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Management Learning

Management Learning

The Journal for Critical, Reflexive Scholarship on Organization and Learning

eISSN: 14617307 | ISSN: 13505076 | Current volume: 55 | Current issue: 2 Frequency: 5 Times/Year

Management Learning is:

  1. Inclusive: covering all aspects of learning and knowing in management and organizations, encouraging interdisciplinary dialogue, and promoting a range of methodological and theoretical approaches;
  2. Innovative: publishing high-quality work derived from critical, imaginative and committed inquiry which builds new ideas and developments relating to theory, pedagogy and practice;
  3. International: addressing international and multi-cultural aspects of learning, with an international base of readers, authors, reviewers and editorial board members;
  4. Integrative: linking research, theory, methods and practice;
  5. Impactful: aspiring to publish papers that are influential both within the field of management and organizational scholarship, and in the arenas of policy and organizational practice.

Articles in Management Learning advance theory and practice through two defining characteristics: they engage in critique, and are thought-provoking. These characteristics suggest a processual, provisional and potentially contested view of knowledge and learning, and emphasize the need to open-up existing ways of thinking to scrutiny. In doing so, they promote new perspectives and interpretations. Authors should therefore move beyond descriptive and conventional views to reflect upon, analyse and critique; be explicit about their philosophical and/or theoretical perspective; and explain and justify their methods and data analysis. Conclusions should be clear, well-developed, and fully justified.

Manuscripts should be situated within a relevant body of literature, connect to important conversations in the field and the journal, make a significant and substantial contribution to the development of management and organizational learning, and be coherent, clear and compelling. We encourage submissions from a variety of theoretical perspectives including critical, poststructuralist, feminist, interpretive, phenomenological, discursive, semiotic and aesthetic perspectives. Authors should carefully and persuasively craft their argument by clearly stating their contribution and ensuring that their philosophical and/or theoretical perspective, the method, analysis, discussion and conclusion are consistent and coherent.

Papers should convey commitment and excitement, and use accessible and direct language. While many of our readers are scholars and researchers, Management Learning addresses a wider audience with an interest in management learning. Esoteric language should therefore not stand in the way of effective communication and discussion.

"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

This journal is a member of the Committee on Publication Ethics (COPE).

Management Learning is a fully peer-reviewed journal which welcomes contributions from management and organization studies and related fields and disciplines, as well as papers adopting multi-disciplinary or interdisciplinary perspectives. Papers may address a variety of topics but the link with learning and managing organizations must be made explicit. Papers on specific topics which do not consider implications for learning would not be appropriate.

Manuscripts drawing on 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.

Management Learning includes work on topics relating to:

  • Learning and knowing in management and organizations: including individual and organizational learning; critical and reflexive approaches to learning, managing and organizing.
  • Processes and practices of learning: for example, different approaches and new perspectives on learning and pedagogy, critical approaches to management education; relationships between learning and experience; formal and informal learning; and the roles of language, symbols, narratives and metaphor in learning and knowing.
  • Theoretical perspectives on learning and knowing: for example, philosophies of knowledge and knowing and conceptual approaches to learning and development.
  • Wider issues: for example, the relationship between learning and culture, gender, ethics, power, and emotion; and critiquing conventional approaches to management learning.


