Developmental papers
Revealing Failures on Knowledge Sharing: An Empirical Investigation (191)
Author/s: Evangelia Siachou John Israilidis
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: knowledge sharing, critical failure factors (CFFs), employee ignorance
Abstract: While knowledge sharing can help organizations to succeed, it can also prevent unanticipated failures that affect both organizations and individuals effectiveness. Such failures may be linked to employee ignorance and knowledge gaps, and can have both cost intensive and resource wasteful consequences. Based on a case study of a multinational organization and using both qualitative and quantitative data, we identify six critical failure factors CFFs, which have an impact on knowledge sharing. We also reveal the underlying role of employee ignorance as a failure control mechanism. The study provides insights into the importance of identifying these failures when sharing knowledge and proposes relevant mitigation strategies. It also uncovers hidden ramifications of ignorance to help firms avert dysfunctional knowledge sharing behaviors from escalating into dangerous and less manageable issues.
Exploring the Reasons Behind Students Choice of Study Modes (207)
Author/s: Katrina Radford Heather Stewart Harsha Sarvaiya Matt Saxinger
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: mode of delivery, higher education, student outcomes
Abstract: Universities are increasingly offering courses to be studied in a multitude of ways, from online to mixed mode/blended learning method to face to face offering. Yet limited research has explored the types of student characteristics that underpin each mode, which impacts design and may impact student learning if not recognized. This developmental paper begins to unpack the characteristics of the learners that exist within each mode which may assist academics develop courses that improve retention. In this paper, an initial literature review is presented and it is anticipated that data will be analyzed and presented at the conference to further the theoretical and practical contributions this paper brings to the community. It is intended to spark conversation and all insights into the phenomenon are welcome.
An Investigation of Acculturation Journey of Chinese Mandarin-speaking Students Taking Undergraduate Studies in UK Business Schools (259)
Author/s: Dongsheng Xu
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: acculturation, Chinese students, business, undergraduate studies, UK
Abstract: The research concentrates on Chinese Mandarin speaking students acculturation journey within their undergraduate studies in UK business schools, to identify issues that impact on their acculturation and academic adaptation, in an endeavour to provide the implications for teaching and learning, to the Chinese students, their lecturers, and the business schools for a more satisfying outcome of teaching and learning experience. Supporting this research, a theoretical framework is constructed, which includes the cultural dimensions at national and organisational level, the acculturation strategy, the descriptions of Chinese and British pedagogy, and cultural synergy in the intercultural learning environment. Surveys and case studies are introduced using the mixed method approaches to collect and analyse data separately. As a developmental paper, the initial findings are reported upon and comments offered with suggestions as to how to plan and further develop the research.
The Paradox Of Power In Collective Leadership Implications For Management Education (314)
Author/s: Clare Rigg Lisa Anderson Paul Ellwood
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: collective leadership, power, paradox, management education
Abstract: Power remains a contentious issue within discussions on collective leadership. On the one hand, it has been argued that collective leadership innately addresses organisational power inequities by embracing inclusivity, and through recognising that leadership is distributed beyond those who hold formal senior roles. On the other hand, collective leadership literature has been criticised for appearing to neglect unequal power relations within organisations. Our purpose in this paper is to argue that, rather than seeing the issue in binary terms, there is greater insight to be gained from viewing power in collective leadership as paradoxical. Drawing from three insider action research studies, we present a series of vignettes to explore tensions, contradictions and interplay between formal and collective leadership. Collaborative effort is recognised as essential to high performing organisations, which therefore has clear implications for how managers learn to circumnavigate and influence collective leadership in ways that appreciate such nuances of power. Our intention is to offer further insight for an epistemology of practice predicated on paradox.
