BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 14.0//EN BEGIN:VTIMEZONE TZID:Eastern Standard Time BEGIN:STANDARD DTSTART:20231102T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYHOUR=2;BYMINUTE=0;BYMONTH=11 TZNAME:Eastern Standard Time TZOFFSETFROM:-0400 TZOFFSETTO:-0500 END:STANDARD BEGIN:DAYLIGHT DTSTART:20230301T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYHOUR=2;BYMINUTE=0;BYMONTH=3 TZNAME:Eastern Daylight Time TZOFFSETFROM:-0500 TZOFFSETTO:-0400 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DESCRIPTION:Academy of Management Learning &\; Education Special IssueTh e Impact of COVID-19 on Management Learning and Education: \;Perils an d Possibilities \;Call for PapersEditors: \;Arran Caza\, \;Die go Coraiola\, \;Megan Gerhardt\, Danna Greenberg\, \;Paul\n Hibber t\, Oliver Laasch\, \;Dirk Lindebaum\, Clare Rigg\, \;Olga Ryazano va\, April Wright \;Deadline for Submissions: \;30 April 2022Sched uled for Publication: September 2023OverviewThe COVID-19 pandemic has trig gered a global crisis which has led to the closure of thousands of busines ses\, the loss of millions of jobs\, and hundreds of thousands of deaths. No sector has been immune to the effects of this pandemic\, including mana gement\n learning and education. As educators\, we learned to teach in new modalities with varied technologies\, work with new classroom prot ocols\, adjust our expectations about who and where our students would be\ , adapt to technological solutions and rethink\n our careers and id entities as management educators and scholars(Beech &\; Anseel\, 2020\; Brammer &\; Clark\, 2020). Similarly\, our students have experienced a different environment of learning and had to adjust their routines and me thods to\n the new reality of content delivery. For some this learn ing environment has been charged with emotional distress and increased anx iety\, but for others it has yielded a more empowering learning experience . Likewise\, institutions have had to adapt\n teaching practices in light of lockdowns and social distancing across the globe\, just as most faced financial strain in response to declining student enrollment. For ma ny\, perhaps most\, students\, educators and business schools\, the experi ence\n has been difficult. However for some\, unexpectedly\, the sh ift to virtual learning has brought both practical benefits (e.g. greater access\, reduced living costs\, greater working flexibility) and pedagogic al improvements. \;In this special issue\, our interest lies in theori zing how management learning and education at the individual\, organizatio nal\, and institutional levels\, adapts to\, and learns from\, the perils and possibilities that the COVID-19 pandemic affords. After\n all\, lea rning often occurs when routine habits are disrupted (Dewey\, 1992)\, and little doubt exists that the COVID-19 pandemic marks a major disruption.&n bsp\;Dealing with the crisis necessitated broad\, deep and transformative learning. We found ways to manage stress’ effects on individual students a nd faculty\, building on insights from the caring professions (Greenberg & amp\; Hibbert\, 2020\; Rosa\, 2020)\n and exposing issues of diversity and inclusion in the politics of care along the way (Gabster &\; van Da alen\, 2020\; Nash &\; Churchill\, 2020\; Monahan et al.\, 2020). We ha ve learned how to embrace technological shifts in the processes of teachin g\n and learning (Lund Dean &\; Forray\, 2020)\, despite finding tra nsformation during a crisis to be doubly challenging (Wade &\; Shan\, 2 020). We have also begun to consider how artificial intelligence may help or hinder rapid developments in knowledge\n (Balasubramanian\, Ye &\ ; Xu\, 2020) in unstable times. \; \;The crisis has also stimulate d transformations in the shape of the education sector (Mohapatra\, 2020)\ , and shifted operational models for business schools\, along with organiz ations in most sectors (Ritter &\; Pedersen\, 2020) and entrepreneurs s eeking\n to establish new ventures (Manalova et al\, 2020\; Ratten\, 20 20). These shifts have entailed challenges for leaders (Amis &\; Janz\, 2020\; Biddle\, 2020) and our approaches to how they are developed (Al Sa idi et al.\, 2020\; Fernandez &\; Shaw\, 2020).\n In response\, we h ave sought to develop our pedagogies and theories to help leaders and mana gers cope with the unprecedented learning challenges facing organizations (Yang\, 2020).Contributions to this special issue should provide new theor etical understandings\, reached through examination of the dynamics of the management learning and education processes\, or new ways of organizing b usiness schools\, that were mobilized to support\n change during the CO VID-19 crisis. Due to the broad nature of the topic\, relevant insights fr om other disciplines (e.g.