies in sustainability education	35
Academic identities and sense of place: A collaborative autoethnography in the neoliberal university	31
Decolonizing journals in management and organizations? Epistemological colonial encounters and the double translation	28
Bolstering responsible management education through the sustainable development goals: Three perspectives	28
Unsettling bodies of knowledge: Walking as a pedagogy of affect	21
Generative artificial intelligence and academia: Implication for research, teaching and service	21
How we learn whiteness: Disciplining and resisting management knowledge	19
‘Something has to change’: A collaborative journey towards academic well-being through critical reflexive practice	18
Learning (not) to be different: The value of vulnerability in trusted and safe identity work spaces	18
Teaching multiple approaches to management to facilitate prosocial and environmental well-being	17
Reimagining academic conferences: Toward a federated model of conferencing	17
Toward a pedagogy of connection: A critical view of being relational in listening	16
The ghost of capitalism: A guide to seeing, naming and exorcising the spectre haunting the business school	16
Towards an integral pedagogy in the age of ‘digitalGestell’: Moving between embodied co-presence and telepresence in learning and teaching practices	16
Mindful unlearning in unprecedented times: Implications for management and organizations	15
Understanding the human in stakeholder theory: a phenomenological approach to affect-based learning	15
Invoking indigenous wisdom for management learning	14
Taking stock of “Organizational Learning”: Looking back and moving forward	14
Provocation Essays Editorial: On the importance of moving and being moved	14
Learning to inhabit the liquid liminal world of work: An auto-ethnographic visual study of work-life boundary transitions	14
Early career researchers’ identity threats in the field: The shelter and shadow of collective support	13
Critical literature reviews: A critique and actionable advice	12
Unlearning organized numbness through poetic synesthesia: A study in scarlet	11
Working with the potential of arts-based learning: Making sense and leaving ‘business as usual’ behind in an art seminar	11
Knowledge co-production in academic-practitioner research collaboration: An expanded perspective on power	11

Towards an aspirational future: Cultivating ontological empathy within the ethos of Management Learning	10
Embedded ethics and reflexivity: narrating a charter of ethical experience	10
Animal activism in the business school: Using fierce compassion for teaching critical and positive perspectives	9
Learning as moments of friction and opportunity: an autoethnography of ECR identities in queer time	9
The courage to teach with compassion: Enriching classroom designs and practices to foster responsiveness to suffering	9
Gossip as evaluative sensemaking and the concealment of confidential gossip in the everyday life of organizations	8
Who’s afraid of the senses? Organization, management and the return of the sensorium	8
How to be a hero: How managers determine what makes a good manager through narrative identity work	8
Phronetic improvisation: A virtue ethics perspective	8
Feeling your way as an occupational minority: The gendered sensilisation of women electronic music artists	7
Critical management education: Selected auto-ethnographic vignettes on how attachment to identity may disrupt learning	7
Interweaving positive and critical perspectives in management learning and teaching	7
The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization	7
Art, culture and paradox pedagogy in management learning: The case of Portuguese fado	7
Challenging the hidden curriculum: Building a lived process for responsibility in responsible management education	7
A sense of spacing: Toward a diffractive reading of organizational space	7
Exploring the embodied subtleties of collaborative creativity: What organisations can learn from dance	7
Exploring unknowingness in the DBA programme: Possibilities for developing an ‘attitude of wisdom’	6
“If a (queer) revolt is to come”: Toward a sensuous pedagogy for dis/orienting management learning	6
Navigating hope and despair in sustainability education: A reflexive roadmap for being with eco-anxiety in the classroom	6
Pandemic, power and paradox: Improvising as the New Normal during the COVID-19 crisis	6
Immigrant academic mothers negotiating ideal worker and mother norms during the COVID-19 pandemic: Duoethnography as a co-mentoring tool for transformative learning	6
Power and knowledge negotiations in a collectivity of practice: From peripheralization to epistemological suspicion	5
Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations	5
Conditions for reflexive practices in leadership learning: The regulating role of a socio-moral order of peer interactions	5
Learning to manage a mental health condition: Caring for the self and ‘normalizing’ identity at work	5
Who is responsible for responsible business education? Insights into the dialectical inter-relations of dimensions of responsibility	5