Are You Critically Teaching Accounting And Finance In Universities? (320)
Author/s: Amee Kim
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: higher education teaching, learning accounting and finance, communicating knowledge
Abstract: Accounting and finance programmes are supposed to strongly emphasise on theory and applications that can help students to deal with global business challenges. Traditionally, these programmes were strongly directed towards helping students interpret and develop financial reports according to legal standards. Nowadays, programmes have become more interdisciplinary, not only ensuring university students became more professional in practising accounting and finance, but also to critically analyse current practices. Academics have become more strongly involved in objective analysis of current methods in accounting and finance, which has led to improved accounting practice and research activities. This improved ethos also continues to impact on society, which in turn requires academics to continuously update their curriculum to include new topics and techniques for ensuring student employability and meeting student demands. The paper will develop a critically analyses on improving teaching and research activities in accounting and finance programmes to correspond to student demands.
Understanding Dignity At The Face Of Changing World Of Work (372)
Author/s: Soumya G Rajan Bino Paul
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Knowledge, Engagement, Dignity
Abstract: Globally, a set of serious questions have resurfaced, which were earlier confronted at the dawn of industrialisation Powerful machines are taking away jobs from humans. While mechanisation was the reason in the 18th Century, today, the imminent threat is being posed by robotics. We iterate that the key facilitator to stay abreast with the market can be the engagement with knowledge of each individual actor. In order to understand a sustainable structure which organically builds and engages though knowledge, we looked for inspiration in some existing organizational practices. A set of narratives were primarily compiled and analysed through a multiple case study approach to understand the relevance of Knowledge and engagement across diverse formats of organisations with the aim to learn the drivers and processes that promoted engagement. In the course of discussion of the cases, the value stance of dignity emerged as a key factor and a potential theory was derived. We report the preliminary analysis from the pilot inquiry here.
Practice Based Learning: Stories That Reveal and Influence (411)
Author/s: Robert James Warwick Janet McCray Adam Palmer James Treager
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Story, Action Learning, Practice Based Learning
Abstract: We are curious as to how leaders can become more understanding and reflexive (Cunliffe 2004; Hibbert & Cunliffe 2015) of their own practice and how this might be facilitated in meaningful ways. How leaders do their job is increasingly important and difficult because our world is becoming more uncertain and erratic. Yet through this, leaders need to be able to understand, involve others and make reasoned choices, often with incomplete knowledge. It is within this challenge that we explore practice based learning (PBL), by this we mean developing the ability to understand, involve others and make reasoned choices, often with incomplete and hazy knowledge. In this sense, practice development is a social process. This paper presents an agenda for research into PBL . The insights generated will influence further learning about leadership as an iterative process of research. We briefly consider the social and individual nature of such learning, making clear that both are a reflection of the other. Within an action research methodology we seek to use a blend of action learning and story (Gabriel 2000) to understand and apply learning in the challenging contexts leaders find themselves in.
A Walk in the Park: Creative Unsettlement Developing Practice Based Learning (414)
Author/s: Robert James Warwick James Traeger
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Practice Based Learning, Reflexivity, Dionysian, Walking, Unsettling
Abstract: In this paper we explore practice based learning Strati 2007 from the perspective of our own practice. We are keen to address two points as part of a meaningful Alvesson et al. 2017 conversation at the conference and beyond, what is the potential contribution to practice based learning PBL knowledge and how can this way of working add to the quality Reason 2006 of interpretivist research methodology Bryman and Bell 2015. We take a collaborative autoethnographic approach to challenge, unsettle and develop each others learning and practice. It was a dionysian process Heron 1996 process, namely emergent and imaginal.
What Do You Believe Are The Challenges And Opportunities For Management Educators Globally In The Next 5 Years: How Is The Business School Environment Going To Change Management Education In The Future? (442)
Author/s: Mark Bentley
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Business School, Challenges, Global
Abstract: This paper sets out to present some of the key challenges facing Business Schools, and management educators in the future, highlighting four specific areas; Effective Industry Collaboration, Skill development within the curriculum, Internationalisation of curriculum, and Changing Student demographics.
This developmental paper was initially influenced by the Rethinking Business Education: Fit for the future report (2017), issued by the Chartered Association of Business Schools.
At this stage the author believes that minimal research has been conducted in these discrete areas therefore there is some significant scope to undertake detailed enquiry in order to inform future business school strategy, thus supporting HE leadership who may be involved with transformation of their respective faculty.