\, social psychology\, urban planning\, ethics o f AI and many others) that can be connected with the theme and the core in terests of\n the journal may be appropriate\, in addition to more conve ntional approaches. Possible areas of research focus are suggested below\, but these should be seen as examples rather than a prescriptive list.Poss ible areas of research focusWhat new developments in educational theory ha ve been stimulated and tested by the crisis? \;How have the theories t hat we teach been challenged and changed? For example\, what new developme nts in leadership development and organizational behavior have emerged?Wha t developments in organizational theory are suggested by the changes in th e business school sector? How and why have business school business models changed (Iñiguez de Onzoño &\; Carmona\, 2009\; Randles &\; Laasch\ , 2016)? In what\n ways have they remained the same? Are there instance s where they should have changed\, but did not?What new developments in in stitutional theory are revealed through studies of the dynamics of change in management learning and education\, and the operation of the business s chool sector?How have management education careers been changed? How have forms of career capital (Ryazanova &\; MacNamara\, 2019) evolved and sh ifted through the suppression of academic mobility? What educator personal philosophies (Greenberg et al\, 2007) emerged\n in the crisis and look likely to endure\, and why? \;How has diversity and inclusion in busi ness schools been affected in new and different ways by the pandemic?How d id business schools vary in their responses to the crisis? Why were some a pproaches more effective than others? What can we learn from their experie nce and how can that inform crisis management education (Waller\, Lei\, &a mp\; Pratten\, 2014) and the\n management of crises in business schools ?What have we learned about the dynamic role of emotions\, trauma and post -traumatic growth in management learning and education (Greenberg &\; H ibbert\, 2020\; Lindebaum\, 2017) -- for students and faculty in business schools\, and for managers learning\n in organizations? \;How has t he experience of remote teaching and learning changed the understanding of the core value delivered by business schools to their students? How can w e leverage this change in designing management education curriculum for th e post-COVID era?Given remote teaching and learning\, how does the fact th at ‘things (i.e.\, the classroom) are being brought to people’ rather than ‘people being brought to things (Lindebaum et al.\, 2020) affect the lear ning experience in the absence\n of face-to-face in class interactions amongst teacher and students\, and amongst students themselves?What is the role of materiality and physical spaces in delivering management educatio n? How is technology-intensive learning transforming the experience for st udents and instructors? How is change in student habits reshaping the teac hing infrastructure\n and facilities on our campuses?How does technolog ical uptake (AI\, Big Data) in response to the need for crisis management foster ‘reckoning’ rather than ‘judgment’ in decision-making and learning processes? (Rosseau\, 2020\; Moser et al. 2021). \;The implementation of online or blended learning as a sole focus of submissions is not likely to provide a theoretical contribution\, since this practical concern has already received overwhelming attention from the sector. \;Submission typesFor this Special Issue\, we invite submissions to all of AMLE’s peer reviewed sections including research (including empirical and conceptual m anuscripts)\, reviews and essays. We particularly welcome research studies based on extensive data –\n qualitative or quantitative\, using any we ll-executed and rigorous methodology – from across the most intense period of the crisis and into the time of recovery. Submissions will be subject to normal editorial decision-making and peer review\n processes.Inquiri es \;If you would like advice about a possible submission before you c ommit\, please feel free to contact any of the editorial team. To do so\, we recommend you refer to the AMLE website to identify the best editor to address your specific query. General guidance\n for all submitting auth ors is available at:https://aom.org/research/publishing-with-aom/author-re sources/submitting-to-learning-and-education \;Submission detailsSubmi t your special issue manuscripts\, no sooner than 1 March 2022 and no late r than 30 April 2022\, through AMLE’s manuscript central system.References Al Saidi\, A.\, Nur\, F.\, Al-Mandhari\, A.\, El Rabbat\, M.\, Hafeez\, A &\; Abubakar\, A. 2020. Decisive leadership is a necessity in the COVID -19 response. Lancet. 396(10247)\, 295-298.Amis\, J. &\; Janz\, B. 2020 . Leading Change in Response to COVID-19. Journal of Applied Behavioral Sc ience. 56(3): 272-278.Balasubramanian\, N.\, Ye\, Y. &\; Xu\, M. 2020 ( online early). Substituting human decision-making with machine learning: I mplications for organizational learning. Academy of Management Review\, ht tps://doi.org/10.5465/amr.2019.0470Beech\, N. &\; Anseel\, F. 2020. COV ID‐19 and Its Impact on Management Research and Education: Threats\, Oppor tunities and a Manifesto. British Journal of Management. 31(3): 447-449.Bi ddle\, C. 2020. Epidemics and pandemics as high consequence events: Expand ing leadership challenges and responsibilities in business continuity duri ng the COVID-19 pandemic and beyond. Journal of Business Continuity &\; Emergency Planning\, 14(1): 6-16Brammer\, S. &\; Clark\, T. 2020. COVI D‐19 and Management Education: Reflections on Challenges\, Opportunities\, and Potential Futures. British Journal of Management\, 31(3) 453-456.Dewe y\, J. (1922). Human Nature and Conduct. New York\, NY: Henry Holt and Com pany.Fernandez\, A. &\; Shaw\, G. 2020. Academic leadership in a time o f crisis: The Coronavirus and COVID‐19. Journal of Leadership Studies\, 14 (1): 39-45.Gabster\, B. &\; van Daalen\, K. 2020. Challenges for the fe male academic during the COVID-19 pandemic. Lancet. 395(10242)\, 1968-1970 .Greenberg\, D.\, Clair\, J. &\; MacLean\, T. 2007. Enacting the Role o f Management Professor: Lessons From Athena\, Prometheus\, and Asclepius. Academy of Management Learning &\; Education\, 6(4): 439–457Greenberg\, D. &\; Hibbert\, P. 2020. From the Editors—Covid-19: Learning to Hope and Hoping to Learn. Academy of Management Learning &\; Education\, 19( 2): 123–130.Iñiguez de Onzoño\, S. and Carmona\, S. (2007)\, The changing business model of B‐schools\, Journal of Management Development\, Vol. 26 No. 1\, pp. 22-32.Lindebaum\, D. (2017). Emancipation through Emotion Regu lation at Work. Cheltenham\, UK: Edward Elgar.Lindebaum\, D.\, Vesa\, M.\, &\; den Hond\, F. (2020). Insights From “The Machine Stops” to Better Understand Rational Assumptions in Algorithmic Decision Making and Its Imp lications for Organizations. Academy of Management Review\, 45(1)\, 247-26 3.Lund Dean\, K. &\; Forray\, J. 2020. A Silver Linings Playbook\, COVI D-19 Edition. Journal of Management Education\, 44(4)\; 399-405.Manolova\, T.\, Brush\, C.\, Edelman\, L. &\; Elam\, A. 2020. Pivoting to stay th e course: How women entrepreneurs take advantage of opportunities created by the COVID-19 pandemic. International Small Business Journal: Researchin g Entrepreneurship. 38(6):\n 481-491.Monahan\, C.\, Macdonald\, J.\, Ly tle\, A. &\; Apriceno\, M. 2020. COVID-19 and Ageism: How Positive and Negative Responses Impact Older Adults and Society. American Psychologist\ , 75(7): 887-896.Mohapatra\, A. 2020. Impact of Covid-19 on Higher Educati on. Journal of Management &\; Public Policy. 11(2) 4-6.Moser\, C.\, den Hond\, F.\, &\; Lindebaum\, D. (2021). Exemplary Contribution: Moralit y in the age of artificially intelligent algorithms. Academy of Management Learning &\; Education.Nash\, M. &\; Churchill\, B. 2020. Caring du ring COVID‐19: A gendered analysis of Australian university responses to m anaging remote working and caring responsibilities. Gender\, Work &\; O rganization\, 27(5): 833-846.Randles\, S.\, &\; Laasch\, O. (2016). The orising the normative business model (NBM). Organization &\; Environmen t\, 29(1)\, 53-73.Ratten\, V. 2020. Coronavirus (covid-19) and entrepreneu rship: changing life and work landscape. Journal of Small Business &\; Entrepreneurship. 32(5): 503-516.Ritter\, T. &\; Pedersen\, C. 2020. An alyzing the impact of the coronavirus crisis on business models. Industria l Marketing Management. 88: 214-224.Rosa\, W. 2020. A blueprint for leader ship during COVID-19: Minimizing burnout and moral distress among the nurs ing workforce. Nursing Management\, 51(8): 28-34. \;Rousseau\, D. M. ( 2020). The Realist Rationality of Evidence-Based Management. Academy of Ma nagement Learning &\; Education\, 19(3)\, 415-424. doi:10.5465/amle.202 0.0050Ryazanova\, O. &\; McNamara\, P. 2019. Choices and Consequences: Impact of Mobility on Research-Career Capital and Promotion in Business Sc hools. Academy of Management Learning &\; Education\, 18(2): 186–212.Wa de\, M. &\; Shan\, J. 2020. Covid-19 Has Accelerated Digital Transforma tion\, but May Have Made it Harder Not Easier. MIS Quarterly Executive\, 1 9(3): 213-220.Waller\, M. J.\, Lei\, Z.\, &\; Pratten\, R. (2014). Focu sing on teams in crisis management education: An integration and simulatio n-based approach. Academy of Management Learning &\; Education\, 13(2)\ , 208-221.Yang\, K. 2020. What Can COVID-19 Tell Us About Evidence-Based M anagement? American Review of Public Administration. 50(6/7) 706-712. DTEND:20220430T210000Z DTSTAMP:20240328T125148Z DTSTART:20220430T210000Z LOCATION: SEQUENCE:0 SUMMARY:AMLE Special Issue -- The Impact of COVID-19 on Management Learning and Education: \nPerils and Possibilities UID:RFCALITEM638472127088421620 X-ALT-DESC;FMTTYPE=text/html:
