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Management Teaching Review is committed to serving the management education community by publishing short, topically-targeted, and immediately useful resources for teaching and learning practice. Our published articles and interactive platform provide a rich, collaborative space for active learning resources that foster deep student engagement and instructor excellence.
While our target audience is university educators teaching in the management and organizational studies domain, our broader constituency includes trainers, consultants, and coaches.
- Resource Reviews… outside resources that readers might use to support their teaching practice.
- Experiential Exercises… topically targeted, easily implemented “classroom” exercises useful to instructors and/or trainers.
- Research to Practice Insights… summaries of recently published research from any discipline that provide implication(s) for management teaching or training practice; may be author’s own research or that of others.
- Format Translations… modification(s) of teaching activities from one format or audience to another; for example, from on ground to online, undergraduate to executive, or university to workplace.
- Practice to Research Connections… first person narratives about issues or questions in management teaching practice that may form the basis for future practice-based research.
Management Teaching Review (MTR) encourages contributions that provide short, targeted, and immediately useful resources for management educators, trainers and coaches. The overriding question that guides the publication’s double-blind peer review process is: Will this contribution have an immediate impact on management teaching practice?
Contributions are welcomed from any topic area and any country so long as their primary focus is on teaching, training or coaching practice in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, or sustainability.
Authors are strongly encouraged to have their work reviewed and commented upon by their colleagues for descriptive clarity and usefulness to others prior to submission for formal editorial review. Guidance for authors may be garnered by studying the journal’s submission guidelines, and by communicating with members of the editorial board, the editorial team, or the editor.
|Tracey Sigler||Northern Kentucky University, USA|
|C. Melissa Fender||Rutgers University-Camden, USA|
|Joe Seltzer||LaSalle University, USA|
|Lisa Stickney||University of Baltimore, USA|
|Sandra Romenska||University of St. Andrews, UK|
|Tracey Sigler||Northern Kentucky University, USA|
|Paul Donovan||Maynooth University, Ireland|
|Rae André||Northeastern University, USA|
|Ben Arbaugh||University of Wisconsin Oshkosh, USA|
|Don Bacon||University of Denver, USA|
|Diana Bilimoria||Case Western Reserve University, USA|
|Lee Bolman||University of Missouri, Kansas City, USA|
|David Bradford||Stanford University, USA|
|Arran Caza||University of Manitoba, Canada|
|Gordon Dehler||College of Charleston, USA|
|André M. Everett||University of Otago, New Zealand|
|Joseph E. Garcia||Western Washington University, USA|
|Thomas F. Hawk||Frostburg State University, USA|
|Paul Hibbert||University of St Andrews, UK|
|D. Christopher Kayes||George Washington University, USA|
|Marc Lavine||University of Massachusetts-Boston, USA|
|Roy J. Lewicki||The Ohio State University, USA|
|Kathi J. Lovelace||Menlo College, USA|
|Bob Marx||University of Massachusetts, USA|
|Magid Mazen||Suffolk University, USA|
|Steven I. Meisel||LaSalle University, USA|
|Kathryn Pavlovich||University of Waikato, New Zealand|
|Tim O. Peterson||North Dakota State University, USA|
|Gary Wagenheim||Simon Fraser University, Canada|
|April L. Wright||University of Queensland, Australia|
Management Teaching Review uses a web-based submission and review process. This document provides instructions for manuscript preparation and submission as well as guidelines for writing manuscripts targeted to specific sections of Management Teaching Review. Currently, this document includes:
• Instructions for Manuscript Preparation
• Instructions for Manuscript Submission
• Instructions for Submitting Manuscript Revisions
• Suggestions about English Language Help
• Guidelines for Experiential Exercise Submissions
• Guidelines for Resource Review Submissions
• Guidelines for Research-to-Practice Insights Submissions
- Prepare your manuscript for electronic transmission in MS Word or as an RTF file. Use 12-point Times New Roman typeface, and double-space throughout (including abstract, tables, references, and appendices) in a format that fits U.S. standard business size paper (8 ½” X 11”).
- There is a 2000-word limit on the main body of all initial submissions regardless of section. The abstract, figures, tables, references, and appendices are not included in this 2000-word limit.
