Abstract
As summer settles into the North American continent, with trees and plants blooming all around us, we have been reminded of how plants and flowers grow, wane, and then renew all over again. As we discussed in a prior editorial, “Reframing ‘Conversation’ as an Editorial Responsibility” (Volume 40, Issue 5, pp. 483-488), journal editors have the opportunity to nurture the scholarship of teaching and learning (SOTL) conversation (our “garden”) in a variety of ways. For us, this year is no exception.
First, there are the perennials, whose blooms are the result of seeds sown by others before us. We are delighted to share in this issue the recipients of the 2017 Lasting Impact Award. The Lasting Impact Award recognizes an article published in the Journal of Management Education (JME) at least 10 years prior that continues to have a significant impact on management education or educators, either conceptually or practically, since its publication. This year, we are pleased to honor two such articles:
Bolman, L., & Deal, T. E. (1979). A simple—but powerful—power simulation. Journal of Management Education, 4(3), 38-42.
and
Gallos, J. V. (1993). Women’s experiences and ways of knowing: Implications for teaching and learning in the organizational behavior classroom. Journal of Management Education, 17(1), 7-26.
The first Lasting Impact Award article was published originally in 1979 in Exchange: The Organizational Behavior Teaching Journal (which is now the Journal of Management Education). In “A Simple—but Powerful—Power Simulation,” Lee Bolman and Terrance Deal describe a classroom exercise that illustrates the powerful impact a simple manipulation of resources can do to individual and group behavior. During their consideration of nominated articles, the JME associate editors noted that the “Power Game” exhibits a timeless quality that extends beyond its clear classroom application. In fact, it came as a surprise to many of the associate editors that the original article describing the simulation was published over 35 years ago as it is still actively used by many educators in organizational behavior and management classrooms today. In addition to its republication in this issue, Lee and Terry offer their contemporary thinking on the exercise in their introduction, “Power and the Power Simulation: Then and Now.”
The second Lasting Impact Award article was published originally in 1993. In, “Women’s Experiences and Ways of Knowing: Implications for Teaching and Learning in the Organizational Behavior Classroom,” Joan Gallos introduced the significance of women’s experience(s) within management education. As the nominators noted in their supporting document, Gallos’ seminal article has changed thinking and practice for educators, professionals, men and women, critical thinkers, college administrators, program developers, and scholars. During their consideration of nominated articles, the JME associate editors commented that the Gallos article is a brilliant piece of scholarship that challenges boundaries, and gave a thumbs-up to JME for publishing it back then. A search of Google Scholar shows 42 citations of the article, 9 of which are from 2013 to the present, representing the article’s continued relevance across a broad range of outlets. In “Women’s Experiences and New Ways of Knowing: Implications for an Inclusive and Equitable World,” the new introduction to the article’s republication, Joan traces her personal trajectory as a scholar as well as the relevance of women’s experiences in management education and beyond.
Articles that win the Lasting Impact Award truly are our perennials, having generated productive conversations, practices, and learning outcomes that have endured and grown richer over time as others have extended their work. We invite readers to revisit both Bolman and Deal’s and Gallos’ original articles from our robust and unique archives, and we are delighted to offer them along with new introductions by the authors that may be downloaded free of charge for the remainder of 2017.
Our seeding in the growing cycle also continues with personal engagements. We have just returned from the Research in Management Learning and Education (RMLE) Unconference, managed by the indefatigable Amy Kenworthy and George Hrivnak of Bond University and this year held at The New School in New York City. The Unconference is one crucial space where we get to hear about SOTL scholarship ideas in their nascent form—before anything pops up from within the soil. And this nurturing and engagement process works: Maribel Blasco of the Copenhagen Business School won Management Learning’s Best Paper award for 2016 with her article, “Conceptualising Curricular Space in Busyness Education: An Aesthetic Approximation,” an idea she developed in conversation at the RMLE at Bond University in 2013. A further example of seeding and nurturing is a research team crafted by Ben Arbaugh and Charles Fornaciari during the Copenhagen Unconference in 2014. This group has enjoyed successes in their finished work, including a paper that won the 2016 Management Education and Development Global Forum Best Paper award given at the Academy of Management meeting last year. The privilege of helping move ideas that begin as deep and interesting conversations to working manuscripts to finished articles is one of our greatest editorial joys. We look forward to sharing such work in JME soon.
