Seeing and Being Seen as a Management Learning and Education Scholar

What is it about?

In responding to Arbaugh et al we want to reflect critically on two assumptions they make about what constitutes a successful academic field. First, they suggest such fields have taken-for-granted knowledge which forms the foundation that future research can build upon; and second, that they have a high degree of scholarly impact. By holding these assumptions up to critical scrutiny, those of us who undertake management education research might think differently about how we engage with existing knowledge in the field.

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Why is it important?

In a world characterised by social, environmental and economic crises, there is an urgent need for management learning and education that offers a stronger critique of established modes of thought and action. We suggest that Management Learning, and other journals within the management education field, are well-positioned to respond to these challenges.