- Prepare the manuscript in accordance with the latest edition of the APA Publication Manual.
- Make sure that all text is left-aligned (i.e., ragged-right edge), all paragraphs are indented, and there is no additional space after paragraphs.
- On the first page of the article, include only the title, abstract, and keywords, with no acknowledgements, footnotes or any other information identifying the authors or their affiliations. During submission, you will enter all information about the authors that usually appears on a title page in text boxes on the web-based submission form.
- In an age of electronic indexing, your keyword choices are critical. To assist readers looking for content you’ve published, use both broadly-based keywords (i.e., “groups” or “diversity”) as well as more targeted keywords directly germane to your content (i.e., “self-managed groups” or “gender diversity”) and re-iterate those keywords in your abstract. For more information about selecting and using keywords, see the document posted online titled “Title and Abstract Guidelines: How to Maximize Web Discoverability of Published Articles.”
- Insert a running head that appears in the upper right-hand corner of each page. The heading should reflect the focus of the paper.
- Insert page numbers in the upper right-hand corner after the running head.
- Include an abstract of 100–200 words that provides a good idea of (1) the purpose of the article, (2) its teaching and learning focus, and (3) its target audience(s). Avoid placing or repeating introductory or explanatory material in the abstract. Instead, use the abstract as an opportunity to sell your article to potential readers, including reviewers.
- MTR manuscripts are blind-reviewed by at least two experts in the field; therefore, avoid writing any text, references or footnotes in ways that could identify the author(s).
- Remove from the submission any reference to the authors, the school, or other information that might serve to identify the authors. Carefully consider the context when considering references that might lead to identification.
- Cite your own work only when it is absolutely necessary. When you do, carefully consider the context, and edit the wording to preserve your anonymity. Do nothing that draws special or extra attention to these self-citations.
- Note the desired placement of tables and figures within the text, but do not embed them in the text of the manuscript. Instead, include each one on a separate page at the end of the manuscript. Make sure each is titled clearly and appropriately. Refer to the APA guidelines for more advice.
- If using Appendices, label them as Appendix A, Appendix B, etc., and make sure they are referred to in text.
- When drafting your paper, please write in the first person. Use first-person singular (i.e., I) for a single-authored paper and first-person plural (i.e., we) for papers with multiple authors. Avoid switching into the third person (i.e., into a ‘passive voice’), and do not use the word ‘We’ (or similar ones) to refer to ‘the body of knowledge.’ We prefer simple, straightforward language that communicates clearly to readers.
- When writing, please use explanatory rather than declarative language. In other words, explain to the readers how you arrived at your conclusions rather than simply telling them your conclusions.
After you enter SAGE Publication's web-based manuscript submission system, the process consists of the following steps:
- Create an account on MTR’s Manuscript Central submission system.
- Through the same web address, go to the Author Center and follow the instructions to enter details about the authors and to upload your submission.
No part of the submission is final until all steps have been completed and the final Submit button has been clicked. Shortly after submitting, authors will receive an automatically generated acknowledgement by email. This email message will provide the manuscript number and website link to use for checking the status of the submission, submitting revisions, and contacting the editor.
Click here to submit an article to Management Teaching Review
Note: The submission URL is http://mc.manuscriptcentral.com/mtr
At any time that you need to submit a revision, please use the Revise Submission feature at the website link provided in your acknowledgement email. Please do not upload your revision as if it were a new manuscript. Uploading revised manuscripts as if they were new manuscripts only delays the review and decision process. If you need assistance, please email the Associate Editor assigned to your manuscript or the Editor.
Authors who would like to refine the use of English in their manuscripts might consider using the services of a professional English-language editing company. For example, Sage offers authors information and services at http://languageservices.sagepub.com/en/
Please note that SAGE Language Services is an editing service only, and using the service will in no way guarantee that your manuscript will be selected for peer review or accepted for publication.
MTR, as a publication of the Management & Organizational Behavior Teaching Society, is a member of the Committee on Publication Ethics (COPE).
