期刊名称：MANAGEMENT LEARNING
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
Management Learning addresses the growing body of art, science and craft from researchers, teachers and practitioners of this immensely important topic. Now in its third decade of publication, Management Learning continues to provide a unique forum for the understanding of learning in management and organizations.
Encouraging dialogue and debate, Management Learning addresses fundamental issues in management and organizational learning, and advances theory and practice through publication of creative enquiry.
"No other journal so successfully communicates the richness of the field of knowledge, knowing and learning in management education and in organizations as well" Silvia Gherardi
"This remains one of the very few 'must read' journals that I get" Karl Weick
"As the most innovative and exciting journal in its field, I recommend Management Learning to anyone interested in advancing more critical and challenging approaches to the diverse forms of management education" Hugh Willmott
Instructions to Authors
Management Learning aims to publish work that advances understanding of knowledge, knowing and learning in management and organizations. Papers have two defining characteristics: they engage in critique and are thought-provoking. These two characteristics suggest a processual, provisional and contested view of knowledge and emphasize the need to open up existing ways of thinking and promote new ones. Authors should therefore move beyond the descriptive to critique the process of learning in and about organizations. This includes reflecting on and questioning issues such as: the nature and purpose of knowledge, education, pedagogy and practice; the legitimacy and implications of particular research and teaching methods; challenging one's own assumptions, methods, and/or practices; and being aware of what is said and not said in the organizing, managing, theorizing, teaching, and/or writing process.
Papers should also have the characteristics of being thought through, in-depth and clear. This implies that authors are explicit about their philosophical and/or theoretical perspective and explain and justify their methods and data analysis. Conclusions should be clear, developed, and critiqued. Authors should situate their work within a body of literature and connect to conversations in the field and the journal. We place considerable emphasis on clarity of ideas and writing style. Authors should carefully and persuasively craft their argument by stating their contribution to the field and ensuring that their theoretical perspective, method, discussion, and conclusion are consistent and hold together. Papers should reveal commitment and excitement and use accessible and direct language. While many of our readers are scholars and researchers, our Journal addresses a wider audience with an interest in management learning. Esoteric language should therefore not stand in the way of effective communication and discussion. These characteristics apply as much to the theoretical and normative stance taken in a paper as to the methodology or the data interpretation and analysis upon which a paper is grounded.
THE JOURNAL IS:
Inclusive - covering all aspects of learning in management and organizations, encouraging interdisciplinaryoss-functional dialogue as well as a range of different approaches.
Innovative - publishing high-quality work derived from creative, committed and critical inquiry which builds new ideas and developments relating to theory, pedagogy and practice.
International - addressing international and cross-cultural aspects of learning, with an international base of readers, authors, reviewers and editorial board members.
Integrative - linking research, theory, methods and practice.
We therefore welcome manuscripts from diverse disciplines and perspectives that address the issue of learning in organizations. Contributions may come from management and organization studies, philosophy, education, sociology, psychology, communications, science or mathematics and take a disciplinary, multi-disciplinary or interdisciplinary perspective. For instance, papers might explore the relationship between culture, identity, leadership, business strategy, marketing, information technology, or organisational change and learning. Other pertinent examples might be accounting articles which see activity based costing, financial reporting or strategic management accounting as individual, organisational or societal learning. Whatever the topic, the link with learning and managing organizations must be made explicit: papers on culture, leadership or strategy per se would not belong here. Authors may also build on different philosophical positions to incorporate positivist, interpretive, critical, poststructuralist, social constructionist, postmodern, or other ways of thinking. Manuscripts drawing from original field research may involve a wide variety of data sources and research methods, including ethnographic, discursive, deconstructive, narrative, survey and case study methodologies. The common theme is that contributions are written with the readership of Management Learning in mind - a readership that expects high quality, thought-provoking, innovative, thoughtful papers that make a clear contribution to the field.
THEMES
The journal includes work on topics relating to:
The nature of learning in management and organisations - for example: the changing nature of management, organisations and learning; relationships between individual and organisational learning, learning and change, and learning and theorising organizations.
The process of learning - different approaches and new perspectives on learning, pedagogy, learning methods and techniques; the relationship between learning and experience, formal and everyday ways of learning and sense making; and the roles of language, symbols, narratives and metaphor in learning.
Learning and knowledge - the nature of knowledge and knowing; the management of knowledge and learning; approaches to management education, development and learning; and new modes and venues of education.
Wider issues - culture, gender, ethics, power, emotion and other issues affecting learning in organisations; critical and postmodern approaches to management learning.
MANUSCRIPT SUBMISSION
Management Learning publishes theoretical and research based papers which are usually 5-7000 words. We do recognise that some work may call for shorter or longer expression. All submissions should incorporate critique and consider the learning implications of the work and ideas described. An editor will review each paper and if judged as incorporating the characteristics above and covering material suitable to the aims of the Journal, will be sent to two reviewers for blind review. The decision will be made as to whether the paper be accepted as is, invited for further revision and review, or rejected based on the reviewers' recommendations.
