Dear colleagues,
Please apologies for cross-posting.
The guest editorial team:
Amon Barros
Frédéric Dufays
Simon Pek
Ajnesh Prasad
Martyna Śliwa
AMLE editors:
Laura Colombo
Katrin Muehlfeld
Extract from the call:
Fundamental alternative organizations have received only marginal attention from MLE scholars (though there are some exceptions, e.g., Audebrand, Camus, & Michaud, 2017) and they continue to remain largely absent from mainstream management textbooks (Rankin & Piwko, 2022). This curious lack of MLE engagement with fundamental alternative forms of organizing means that students graduating from business schools hoping to tackle grand challenges are not equipped with the tools and concepts necessary to be able to do so. For MLE scholarship to achieve its ostensible aim of producing socially conscientious leaders for a sustainable future, business school curricula must be broadened so as to include these fundamental alternative organizations.
This special issue aims to generate new theory about fundamental alternative organizations and MLE and, in so doing, respond to calls for more critical thinking about the objectives of management education, greater collaboration with other scholarly disciplines, and a broadening of our pedagogical approaches (Colombo et al., 2024).
See full call, illustrative themes and research questions, and submission instructions on AMLE Call for Special Issue Papers: Management Learning and Education as Drivers of Fundamental Alternative Forms of Organizing
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| AMLE Call for Special Issue Papers: Management Learning and Education as Drivers of Fundamental Alternative Forms of Organizing |
| Deadline: 15 December 2025 Guest Editors AMLE Editors Call for Papers In promoting managerialism and shareholder value maximization, business schools have long been implicated in perpetuating what has come to be popularized as grand challenges in the literature. These include, among other phenomena, climate change, biodiversity loss, economic and gender inequality (e.g., Kumar et al., 2024; Locke & [...] |
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Frédéric Dufays
Associate Professor
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