The author recognises that there are other challenges to the sustainability of business schools and management education than those represented in this paper however, it is felt these are global in nature and not necessarily unique to UK HEIs. With this in mind further research into these topics could develop a platform to provide thought leadership to the global business school community.
Reflection for All Learners: Putting Reflection (Back) on the Radar (535)
Author/s: Laura Zizka
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Reflection, higher education, vocational education, hospitality, community of practice
Abstract: Reflection has been effectively used in higher education to encourage students to seek beyond the descriptive and simple response to critical, deep thinking and, effectively, make better choices. Yet, over time, reflection has been categorized as elitist, asocial, disruptive, and unreal. Based on Dewey and Schons foundation of reflection as linked to specific actions which apprentices or workers undertake in their daily tasks, i.e. reflection in action and reflection on action, this paper attempts to dispel common misconceptions related to reflection to show that reflection can and should be encouraged in all higher education regardless of the discipline or type of study. An initial attempt at a Reflection Radar based on reflection that is democratic, collective, constructive, and authentic has been provided to help educational institutions at all levels to visualize the effectiveness and depth of reflection within their existing programs. The paper concludes with how reflection can and should be implemented as a solid, formative pedagogical tool at all levels of education, including vocational apprenticeships aimed at preparing hospitality apprenticeships for the industry.
Triggering the Double Loop in Public Sector Leaders (627)
Author/s: Chris Dagnan Kate Bailey Arumugam Velaayudan
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Management thinking, public sector, organisational learning, systems thinking, double loop learning, defensive reasoning.
Abstract:
Purpose. The purpose of this paper is to explore previous research and identify the challenges for organisations to trigger and operationalise learning, especially within the public sector and to propose pertinent questions for possible future research.
Methodology/approach. A review of existing literature in the areas of organisation learning, double loop learning, and the reasons why change appears to be difficult.
Findings. There appears to be a lack of research into what triggers that first realisation that learning is needed, and how to operationalise and implement a learning organisation.
Originality/value. Defining future research into the factors which are barriers to managers embedding a learning culture within their organisation
Keywords: Management thinking; public sector; organisational learning; systems thinking; double loop learning, defensive reasoning.
Character Driven Knowledge Exchange: Overcoming The Problem of Moral Hazard In Knowledge Exchange (708)
Author/s: James Bruce Johnston Alan Tait Kevin Reuther
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Phronesis, Character, Knowledge Exchange, Innovation, Moral Hazard
Abstract: The exchange of knowledge between the Higher Education sector and industry is increasingly being seen as a vital component of economic growth by bodies such as the CBI and UK Government CBI, 2015, House of Commons Science and Technology Committee, 2013. However, such relationships present a series of challenges. These include challenges relating to the initiation of a knowledge exchange including the identification of appropriate academic expertise and the incentivisation of academics to engage in knowledge exchange Jacobson, Butterill Goering, 2004, CBI, 2015. They also include challenges related to the translation of academic research into commercial application such as the stickiness of knowledge Arnett & Wittman, 2014; Blackman and Benson, 2012, House of Commons Science and Technology Committee, 2013. There is a further complexity of needing to clarify the exact nature of the knowledge exchange activity since it ranges from the traditional blue sky research through development to innovation as perceived by the recipient of the new knowledge Rogers, 1962 and Davis and Hobday, 2005. Finally, there are challenges related to managing the interpersonal relationships involved in knowledge exchange such as the need to build trust and social capital Alexopoulos & Buckley, 2013, Dowling, 2015. One of the more overlooked challenges is that of moral hazard the counterintuitive phenomenon of increased risk sharing leading to a decrease in the incentives to avoid unnecessary risks Baker, 1996. This developmental paper explores that challenge and points to Aristotles intellectual virtue of phronesis as a potential way to overcome such hazards.
