Dear Colleagues, please consider submitting to this SI. We would be delighted to discuss your ideas.
Special Issue-50 Years of JME: Then, Now, Next
Call for Papers
Deadline for Submissions: January 15, 2024
Stuart Middleton, University of Queensland, Australia
Cindi Fukami, University of Denver, USA
Diana Bilimoria, Case Western Reserve University, USA
January 1975 saw the launch of The Teaching of Organizational Behavior: A Journal of Teaching Theory and Technique. Emerging from an idea hatched by Organization Behavior teaching faculty at 14 US Business Schools, the goal of the journal was to be "as uncomplicated as possible and devote it to teaching techniques and theory rather than making it another research publication" (Bradford, 1975). The first edition contained 8 papers, all authors were from US-based institutions, and the longest paper stretched to only 5 pages and contained no references. Nearly fifty years later, the now Journal of Management Education (JME) is a bi-monthly publication, a leading voice in the scholarship of teaching and learning (SoTL), and with published contributions which extend across a global community of scholars in Management and Education. Our longevity, flexibility, responsiveness, and creativity have added to the overall depth of coverage we have given to management education, and the esteem in which JME is held in the community.
The aim of this Special Issue is to celebrate fifty years of the Journal of Management Education. As one of the oldest journals in the field of Management Education, there is indeed much to look back on. In embarking on this commemoration our intention is to launch a journey of discovery through the rich annals of the journal, to seek answers to conundrums facing the field of Management Education. In other words, our call to the JME and management education communities is for work which develops insights from the archives of the journal to look forward by looking back with a critical eye. We particularly seek manuscripts which use the JME archive to explore the following issues:
· What does it mean to be a Management Educator? How has our profession evolved? And how might it look in the future?
· How have learning approaches developed and changed over time? What insights might this evolutionary process offer in addressing the learning needs of 21st century students, both now and in the future?
· How can JME help to frame current disruptions in our world: socio-political, environmental, and organizational challenges, global economic concerns, mass migration, etc.?
· What of the aims and aspirations of JME? Has the journal lived up to the ideals of its founders and co-editors? Are there prompts for how the journal may continue to thrive in a publishing environment facing major change?
· What have been the major themes and influences of thinking in JME?
· How has JME coexisted with our fellow journals in the management education field such as AMLE, ML, and MTR? What does the evolution of this suite of publications suggest about the field of Management Education and how it may develop in the future?
· What topics have we missed? What topics have we lost? While we celebrate JME's robust contributions, what are the important gaps that need to be filled?
In the spirit of these questions, we offer the following as prompts and encouragement for potential contributors.
First, while JME celebrates articles which have made lasting impact, there is the potential to develop provocations on contemporary issues in Management Education by leveraging insights from lesser-known works. The JME vault contains some largely forgotten and underappreciated pieces, often highlighting important and controversial issues around teaching and learning. Alternative perspectives include Jerry Harvey's (1984) encouragement of students to cheat, Peter Vaill's (1979) concerns with the possibility that experiential learning might depress academic creativity, Jelinek's (1986) caution that teaching of ethics necessarily means the exercise of the Professor's power, and Duncan's (1986) frustration that too often we focus on the results of a degree rather than the learning of a degree. How might such classics prompt alternative debates and perspectives on fundamental questions about who we are as Management Educators, what we teach, and how we teach? Might some of these pieces point to taken-for-granted assumptions that have developed in Management Education? If so, are there debates to which we should return? We therefore encourage manuscripts which shine a light on 'lost' JME classics. Similarly, it is often the case that what is not said can serve as the basis for fresh insights and perspective. What topics has JME missed? Who are the voices which have not been heard? Are there overlooked topics and contributors which might prompt fresh takes on the challenges faced by Management Education?
Second, the past five decades has seen several teaching themes characterise contributions to JME. Among others, these include experiential learning (Akin, 1984), ethics and diversity (Mezoff, 1983), technology in Management Education (Solomon, 1979), and environmental sustainability (Moore, Shetzer, & Stackman, 1992). We encourage contributions such as content analyses which engage with the evolution of these topics in the journal, and if relevant, the broader management education literature. How have these themes changed over time? Are there taken for granted assumptions on these topics which we have failed to question? Might we see a merging between some of these themes? Or are there portents of an emerging split in any of the topics? How might the development of key themes in JME inform the evolution of teaching techniques in these areas?