We also share with you the Outstanding Reviewers for 2016—gardeners, if you will, who carefully nurture initial submissions and partner with authors to craft published articles. Our associate editors nominated these excellent reviewers whose work for JME is simply amazing. We could not be the journal we are without the commitment, expertise, and intellectual service to the entire Management Education and Development community of our reviewers. Although it is difficult to think about designating a JME reviewer as “outstanding,” because we have so many great reviewers (truly, JME reviewers have set the SOTL standard), we recognize 10 individuals as standing out in terms of their developmental comments, patience with authors in crafting their manuscripts, communication throughout the review process, willingness to say “yes” when asked to review, timeliness in turning around reviews, and contributions to excellent finished articles. The 2016 Outstanding Reviewers are the following:
Please join us in congratulating them for their contributions to the SOTL conversation and to making JME the premier journal outlet it is.
In This Issue
We are thrilled to present articles in this issue that push extant conversations in new ways. Along with pairing republication of the original Lasting Impact Award articles with those authors’ new introductions, we share a range of articles that push us to consider what “social responsibility” means, both as a disciplinary area as well as how we ourselves engage with our work. In the spirit of linking the past with the present, Tom Hawk has crafted an essay updating his thinking about his seminal pedagogical caring article from 2008, “Please Don’t Give Up on Me: When Faculty Fail to Care” (Volume 32, Issue 3, pp. 316-338). In the 10 years since that article was published, much has changed about the way faculty demonstrate “caring” for students. Hawk draws on a more recent article in JME that challenges our entire frame of relational learning and pedagogical caring, drawing readers’ attention back to JME’s February 2017 issue (Volulme 41, Issue 1, pp. 9-38) and “‘Your Professor Will Know You as a Person’: Evaluating and Rethinking the Relational Boundaries Between Faculty and Students,” written by Rebecca Chory and Evan Offstein. As Hawk notes, how we build relationships with students, and how we demonstrate care for them, is more complex and important than ever.
In many ways, the remaining three articles in this issue chronicle the increasingly complex business of management education. No longer is it sufficient to help students gain the managerial technician’s toolbox: Students today are actively seeking ways to be successful in business while concurrently being agents of improving the world they see around them. It is a vastly different set of skills that management educators, too, must bring to the table. Parris and McInnis-Bowers connect entrepreneurial skills with social responsibility in helping students understand the multifaceted experience of building a new business while enacting socially responsible behaviors. Leveraging design methodology, self-efficacy, and creative idea generation, their article shares outcomes from an introductory business course that challenges “business as usual.” The authors realized that their students wanted to gain business-relevant ideas but within the context of social activism and social change; thus, Business 101—Business, Innovation, and Entrepreneurial Thinking was born.
Deer and Zarestky frame their article within the struggle that business schools and programs have with incorporating corporate social responsibility within a traditional mono-dimensional focus on bottom line results. More than simply giving lip service to corporate social responsibility topics, Deer and Zarestky show how critical and responsible thinking about real organizational problems can enhance students’ effectiveness in generating sustainable business solutions for intransigent social problems. Course design and assessment information is also provided for readers’ usage.
Finally, Nikolova and Andersen share outcomes over a 10-year period of a graduate-level service-learning course designed to engage a broad range of stakeholders in reciprocal, demonstrably value-added ways. In a realistic assessment of what such a deeply engaging program looks like, those authors find that among all projects there are programmatic elements that must be in place for successful outcomes. Their article should shorten the learning curve for readers who would like to embed these action-learning opportunities within their own curricula, fostering students’ social responsibility as members of larger communities.