Manuscripts should be submitted as attachments to an email and should be sent to the Management Learning Editorial Office at the following email address: [ML@hull.ac.uk]. Attached documents must be in Word format (.DOC) or in Rich Text Format (.RTF). Authors are requested to provide two files - one with the title page containing full details (title, affiliation, address, email, etc.) for all of the authors, the second containing the manuscript. The manuscript file should be named as follows: (Lead author's surname)-newMS.doc
Hard copy submissions can still be made. Four copies and a disk should be sent to: Val Skerrow, Editorial Assistant, Management Learning, The Business School, The University of Hull, Hull HU6 7RX, UK.
Authors should attach written confirmation that papers have not been published and are not under review elsewhere. Manuscripts should be written in English, double-spaced throughout, on one side of A4 white paper. Reviewing will be on an anonymous basis and authors should prepare the paper in such a way that their names do not appear in, and cannot be associated with, the manuscript. All papers require an abstract of 100-150 words and five to eight Keywords. References are represented in the text by (author, date) and collated into a reference list at the end of the article, in the following style:
Fineman, S. (1993) Emotion and Organisations. London: Sage.
Morris, C. (1992) 'Logical Creativity', Theory and Psychology 2(1): 89-107.
Hearn, J. and Parkin, W. P. (1992) 'Gender and Organisations: A Selective Review and a Critique of a Neglected Area', in A.J. Mills and P. Tancred (eds) Gendering Organisational Analysis, pp. 41-9. Thousand Oaks, CA: Sage.
For electronic sources the full URL should be should be given, along with the date accessed.
Footnotes (do not embed) should be kept to a minimum and presented at the end of the paper before the references. For the final manuscript, figures should be sent as a separate file from the main body of the text and be camera ready black and white printouts; please avoid computer-generated tints but if essential, supply as EPS files with all fonts embedded.
Books for review should be sent to the reviews editor: Carole Elliott, Lancaster University Management School, Lancaster LA1 4VX, UK.. [email: c.j.elliott@lancaster.ac.uk]
Editorial Board
Editorial Board:
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Emeritus Editors |
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Elena Antonacopoulou |
University of Liverpool, UK |
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Christopher Grey |
University of Cambridge, UK |
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Joseph Raelin |
Northeastern University, USA |
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Editorial Assistant |
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Val Skerrow |
University of Hull, UK |
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International Editorial Board |
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Ariane Berthoin Antal |
Wissenschaftszentrum, Berlin, Germany |
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J.B. Arbaugh |
University of Wisconsin Oshkosh, USA |
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Chris Argyris |
Harvard University, USA |
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James Bailey |
Georgetown University Medical School |
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Carole K Barnett |
University of New Hampshire, USA |
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Eduard Bonet |
ESADE, Barcelona, Spain |
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Nils Brunsson |
Stockholm School of Economics, Sweden |
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John Burgoyne |
University of Lancaster, UK |
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Robert Chia |
University of St Andrews, UK |
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Laurie Cohen |
Business School, Loughborough University, UK |
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Miguel Cunha |
Universidade Nova de Lisboa, Portugal |
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Graeme Currie |
Nottingham University Business School, UK |
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Barbara Czarniawska |
Goteborg University, Sweden |
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Robert DeFillippi |
Suffolk University, USA |
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Mark Easterby Smith |
Lancaster University, UK |
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Lars Engwall |
Department of Business Studies, Uppsala University, Sweden |
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Dale Fitzgibbons |
Illinois State University, Normal, Illinois |
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Jeanie M Forray |
Western New England College, USA |
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Liz Fulop |
Griffith University, Australia |
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Yiannis Gabriel |
Imperial College, UK |
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Mary Jo Hatch |
University of Virginia, USA |
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Vivien Hodgson |
Lancaster University, UK |
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Ann Huff |
University of Colorado at Boulder |
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Brad Jackson |
Victoria University of Wellington School of Psychology |
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Kim James |
Cranfield School of Management, UK |
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Anna Johnsson |
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D. Christopher Kayes |
George Washington University, USA |
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David Knights |
University of Keele, UK |
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Monika Kostera |
Vdxjv University, Sweden |
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Gabriele Lakomski |
University of Melbourne, Australia |
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Robert R. Locke |
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Victoria J Marsick |
Columbia University, USA |
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Henry Mintzberg |
McGill University, Canada |
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Anders örtenblad |
Halmstad University, Sweden |
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Mike Pedler |
Revans Institute for Action Learning & Research, UK |
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Linda Perriton |
University of York, UK |
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Craig Prichard |
Massey University, New Zealand |
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Marguerite Schneider |
New Jersey Institute of Technology, USA |
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David Sims |
Cass Business School, London, UK |
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Amanda Sinclair |
University of Melbourne, Australia |
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Robin Snell |
Lingnan University, Hong Kong |
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Antonio Strati |
Univ. Degli Studi di Trento , Italy |
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Andrew Sturdy |
University of Warwick, UK |
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Richard Thorpe |
University of Leeds, UK |
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Paul Tosey |
University of Surrey, UK |
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Christa Walck |
Michigan Technological University, USA |
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Karen Watkins |
University of Georgia, Athens, USA |
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Karl E. Weick |
University of Michigan Business School |
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M. Ann Welsh |
University of Cincinnati |
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Dvora Yanow |
Vrije Universiteit Amsterdam |
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