The Experiential Exercises section of the Management Teaching Review (MTR) publishes topically targeted, easily implemented “classroom” activities that are of interest and immediate use to professionals in the field of management education, including instructors, coaches, and trainers. MTR seeks original submissions that present something new or something with a brand new twist—the exercise should not merely rehash something from the past. Authors will have had experience running the exercise or activity in their teaching or training. Submissions should not exceed 2000 words; this word count is a firm limit, but it refers to the body only. It does not include the abstract, figures, tables, references, or appendices.
The general structure of manuscripts describing Experiential Exercises is outlined below:
- Abstract. Include an abstract of 100–200 words that provides a good idea of (1) the rationale and purpose of the exercise, (2) its teaching and learning focus, and (3) its target audience(s).
- Introduction. Provide a brief introduction that establishes a need for this type of exercise and identifies the target usage. Include potential course applications and explain for whom the exercise is designed: early undergraduate, late undergraduate, graduate, etc.; traditional, non-traditional, cross-cultural, etc.). Note that APA discourages use of the header “Introduction:” the first part of the manuscript is assumed to be the introduction.
- Theoretical Foundation. Establish the theoretical context of the exercise. While an extensive literature review is not in line with MTR’s mission, do briefly specify the relevant background literature that the exercise is based upon. If space is limited and the background is complex, refer to an appendix that outlines the necessary foundational information. Note that most readers will be familiar with both Kolb’s experiential learning theory and Bloom’s taxonomy, so while citing them may be appropriate, there will seldom be need to explain them.
- Learning Objectives. Specify the learning objectives for the exercise by articulating the expected changes in knowledge, attitude, or skill that are associated with participation in the activity. The learning objectives evolve from the introduction and theoretical foundation, and consequently, link the background literature with the steps in the exercise and the focus of the debriefing. Learning objectives usually begin with action verbs and are assessable, so that the instructor will be able to determine whether or not they have been achieved after utilizing the exercise.
- Instructions for Running the Exercise. Present details for how to run the exercise that address the points below.
- Overview: Explain the flow of the exercise. The goal here is to be so clear that the reader can run the exercise after reading the manuscript.
- Logistics: Identify in detail all the logistics of running the exercise, including: advanced preparation (instructor and student), materials needed, any physical setting requirements, total number of participants, team sizes, if appropriate, and timing. For timing, include overall timing and the timing of each portion of the exercise, including realistic minimum and maximum lengths for each. This information may be formatted in a table.
- Step-by-step instructions: Specify in detail each step of running the exercise.
- Variations: Describe possible variations and alternatives in applications.
- Instructions for Debriefing the Exercise. Provide guidelines for debriefing the exercise to draw out the most learning from it in light of the learning objectives. Guidelines may include discussion questions, tips for instructors, or other procedures. Provide examples of how students commonly respond, suggestions for prompts or techniques to lead students towards the learning objectives when necessary, and suggestions for handling inappropriate student responses. Additional related questions and possible reflective post-exercise assignments that are part of debriefing may be placed in appendices.
- Conclusion. Complete the manuscript with a general conclusion that connects to theory.
- Appendices. Use appendices as needed for materials to run the exercise (e.g., handouts, sample assignments, teaching notes). Lengthy teaching notes and possible modifications for other classes and levels of students may be placed in appendices.
- Supplemental Materials. Use MTR’s supplemental materials feature to post additional materials, such as:
- Additional text, charts, figures, illustrations, photographs, slides, or computer graphics.
- Audio-visual interviews and footage (podcasts and vodcasts), Please download online videos rather than just providing a URL. Make sure your name is not present in any form on these materials or as a result of following a web link.
- Duplicates of appendices that readers might wish to distribute as class handouts.
- Camera-ready versions of all text handouts will be required if your manuscript is recommended for publication, as they will not be typeset or proofed. When your paper has been recommended for publication, you may include your name on these original supplemental materials. Alternatively, you may include your name on these materials earlier in the review process and mark the files as “not for review.”
Note: The Experiential Exercises section is intended, in part, to encourage submissions from MOBTC attendees. Given word count limits and a mission distinctly different from that of the Journal of Management Education (JME), Experiential Exercises for MTR need not include “evidence of effectiveness” or an extensive literature-grounding (as are expected for a JME experiential exercise).
Prospective authors are encouraged to read the Experiential Exercises published in MTR as models for drafting their own submissions. Please feel free to contact the Editor or Associate Editor with questions.
