Management Learning

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 2020-08-01 to 2024-08-01.)
ArticleCitations
The wicked problem of teaching about wicked problems: Design thinking and emerging technologies in sustainability education34
Academic identities and sense of place: A collaborative autoethnography in the neoliberal university28
Bolstering responsible management education through the sustainable development goals: Three perspectives27
Decolonizing journals in management and organizations? Epistemological colonial encounters and the double translation26
Unsettling bodies of knowledge: Walking as a pedagogy of affect21
How we learn whiteness: Disciplining and resisting management knowledge19
‘Something has to change’: A collaborative journey towards academic well-being through critical reflexive practice18
Competition and gender: Time’s up on essentialist knowledge production17
Reimagining academic conferences: Toward a federated model of conferencing17
Learning (not) to be different: The value of vulnerability in trusted and safe identity work spaces16
Towards an integral pedagogy in the age of ‘digital Gestell’: Moving between embodied co-presence and telepresence in learning and teaching practices16
Toward a pedagogy of connection: A critical view of being relational in listening16
Generative artificial intelligence and academia: Implication for research, teaching and service16
The ghost of capitalism: A guide to seeing, naming and exorcising the spectre haunting the business school16
Mindful unlearning in unprecedented times: Implications for management and organizations15
Understanding the human in stakeholder theory: a phenomenological approach to affect-based learning15
Teaching multiple approaches to management to facilitate prosocial and environmental well-being14
Taking stock of “Organizational Learning”: Looking back and moving forward14
Invoking indigenous wisdom for management learning13
Learning to inhabit the liquid liminal world of work: An auto-ethnographic visual study of work-life boundary transitions12
Provocation Essays Editorial: On the importance of moving and being moved12
Critical literature reviews: A critique and actionable advice12
Early career researchers’ identity threats in the field: The shelter and shadow of collective support12
Working with the potential of arts-based learning: Making sense and leaving ‘business as usual’ behind in an art seminar11
Knowledge co-production in academic-practitioner research collaboration: An expanded perspective on power11
Embedded ethics and reflexivity: narrating a charter of ethical experience10
Unlearning organized numbness through poetic synesthesia: A study in scarlet10
Towards an aspirational future: Cultivating ontological empathy within the ethos of Management Learning9
Phronetic improvisation: A virtue ethics perspective8
Learning as moments of friction and opportunity: an autoethnography of ECR identities in queer time8
Gossip as evaluative sensemaking and the concealment of confidential gossip in the everyday life of organizations8
How to be a hero: How managers determine what makes a good manager through narrative identity work8
The Principles for (Ir)Responsible Management Education: An exploration of the dynamics of paradox, the hidden curriculum, competencies and symbolization7
Exploring the embodied subtleties of collaborative creativity: What organisations can learn from dance7
Animal activism in the business school: Using fierce compassion for teaching critical and positive perspectives7
A sense of spacing: Toward a diffractive reading of organizational space7
Interweaving positive and critical perspectives in management learning and teaching7
Who’s afraid of the senses? Organization, management and the return of the sensorium7
Art, culture and paradox pedagogy in management learning: The case of Portuguese fado7
Critical management education: Selected auto-ethnographic vignettes on how attachment to identity may disrupt learning6
Navigating hope and despair in sustainability education: A reflexive roadmap for being with eco-anxiety in the classroom6
The courage to teach with compassion: Enriching classroom designs and practices to foster responsiveness to suffering6
Immigrant academic mothers negotiating ideal worker and mother norms during the COVID-19 pandemic: Duoethnography as a co-mentoring tool for transformative learning6
Power and knowledge negotiations in a collectivity of practice: From peripheralization to epistemological suspicion5
Sensuous intoxication: Learning from bodies in organisational ethnography5
Exploring unknowingness in the DBA programme: Possibilities for developing an ‘attitude of wisdom’5
Challenging the hidden curriculum: Building a lived process for responsibility in responsible management education5
Who is responsible for responsible business education? Insights into the dialectical inter-relations of dimensions of responsibility5
Pandemic, power and paradox: Improvising as the New Normal during the COVID-19 crisis5
The sensory imperative5
Learning to manage a mental health condition: Caring for the self and ‘normalizing’ identity at work5
Learning from difference and similarity: Identities and relational reflexive learning5
Conditions for reflexive practices in leadership learning: The regulating role of a socio-moral order of peer interactions5
Homo responsabilis as an extension of the neoliberal hidden curriculum: The triple responsibilization of responsible management education5
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