New management educational approaches
The world is changing, and our approaches to management education need to change with them. Over the last decade, global crises have changed the fabric of organisations and communities, such as global financial crises, ongoing wars, and global pandemics. Thus, the educational methods of the past may no longer be fit for purpose for the next generation of managers.
Managers are navigating opportunities to positively impact the environment, improve equity across the board, and implement sustainable business practices. As a research group, we explore how management education and learning can catalyse and empower these progressive managerial practices for a brighter future.
Our empirical and conceptual research examines diverse aspects of management education and learning, including the role of historical sensibility in overcoming dominant logic, decolonising management knowledge, and developing leaders. We also investigate the post-pandemic landscape, challenge managerialist control, and explore the transformation of business schools. Through our diverse approaches, we aim to reshape management education and learning to meet the evolving needs of individuals, organisations, and society.
Our researchers
Collaborators
Featured publications
- Cavanagh, A., Croy, G., Wolfram Cox, J., & de Jong, A. (2023). Developing and Harnessing Historical Sensibility to Overcome the Influence of Dominant Logics: A Pedagogical Model. Academy of Management Learning & Education.
- Billsberry, J., Ambrosini, V., & Thomas, L. (in press). Managerialist control in post-pandemic business schools: The tragedy of the new normal and a new hope. Academy of Management Learning & Education.
- Thomas, L., & Ambrosini, V. (2021). The future role of the business school: a value co-creation perspective. Academy of Management Learning and Education, 20(2), 249-269.
- Billsberry, J., Ambrosini, V., Garrido-Lopez, M., & Stiles, D. (2019). Toward a non-essentialist approach to management education: philosophical underpinnings from phenomenography. Academy of Management Learning and Education, 18(4), 626-638.
- Jammulamadaka, N., Faria, A., Jack, G., & Ruggunan, S. (2021). Decolonising management and organisational knowledge (MOK): Praxistical theorising for potential worlds. Organization, 28(5), 717-740. Doi:
- Eva, N., De Cieri, H., Lowe, K., & Murphy, S. (2021). Leader development for adolescent girls: State of the field and a framework for moving forward, The Leadership Quarterly, 32(1), 101457.
- Eva, N., Wolfram Cox, J., Tse, H. H., & Lowe, K. B. (2021). From competency to conversation: A multi-perspective approach to collective leadership development. The Leadership Quarterly, 32(5), 101346.
- Ambrosini, V., Billsberry, J., & Swanson, S. (in press). The myth of the altruistic university: Lessons from universities' sponsoring of events. Event Management.
- Tootell, A., Kyriazis, E., Billsberry, J., Ambrosini, V., Garrett-Jones , S., & Wallace, G. (2021). Knowledge creation in complex inter-organizational arrangements: understanding the barriers and enablers of university-industry knowledge creation in science-based cooperation. Journal of Knowledge Management, 25(4), 743-769.
- Ambrosini, V., Jack, G., & Thomas, L. (2023). How to Develop a Sustainable Business School? (1st ed.) Edward Elgar Publishing.
Ongoing projects
- Understanding the role of place: This stream of research puts the learner’s formative place at the centre of their self-awareness and development. It explores how a place’s different physical, cultural, and political elements interact to influence how someone leads and how to lead in particular places.
- Addressing diversity in leadership development: This research stream challenges prototypical leadership development that centres on White and masculine ways of engaging in leadership by presenting an intersectional framework grounded in non-White, non-male standpoints.
- New approaches to sustainability education in efforts to sustain sustainability behaviours after graduation: Sustainability education is great at raising awareness and even changing individual-level practices. However, advanced knowledge and capabilities often must be transferred into workplaces to their transformative potential. By adopting a behavioural approach to sustainability education and growing awareness, students are equipped with the skills to mould others’ sustainability behaviours for positive change after leaving the safety of their classroom environment.