The Resource Reviews section in the Management Teaching Review (MTR) critically appraises a wide range of innovative materials that are of interest and immediate use to professionals in the field of management education, including instructors, coaches and trainers. Resources include — but are not limited to — reviews of books, applications (apps), textbooks, wikis, technology (e.g., clickers), webcasts, podcasts, online courses, faculty development experiences, websites, case studies, films, online videos (e.g., TED Talks), images, games, artifacts, software, and simulations. In short, any pedagogical resource, in the public domain, that aligns with the mission of MTR could serve as the subject matter of a Resource Review. Submissions should not exceed 2000 words.
Authors will have had experience using the resource in their teaching or training, and the submission will describe the author’s experience, suggestions, and lessons learned. The following three sections are recommended:
- Resource Description: The first section (about 800 words) provides a rich descriptive review of the resource. It places the resource in context for a reader who may know nothing about the topic. For example, a film review places the film in context, shares the length, describes the plot, highlights major twists, explores explicit/implicit themes, and so forth. In short, it paints a picture for the reader.
- Use in the Classroom: The second section (about 800 words) explores deeply how the resource has been used in the classroom/training and provides suggestions for additional teaching uses that demonstrate the resource’s usefulness in the classroom or training environment. For example, can the resource be used as an interactive session? A platform for rich debate? An exam? Share 2-3 uses for the resources and again, provide a rich description of these activities.
- Analysis and Comparison: The third section (about 400 words) provides a fair and constructive analysis of the strengths/limitations of the resource (perhaps 2-3 of each) and a comparison with similar resources. The review concludes with information about where the reader can learn more (e.g., websites).
Please avoid discussions of why such tools are important. Focus solely on the resource — not the case for the legitimacy of the resource or resources of this type, or other considerations.
Objectivity is critical; reviews do not read like advertisements for the resource. The tone also aims for objectivity.
In general, the author should not be the person who developed the resource under review nor should the author have a connection to the resource that could be construed as a conflict of interest.
Generally, Resource Reviews do not include appendices, tables, or figures.
Although the suggestions above are intended to provide a common format for Resource Reviews, there are other forms that a Resource Review might take. For example:
- Critical reviews
- Short research notes on the outcomes of adopting a resource
- Reviews of multiple resources in a field or on a topic
- Reviews of a single resource (e.g., a computer case or organizational simulation) from multiple perspectives
Prospective authors are encouraged to read the Resource Reviews published in MTR as models for drafting their own submissions. Please feel free to contact the Editor or Associate Editor to explore options.
The Research-to-Practice Insights section in the Management Teaching Review (MTR) publishes original articles that evaluate and synthesize published research to identify possibilities for teaching or training practice that could be immediately useful to professionals in the field of management education, including instructors, coaches, and trainers.
Submissions should not exceed 2000 words; please note that this word count does not include the abstract, figures, tables, references, or appendices.
The first part (and often a little more than half of the paper) usually takes the form of a very brief introduction followed by a substantial but tightly focused review of current literature. The research reviewed may be from any discipline, may be author’s own work or that of others, and may represent a variety of disciplinary, theoretical or methodological approaches. This literature review acknowledges and discusses relevant debates and voices around the chosen theoretical framework and leads to core idea(s) that can be applied to enhance teaching or training practice.
The remainder of the paper draws out implications of this body of research for teaching and/or training. These implications may be presented in a variety of ways: for example, as principles about how one might apply these insights, as specific teaching strategies, and/or as concrete examples illustrating the application of the principles in teaching practice.
To make the author’s insights practical for readers, this part of the manuscript includes:
- Discussion of the intended level and group of learners for whom the approach may be appropriate – e.g. undergraduate, postgraduate, work-based, or executive
- Outline of expected learning outcomes
- Evaluation of benefits as well as potential risks
- Suggestions for additional resources.
Because of the tight word count limits, supporting texts that can help readers quickly apply the lessons of the paper may be included as tables, figures, or if necessary, appendices.
Prospective authors are encouraged to read the Research-to-Practice Insights published in MTR as models for drafting their own submissions. Authors are also welcome to contact the Editor or Associate Editor to explore options.