Management Teaching Review

Management Teaching Review

Kathi Lovelace Menlo College, USA
Jane Schmidt-Wilk Maharishi University of Management, USA

eISSN: 23792981 | ISSN: 23792981 | Current volume: 2 | Current issue: 2 Frequency: Quarterly

View the 2016 Subscription Package, which includes the Journal of Management Education.

Become a reviewer for Management Teaching Review!

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.

Regular Features

  • 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.

In addition to the launch of Management Teaching Review, the OBTS Teaching Society for Management Education also publishes the Journal of Management Education.

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.

Associate Editor, Resource Reviews
Tracey Sigler Northern Kentucky University, USA
Associate Editors, Experiential Exercises
Melissa Fender Rutgers University-Camden, USA
Joe Seltzer LaSalle University, USA
Lisa Stickney University of Baltimore
Associate Editors, Research-to-Practice Insights
Sandra Romenska University of St. Andrews, UK
Paul Hibbert University of St. Andrews, UK
Associate Editor, Practice-to-Research Connections
C. Douglas Johnson Georgia Gwinnett College, USA
Editorial Review Board
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
David Bradford Stanford University, USA
Arran Caza University of Manitoba, Canada
Gordon Dehler University of Cincinnati, USA
André M. Everett University of Otago, New Zealand
Joseph E. Garcia Western Washington University, USA
Thomas F. Hawk Frostburg State University, USA
D. Christopher Kayes George Washington University, USA
Roy J. Lewicki The Ohio State University, USA
Bob Marx University of Massachusetts, USA
Magid Mazen  
Steven I. Meisel LaSalle University, USA
Kathryn Pavlovich University of Waikato, New Zealand
Tim O. Peterson North Dakota State University, USA
Joseph Seltzer LaSalle 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.

MTR Manuscript Submission

Here you can find:

Instructions for Manuscript Preparation

Instructions for Manuscript Submission

Link for submitting an article to Management Teaching Review

Instructions for Submitting Manuscript Revisions

English Language Help

Guidelines for MTR’s Experiential Exercises

Guidelines for MTR’s Resource Reviews

Instructions for Manuscript Preparation

1. Prepare your manuscript for electronic transmission in MS Word or as an RTF file. Use Times New Roman font, 12-point, double-spaced throughout, (including abstract, tables, and appendices) in a format that fits U.S. standard business size paper (8 ½” X 11”).

2. There is a 2000 word limit on all initial submissions regardless of section. Please note that figures, tables, references, appendices, and supplemental materials may be additional pages.

3. Prepare the manuscript in accordance with the latest edition of the APA Publication Manual. Our one deviation is that we use one space after punctuation. Please 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.

4. On the first page of the article include only the title, abstract, and keywords, with no acknowledgements, footnotes or any other information identifying 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.

5. 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”).

6. Insert a running head that appears in the upper right-hand corner of each page. The heading should reflect the focus of the paper.

7. Insert page numbers in the upper right-hand corner after the running head.

8. 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. 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.

9. 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).

10. 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.

11. You may cite your own work 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.

12. 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 clearly and appropriately titled. Refer to the APA guidelines for more advice on this topic. If using Appendices, label them as Appendix A, Appendix B, etc., and make sure they are referred to in the text.

13. 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.

14. When writing, please use explanatory rather than declarative language. In other words, explain to the readers how you have arrived at your conclusions rather than simply telling them what your conclusions are.

The Editor reserves the right to return, prior to consideration, any manuscript that does not conform to these guidelines.

Instructions for Manuscript Submission

After you enter SAGE Publication's web-based manuscript submission system, the process consists of the following steps:

1. Create an account on MTR’s Manuscript Central submission system.

2. 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 editors.

Click here to submit an article to Management Teaching Review

If you have any questions, please feel free to contact the editors at

Note: The submission URL is

Instructions for Submitting Manuscript Revisions

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.

English Language Help

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. We highlight some of these companies at

Please be aware that SAGE has no affiliation with these companies and makes no endorsement of them. An author's use of these services in no way guarantees that his or her submission will ultimately be accepted. Any arrangement an author enters into will be exclusively between the author and the particular company, and any costs incurred are the sole responsibility of the author.

MTR, as a publication of the OBTS Teaching Society for Management Educators, is a member of the Committee on Publication Ethics (COPE).

Experiential Exercises

The Experiential Exercises section in the Management Teaching Review (MTR) publishes easily implemented “classroom” exercises that are of interest and use to professionals in the field of management education, including instructors, coaches, and trainers. Our emphasis is on experiential exercises and activities that are topically targeted and immediately useful to our audience. MTR seeks submissions of Experiential Exercises that present something new or something with a brand new twist—the exercise should not merely rehash something from the past. Authors should have experience running the exercise or activity in their teaching or training. Submissions should not exceed 2000 words; this word count does not include figures, tables, references, or appendices.

General guidelines for Experiential Exercises submissions

  • Introduction: Provide a brief introduction that establishes a need for this type of exercise and identifies the topical content. Include potential course applications and explain for whom the exercise is designed: early undergraduate, late undergraduate, graduate, etc.; traditional, non-traditional, cross-cultural, etc.) While an extensive literature review is not in line with MTR’s mission, do specify the relevant background literature that the exercise is based upon. If space is limited, include an appendix that outlines the necessary foundational information.

Learning Objectives: Specify the learning objectives for the exercise or activity that articulate the expected changes in attitude, skill or knowledge that are associated with participation in the exercise or activity. The learning objectives should evolve from the introduction, and consequently, link the background literature with the steps in the exercise and the focus of the debrief.

  • The Exercise Itself: Present step-by-step instructions details for how to run the exercise or activity (see itemized checklist below). Include step-by-step instructions, time and student requirements, materials/equipment/space needed, and possible variations and alternatives in applications. Place any ancillary materials for the exercise in the appendices.

Debriefing the Exercise: Provide suggestions for debriefing the exercise to draw out the most learning from it as well as examples of how students commonly respond. Debriefing suggestions may include instructor guidelines or tips, discussion questions, and/or processing protocols.

Appendices: Use appendices as needed for materials to run the exercise (e.g., handouts, sample assignments, teaching notes).

Supplemental Materials: Use MTR’s supplemental materials feature to post non-text materials such as audio-visual interviews, film footage, podcasts and vodcasts, or additional text, charts, figures, illustrations, photographs, or computer graphics. Use supplemental materials also for duplicates of appendices that might be distributed as class handouts. Text files should be camera-ready as they will not be typeset or proofed. After your paper has been recommended for publication, you may include your name on these 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 OBTC 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).

Please feel free to contact the editors or associate editors to explore options.

Resource Reviews

The Resource Reviews section in the Management Teaching Review (MTR) critically appraises a wide range of innovative materials that are of interest and use to professionals in the field of management education, including instructors, coaches and trainers. Our emphasis is on resources that are immediately useful to our audience. This includes, but is 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. 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 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 your 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 descriptions 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. Reviews should not read like advertisements for the resource; objectivity is critical. 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. Finally, 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

Please feel free to contact the editors or associate editors to explore options.

About MTR: