OOIR: Observatory of International Research

Papers

(The TQCC of Management Learning is 5. 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 2020-11-01 to 2024-11-01.)

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
Bolstering responsible management education through the sustainable development goals: Three perspectives	30
Decolonizing journals in management and organizations? Epistemological colonial encounters and the double translation	30
Generative artificial intelligence and academia: Implication for research, teaching and service	22
Unsettling bodies of knowledge: Walking as a pedagogy of affect	21
Reimagining academic conferences: Toward a federated model of conferencing	20
How we learn whiteness: Disciplining and resisting management knowledge	19
Learning (not) to be different: The value of vulnerability in trusted and safe identity work spaces	18
‘Something has to change’: A collaborative journey towards academic well-being through critical reflexive practice	18
Teaching multiple approaches to management to facilitate prosocial and environmental well-being	17
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 ‘digital Gestell’: Moving between embodied co-presence and telepresence in learning and teaching practices	16
Toward a pedagogy of connection: A critical view of being relational in listening	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
Learning to inhabit the liquid liminal world of work: An auto-ethnographic visual study of work-life boundary transitions	14
Taking stock of “Organizational Learning”: Looking back and moving forward	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	13
Unlearning organized numbness through poetic synesthesia: A study in scarlet	12
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	11
Working with the potential of arts-based learning: Making sense and leaving ‘business as usual’ behind in an art seminar	11
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
Who’s afraid of the senses? Organization, management and the return of the sensorium	9
Animal activism in the business school: Using fierce compassion for teaching critical and positive perspectives	9
Gossip as evaluative sensemaking and the concealment of confidential gossip in the everyday life of organizations	8
Feeling your way as an occupational minority: The gendered sensilisation of women electronic music artists	8
Phronetic improvisation: A virtue ethics perspective	8
How to be a hero: How managers determine what makes a good manager through narrative identity work	8
The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization	8
A sense of spacing: Toward a diffractive reading of organizational space	8
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
Immigrant academic mothers negotiating ideal worker and mother norms during the COVID-19 pandemic: Duoethnography as a co-mentoring tool for transformative learning	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
Exploring the embodied subtleties of collaborative creativity: What organisations can learn from dance	7
“If a (queer) revolt is to come”: Toward a sensuous pedagogy for dis/orienting management learning	7
Pandemic, power and paradox: Improvising as the New Normal during the COVID-19 crisis	6
Navigating hope and despair in sustainability education: A reflexive roadmap for being with eco-anxiety in the classroom	6
Exploring unknowingness in the DBA programme: Possibilities for developing an ‘attitude of wisdom’	6
The sensory imperative	6
Learning from difference and similarity: Identities and relational reflexive learning	5
Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations	5
Homo responsabilis as an extension of the neoliberal hidden curriculum: The triple responsibilization of responsible management education	5
Power and knowledge negotiations in a collectivity of practice: From peripheralization to epistemological suspicion	5
The mark of the researcher’s hand: the imperfections of craft in the process of becoming a qualitative researcher	5
Conditions for reflexive practices in leadership learning: The regulating role of a socio-moral order of peer interactions	5
Politicizing and humanizing management learning and education with Paulo Freire	5
Who is responsible for responsible business education? Insights into the dialectical inter-relations of dimensions of responsibility	5
Sensuous intoxication: Learning from bodies in organisational ethnography	5
Into the realm of organizational folly: A poem, a review, and a typology of organizational stupidity	5
Learning to manage a mental health condition: Caring for the self and ‘normalizing’ identity at work	5