Third, we retrospectively consider the aims and formats of JME as they have changed over time. From Bradford's call for a journal which was "as uncomplicated possible" (1975), Lundberg's invocation to "look more tough-mindedly inward," (Bradford & Lundberg, 1982), and Gallos's aim to build "the confidence and scholarly abilities of contributing authors" (Gallos, 1994: 1356), the Editors of JME have had many ambitions. How well have we lived up to these ideals, is there anything we have missed, and what lessons might we take from former Editors in considering the future of the Journal? In terms of formats, we ask if there is anything which has gone unrealised in JME? Bradford's initial call for contributions included a major disasters section which provided for a description of a course, project, or innovation which "on the surface appeared very promising but turned out to be disastrous" (1975: 2). This call led to cautionary tales such as Daft's (1979) "Disaster in Commerce 353," but the section was subsequently abandoned. We ask for consideration of the formats of JME. Which have been successful, which have been abandoned, and what formats might prove generative as we seek to bring JME into its next fifty years?
Finally, authors might consider JME and its position in the evolution of the wider management education field. JME reaches its fiftieth anniversary only a few years subsequent to Management Learning, the field's prominent critical journal. Among other publications, Academy of Management Learning and Education presents expanded theory on learning and education from a plurality of deep theoretical viewpoints, while JME's sister-publication Management Teaching Review brings a practice perspective on teaching to the fore. What does the evolution of this group of journals, and other management education publications, mean for the wider field? Given the acknowledged shift to more critical perspectives in management education (e.g., Mir, 2003), what does this suggest for the future of Scholarship of Teaching and Learning?
Submissions are welcomed across the five types that the Journal of Management Education typically publishes: research articles, domain reviews, essays, teaching innovations, and interviews. However, we are open to other approaches if you have a creative idea (e.g., point/counterpoint, letter exchange). Please follow all JME submission guidelines that are available online at https://us.sagepub.com/en-us/nam/journal/journal-management-education#submission-guidelines
· March 2023-onward
Circulation of Call for Papers and circulation of Special Issue information at relevant management education conferences
· June 2023
MOBTS professional development workshop
· August 2023
Academy of Management Conference session
· January 15, 2024
First-round manuscripts due
· August 2024
Final manuscripts submitted
· April 2025
Special Issue publication
We encourage prospective authors and potential reviewers to contact the special issue editors about potential contributions. To discuss your article prior to submission, please contact the editors: firstname.lastname@example.org, Cynthia.email@example.com, firstname.lastname@example.org.
1. Akin, G., (1984). Thoughts About Authority and the Experiential Teacher. The Organizational Behavior Teaching Review. Vol.9(1): 65-69.
2. Bradford, D.L., (1975). Editorial Statement. The Teaching of Organizational Behavior. Vol.1(1): 2
3. Bradford, D.L., & Lundberg, C.C., (1982). Passing on the Editor's Flag. Exchange: The Organizational Behavior Teaching Journal. Vol.7(4): 3-4.
4. Daft, R.L., (1970). Disaster in Commerce 353. The Organizational Behavior Teaching Review. Vol.3(3): 11-17.
5. Duncan, W.J., (1986). Focusing on the MBA Purpose Rather than the MBA End. Organizational Behavior Teaching Review. Vol.10(1): 71-73.
6. Gallos, J.V., (1994). The Editor's Corner. Journal of Management Education. Vol.18(3): 287-288.
7. Harvey, J.B., (1984). Encouraging Students to Cheat: One thought on the difference between teaching ethics and teaching ethically. The Organizational Behavior Teaching Review. Vol.9(2): 1-13.
8. Jelinek, M., (1986). In Search of Professional Ethics: Counterpoint. The Organizational Behavior Teaching Review. Vol.10(1): 50-55
9. Mezoff, B., (1983). Managing a Diverse Workforce: Teaching MBAs about gay / lesbian issues in management. The Organizational Behavior Teaching Journal. Vol.8(1): 31-33.
10. Mir, A., (2003). The Hegemonic Discourse of Management Texts. Journal of Management Education. Vol.27(6): 734-738.
11. Moore, L.F., Shetzer, L., & Stackman, R.W., (1992). Frond Lake: An Environmental Policy Role-Play. Journal of Management Education, Vol.16(2): 146-162.
12. Solomon, G.T., (1979). A Computer Simulation Exercise to Acquire Interpersonal Competence. Exchange: The Organizational Behavior Teaching Journal. Vol.4(2): 35.
13. Vaill, P.B., (1979). Cookbooks, Auctions, and Claptrap Cocoons: A commentary on the field of organizational behavior. Exchange: The Organizational Behavior Teaching Journal. Vol.4(1): 3-6.