Business School Graduates: Crafting Responsible Citizens and Business Specialists? (742)
Author/s: Glen Croy Andy Cavanagh Mary Jesselyn Co Bruce Mitchell
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Citizenship, Ethics, Graduate attributes, Course outcomes, Accreditation
Abstract: Business schools have gained attention for their perceived, and some argue actual, contribution to many business crises. Business schools have implicitly accepted partial responsibility, and have implemented changes at collective and school levels. The indicated conflicts between graduates practice and what is desired from graduates, as responsible citizens, demonstrate a time to reflect on business school education institutional logics. Within this context, we investigate business school education institutional logics, as demonstrated by course outcomes. We question what institutional logics are evident in business school education, and are there patterns that might explain schools logic adoptions. We collect and analyse business degree graduate attributes and course outcomes from an inclusive range of business schools. Preliminary findings indicate inclusion of responsible management characteristics within business degrees as a variation to a market logic. Further analysis will be undertaken to identify indicative explanatory patterns and matches to institutional logics.
The Importance Of Gaining Meaningful Engagement From Both Participants And Employers In Order To Maximise The Benefits Of Undertaking A Degree Apprenticeship (757)
Author/s: Joanna Booth Sophie Mills
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Degree Apprenticeship, Professional Identity
Abstract: This development paper aims to explore the perspectives of participants following degree apprenticeships DA and their opinions relating to the influence of their employers on this experience. Degree apprenticeships combine university study and work based learning to enable apprentices to gain a full bachelors or masters degree whilst in fulltime employment. Initial forecasts indicated a target of 3 million apprenticeships would be generated under the workplace levy by 2020 Woolcock 2018. Of these, one million are expected to be degree apprenticeships Chartered Management Institute 2018.
Preliminary research highlights the experiences of degree apprenticeship participants in terms of the development of their professional identity. The findings indicated that participants sense of professional identity developed positively through the workbased learning programme. However, feelings of professional frustration resulting from organisational issues such as lack of opportunity and support had a disproportionately negative impact on the participants sense of professional identity. These findings informed the development of the model below that can be used by academics, practitioners, employers and policymakers to inform good practice in the development and delivery of DA.
The Effectiveness of Transnational Education: A Case Study from Oman (880)
Author/s: Said Saleem Al Kittani Zainab Zohny
Track: Knowledge and Learning
Paper Type: Developmental Papers
Abstract: Transnational Education TNE refers to educational activities or programmes designed in institutions located in one country but delivered to learners in a different country. Due to several factors, TNE has become a common practice in several countries, especially developing countries. Unemployment, globalization, mobility of human resources, political tensions and humanitarian crises, enter alia, around the world increasingly force higher education institution HEIs to offer TNE alongside national programmes. Despite governments efforts to regulate the delivery of TNE, questions about the effectiveness of the programmes remain largely unanswered. This paper reports on a joint research project carried out collaboratively by researchers from a British university and its Omani affiliated university where three different undergraduate TNE programmes are delivered. The research aims at investigating various critical factors affecting the effectiveness of TNE and suggest ways of improving these programmes to fit the Omani context while ensuring a high quality of education.
Reimagining Curriculum, Pedagogy and Digital Technologies in a Large-Scale Online MBA (885)
Author/s: Stuart Allan Craig Robinson
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: curriculum, pedagogy, digital education, MBA, online programmes
Abstract: This developmental paper outlines the process, framework and rationale used to redesign the curriculum, pedagogy and use of digital technologies in a large-scale online MBA. This holistic approach was anchored in extensive research with students, alumni and business leaders, was guided by a newly developed ethos and themes, and was grounded in sociomaterial theory. It provides evidence of a shift in market conditions, including increasing student expectations regarding online learning and rising demand for leadership, ethical practice and innovation. It proposes ways in which institutions can realign their curricula with current and future needs, and methods to enrich the online student experience via learning technologies. Its findings are likely to be of interest either to educators who are considering curriculum change or institutions looking to enhance their digital offering.