Editors in Chief
Ajnesh Prasad Tecnologico de Monterrey, Mexico
Martyna Sliwa Durham University, UK
Associate Editors
Amon Barros FGV-EAESP, Brazil
Amy Way Villanova University, USA
Alexandra Bristow The Open University, UK
David R Jones Northumbria University, UK
Emmanouela Mandalaki NEOMA Business School, France
Gabrielle Durepos Mount Saint Vincent University, Canada
Mairi Maclean University of Bath, UK
Michal Izak University of Chester, UK
Paulina Segarra Universidad Anáhuac, Mexico
Thomas Calvard University of Edinburgh, UK
Provocation Essays Editors
Cara Reed Cardiff University, UK
Deborah Brewis Bath University, UK
Social Media Editor
Amal Abdellatif Northumbria University, UK
Book Reviews Editors
Caterina Bettin University of Eastern Finland, Finland
Ziyun Fan University of York, UK
Emeritus Editor
Todd Bridgman Victoria University of Wellington, New Zealand
Editorial Assistant
Lisa Burns The Open University, UK
International Editorial Board
Alexia Panayiotou University of Cyprus, Cyprus
Allan MacPherson University of Liverpool, UK
Amanda Hay Nottingham Trent University, UK
Anders Örtenblad University of Agder, Norway
Andrea Casey George Washington University, USA
Andrea Ellinger University of Texas at Tyler, USA
Andrew Sturdy University of Bristol, UK
Arne Carlsen BI Norwegian Business School, Norway
Bente Elkjær Aarhus University, Denmark
Birgit Renzl University of Stuttgart, Germany
Brad Jackson University of Waikato, New Zealand
Brigid Carroll University of Auckland, New Zealand
Brigitte Biehl SRH Hochschule Berlin, Germany
Carole Elliott Sheffield University, UK
Caroline Ramsey University of Liverpool, UK
Christopher Grey Royal Holloway University of London, UK
D. Christopher Kayes George Washington University, USA
Daniel Geiger University of Hamburg, Germany
David Sims City University, London, UK
Davide Nicolini University of Warwick, UK
Deborah Blackman University of New South Wales, Australia
Devi Vijay Indian Institute of Management, Calcutta, India
Dusya Vera Ivey Business School, University of Western Ontario, Canada
Eda Ulus University of the West of Scotland, UK
Elena Antonacopoulou Ivey Business School, University of Western Ontario, Canada
Elisabeth Kelan Cranfield University, UK
François-Xavier de Vaujany Université Paris Dauphine-PSL, France
Gareth Edwards UWE Bristol, UK
Gina Grandy University of Regina, Canada
Gordon E Dehler College of Charleston, USA
Graeme Currie Warwick Business School, UK
Helena Liu Bond University, Australia
Igor Pyrko University of Bath, UK
Jacky Hong University of Macau, China
James McDonald University of Texas at San Antonio, USA
Janne Tienari Hanken University, Finland
Jeanie M Forray Seneca Consortium, USA
Jenny Helin Uppsalla University, Sweden
Joseph A. Raelin Northeastern University, USA
Karen Ashcraft University of Colorado Boulder, USA
Katy Mason Lancaster University, UK
Kevin Orr St Andrews University, UK
Lars Engwall Department of Business Studies, Uppsala University, Sweden
Linda Perriton University of Stirling, UK
Lisa Anderson University of Liverpool, UK
M. Ann Welsh University of Cincinnati, USA
Marco Berti University of Technology Sydney, Australia
Marian Iszatt-White Lancaster University, UK
Michaela Driver New Mexico State University, USA
Miguel Cunha Universidade Nova de Lisboa, Portugal
Mike Pedler Henley Business School, UK
Monika Kostera The Jagellonian, Poland
Morten Thanning Vendelø Copenhagen Business School, Denmark
Nancy Harding University of Bath, UK
Nick Rumens Oxford Brookes University, UK
Owain Smolovic Jones Durham University, UK
Paul Hibbert University of St Andrews, UK
Rafael Alcadipani FGV-EAESP, Sao Paulo, Brazil
Robert McMurray RSCI, Ireland
Robin Holt University of Bristol, UK
Robin Stanley Snell Hang Seng University of Hong Kong
Russ Vince University of Bath, UK
Sarah Blithe University of Colorado Boulder, USA
Sarah Robinson Rennes School of Business, France
Silvia Gherhardi Universita degli Studi de Trento, Italy
Sine Nørholm Just Roskilde University, Denmark
Stephen Allen University of Hull, UK
Suzanne Gagnon University of Manitoba, Canada
Sylwia Ciuk Oxford Brookes University, UK
Thijs Willems Singapore University of Technology and Design, Singapore
Tim Butcher University of Tasmania, Australia
Viktor Dörfler University of Strathclyde Business School, UK
Wendelin Küpers Karlshochschule International University, Germany
Yiannis Gabriel University of Bath, UK
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