The mark of the researcher’s hand: the imperfections of craft in the process of becoming a qualitative researcher	5
Homo responsabilis as an extension of the neoliberal hidden curriculum: The triple responsibilization of responsible management education	5
Politicizing and humanizing management learning and education with Paulo Freire	5
Learning from difference and similarity: Identities and relational reflexive learning	5
Sensuous intoxication: Learning from bodies in organisational ethnography	5
The sensory imperative	5
Integrating andragogical philosophy with Indigenous teaching and learning	4
Gamifying situated learning in organisations	4
Taking leadership fashions seriously as a vehicle for leadership learning	4
A “gestalt” framework of emotions and organizing: integrating innate, constructed, and discursive ontologies	4
Non-naïve organizational positivity through a generative paradox pedagogy	4
Speaking truth to power: The academic as jester stimulating management learning	4
Into the realm of organizational folly: A poem, a review, and a typology of organizational stupidity	4
Beyond the entrepreneur: A study of entrepreneurial learning from a social practice perspective working with scientists in West Africa	4
Ducks, elephants and sharks: Using LEGO^® Serious Play^® to surface the ‘hidden curriculum’ of equality, diversity and inclusion	4
Conscientisation and Communities of Compost: Rethinking management pedagogy in an age of climate crises	4
Organizational learning through character-based judgment	4
Be(com)ing other-oriented: Mindfulness-trained leaders’ experiences of their enhanced social awareness	4
‘Dracarys’ for all: TV series and experiential learning	4
The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education	4
On forgiveness and letting go	4
An attempt to become an-Other critical scholar: Bridging as ‘activist performativity’	4
A collaborative autoethnographic journey of collective storying: Transitioning between the ‘I’, the ‘We’ and the ‘They’	3

That’s political! A Freirean perspective towards coaching as a social practice	3
Sensing: The elephant in the room of management learning	3
Infusing courageous love for universal dignity and environmental response-ability through management education and learning: Inspired By Freire’s dream	3
(De)humanization in the business school: Critical reflection on doctoral experiences	3
A dialectical approach to the politics of learning in a major city police organization	3
Character-enabled improvisation and the new normal: A paradox perspective	3
Intellectual emancipation as minimal humanism – The relevance of Jacques Rancière in business school teaching	3
(Un)felt ferments: Limning liminal professional subjectivities with pragmatist–posthuman feminism and intimate scholarship	3
Do neutral hearts make the world go around? A eudaemonic turn in business curricula	3
De-disciplining humanity: the humanities’ case for Critical Management Literacy	3
Ways to write an academic life: Queering the academic curriculum vitae	3
Unveiling systemic oppression in business education: Freire’s contribution to our quest for social change	3
Students of entrepreneurship: Sorting, risk behaviour and implications for entrepreneurship programmes	3
Secular discernment: A process of individual unlearning and collective relearning	3
Teaching management in the context of Grand Challenges: A pragmatist approach	2
The humanities are not our patient	2
Embedding entrepreneurship education in non-business courses: A systematic review and guidelines for practice	2
Trojan horses: Creating a positive hidden (extra)curriculum through a Justice, Equality, Diversity and Inclusion (JEDI) initiative	2
Flipping the normative: Developing and delivering a critical pedagogy for executive education in a UK business school	2
I, strategist	2
Ideology, doxa and critical reflexive learning: The possibilities and limits of thinking that ‘diversity is good’	2
Sailing through the storm: Improvising paradox navigation during a pandemic	2
Against mastery: Epistemic decolonizing in the margins of the Business School	2
Professional identity reconstruction: Attempts to match people with new role expectations and environmental demands	2
Management learning and the unsettled humanities: Introduction to the special issue	2
The fallacies of non-agility: Approaching organizational agility through a dialectical practice perspective	2
Academic work and imagination: Reflections of an armchair traveler	2
Moving from responsibility learning inaction to ‘responsibility learning-in-action’: A student-educator collective writing on the ‘unnoticed’ in the hidden curriculum at business schools	2
We-experiences and the maintenance of workplace friendships: Being workplace friends together	2
Power, politics and improvisation: Learning during a prolonged crisis	2
Scaling up and scaling down: Improvisational handling of critical work practices during the COVID-19 pandemic	2
Arts-based methods in business education: A reflection on a photo-elicitation project	2