Communities In Conflict? Communities Of Practice Within The Business-School (891)
Author/s: Kate Black Russell Warhurst
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Business School, Communities of practice, Identity
Abstract: This developmental paper introduces our inquiry examining the teaching research nexus from the perspective of Business School academics in post 92, non research intensive, UK universities. We propose that academic identity has become conflicted and threatened as the changing character and demands of the contemporary Business School means that a path has to be found between the different communities of practice. Drawing initially upon a single casestudy, and taking a phenomenological stance using semi structured interviews in an attempt to access academics life worlds, the research seeks to answer the question how do academics within post 92 Business-Schools understand themselves as academics within their university Business School
Assessing The Value Of Capstone Unit In Developing Critical Thinking Skills In MSc Students (947)
Author/s: Oyegoke Teslim Bukoye Michael Oyelere
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Knowledge and Learning, Capstone unit, Critical thinking skills, Live Project and Professional Practice
Abstract: This project is funded by the BAM Management Knowledge and Education MKE Grants Scheme 2017 and 2018. Our project is centred on evaluating the impact of Capstone in developing critical thinking skills amongst Masters student. The aim is to explore the extent to which student use Capstone options to demonstrate their understanding and application of high criticality. Our study was framed theoretically using Blooms Taxonomy and focused on the six updated levels i.e. remember, understand, apply, analyse, evaluate and create. Empirical data collection is done at pre and post stages across students from five European institutions three in the UK and two in other EU countries. The possible implications of the project will further our understanding of Capstone as a useful academic practice for developing students critical thinking skills. It will also address the gaps in PTES by focusing on the impact of Capstone on postgraduate student experiences across different HEIs.
Teamwork Skills Development in an Online Business Simulation Game and their Transferability to the Workplace (961)
Author/s: Peter Wilkins Rory McLaughlin Lisa Day
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: simulation, experiential learning, teamwork, management education
Abstract: Simulation games have become a popular experiential method of teaching in business and management programmes. They give students access to practical scenarios that would not normally be available to them, offering an appreciation of, for example, market forces and the interconnection and impact of the various functions in an organisation. Studies of simulation games have shown that students also benefit from soft skill development when working together, particularly in the areas of teamwork and communication. However, research has rarely pursued the question of the practical contribution, offered by an online simulation to a professional student demographic, for skills application in their workplaces. In this study, we propose to investigate the contributions of an online business simulation game in the development of teamwork skills that can be potentially be applied in real work situations. As part of the study, we also aim to consider the features of online team composition that aid or hinder teamwork effectiveness.
Embedding Innovation in Teaching and Learning: A Pilot Study of the Research Skill Development (RSD) Framework Adoption (1155)
Author/s: Svetlana Warhurst Glen Croy Jane Cottee
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: Research Skill Development, Innovation Adoption, Undergraduate Curriculum, Assessment Rubrics.
Abstract: This developmental paper introduces findings of the international education innovation pilot to champion research skills development framework at a UK business school, internally funded by the Universitys Education Strategic Fund and the Deans Fund. Research is a common feature attributed to universities and their graduates, and common graduate attribute is of lifelong learning or research capable students. Though, are our students research capable With assurance of learning and accreditation requirements there is an increased pressure for business schools to be able to demonstrate that all graduates are achieving what might have previously been aspirational attributes. The paper draws insights from an ongoing international collaborative education project. Our University level pilot targeted early adopters of the framework to develop academic practices for mapping research skills and autonomy levels in assessments and modules to improve the alignment with the curricula. The paper discusses challenges in making research skills explicit in the module assessment for early adopters, and to direct and measure students research skill development. The paper addresses the challenges of online marking rubric development and innovation adoption by academics, development of communities of practice and teaching partnerships with the library staff, academic skills advisors and module leaders.
From Research Practice to Teaching Practice: The Application of Peer Review in Higher Education (1171)
Author/s: Angela Paladino
Track: Knowledge and Learning
Paper Type: Developmental Papers
Keywords: N/A
Abstract: This paper reviews the peer review programs implemented across Australia as well as with some leading institutions across the US and the UK. There is consensus among these countries that peer review of teaching has its benefits and challenges. Perceived benefits point to the positive changes for the observed individual, including being reflective about their teaching practice, receiving feedback from peers that is substantive, constructive and developmental, and using such feedback as the best complement to student evaluation results. The challenges associated with peer review are also reviewed. Aside from evaluating international peer review practices, this paper introduces a teaching evaluation framework that is being introduced at a large research-intensive university. Details of the peer review and follow up study to track attitudes and learning outcomes will be presented at the conference.