Call for Papers
Editors: \;Arran Caza\, \;Diego Coraiola\, \;Megan Gerhardt\, Danna Greenberg\,& nbsp\;Paul\n Hibbert\, Oliver Laasch\, \;Dirk Lindebaum\, Clare Rigg\, \;Olga Ryazanova\, April Wright \;
Deadline for Submissions: \;30 April 2022
The COVID-19 pandemic has trigge red a global crisis which has led to the closure of thousands of businesse s\, the loss of millions of jobs\, and hundreds of thousands of deaths. No sector has been immune to the effects of this pandemic\, including manage ment\n learning and education. As educators\, we learned to teach i n new modalities with varied technologies\, work with new classroom protoc ols\, adjust our expectations about who and where our students would be\, adapt to technological solutions and rethink\n our careers and iden tities as management educators and scholars(Beech &\; Anseel\, 2020\; B rammer &\; Clark\, 2020). Similarly\, our students have experienced a d ifferent environment of learning and had to adjust their routines and meth ods to\n the new reality of content delivery. For some this learnin g environment has been charged with emotional distress and increased anxie ty\, but for others it has yielded a more empowering learning experience. Likewise\, institutions have had to adapt\n teaching practices in l ight of lockdowns and social distancing across the globe\, just as most fa ced financial strain in response to declining student enrollment. For many \, perhaps most\, students\, educators and business schools\, the experien ce\n has been difficult. However for some\, unexpectedly\, the shif t to virtual learning has brought both practical benefits (e.g. greater ac cess\, reduced living costs\, greater working flexibility) and pedagogical improvements.
 \;In this special issue\, our interes t lies in theorizing how management learning and education at the individu al\, organizational\, and institutional levels\, adapts to\, and learns fr om\, the perils and possibilities that the COVID-19 pandemic affords. Afte r\n all\, learning often occurs when routine habits are disrupted (Dewe y\, 1992)\, and little doubt exists that the COVID-19 pandemic marks a maj or disruption.
 \;Dealing with the crisis necessitate d broad\, deep and transformative learning. We found ways to manage stress ’ effects on individual students and faculty\, building on insights from t he caring professions (Greenberg &\; Hibbert\, 2020\; Rosa\, 2020)\n and exposing issues of diversity and inclusion in the politics of care al ong the way (Gabster &\; van Daalen\, 2020\; Nash &\; Churchill\, 20 20\; Monahan et al.\, 2020). We have learned how to embrace technological shifts in the processes of teaching\n and learning (Lund Dean &\; Fo rray\, 2020)\, despite finding transformation during a crisis to be doubly challenging (Wade &\; Shan\, 2020). We have also begun to consider how artificial intelligence may help or hinder rapid developments in knowledg e\n (Balasubramanian\, Ye &\; Xu\, 2020) in unstable times. \;&n bsp\;
The crisis has also stimulated t ransformations in the shape of the education sector (Mohapatra\, 2020)\, a nd shifted operational models for business schools\, along with organizati ons in most sectors (Ritter &\; Pedersen\, 2020) and entrepreneurs seek ing\n to establish new ventures (Manalova et al\, 2020\; Ratten\, 2020) . These shifts have entailed challenges for leaders (Amis &\; Janz\, 20 20\; Biddle\, 2020) and our approaches to how they are developed (Al Saidi et al.\, 2020\; Fernandez &\; Shaw\, 2020).\n In response\, we have sought to develop our pedagogies and theories to help leaders and manager s cope with the unprecedented learning challenges facing organizations (Ya ng\, 2020).
Contributions to this special issue should provide new t heoretical understandings\, reached through examination of the dynamics of the management learning and education processes\, or new ways of organizi ng business schools\, that were mobilized to support\n change during th e COVID-19 crisis. Due to the broad nature of the topic\, relevant insight s from other disciplines (e.g.\, social psychology\, urban planning\, ethi cs of AI and many others) that can be connected with the theme and the cor e interests of\n the journal may be appropriate\, in addition to more c onventional approaches. Possible areas of research focus are suggested bel ow\, but these should be seen as examples rather than a prescriptive list.
Possible areas of research focus
 \;
Submission details
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