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BAM has expanded the conference by holding a morning of Professional Development Workshops (PDWs), which is included in the BAM conference fee, to all delegates who have registered to attend the BAM2015 Conference.
Delegates can attend 2 of 27 PDWs, which will run in parallel in two sessions which will run from 09:30am - 11:00am and 11:30am - 13:00pm on Tuesday 8th September 2015.
Please be aware that there is limited capacity in each session, so pre-registration is required. Register as soon as possible to avoid disappointment.
Please read the details of each PDW in the section below, then click here to register now.
SESSION 1 - 09:30 - 11:00
Open BAM Fellows Session: A tribute to Professor Derek Pugh
Derek Pugh was a highly regarded and well-loved member of the business and management community who sadly passed away earlier this year. Since his death many leading management academics in the UK and abroad have testified to his significant formative influence on their early careers. His influence permeated many areas ranging from his seminal contribution to the field of organizational studies to the generous encouragement and guidance he offered to doctoral students and early career researchers. He was a regular attender at the BAM conference and also contributed unremittingly to the annual doctoral conference offering wise advice on ‘how to get a PhD’. This symposium gives us the opportunity to remember Derek’s work and to celebrate his contribution to the Academy.
The session will be structured around three invited contributions:
- 'Derek Pugh- a personal encounter with a prophet' Professor Ray Loveridge
- ‘The Aston Studies and beyond: The Enduring legacy of Derek Pugh’ Professor Gerard P. Hodgkinson
- 'A Long Term Working Relationship (the story behind 'How to Get a PhD')’ Dr Estelle Phillips
PDW 02: How to revive Ghostown like lectures in Business schools?
Christine Rivers, University of Surrey
Richmond Building, Room 2.01
The aim of this PDW is to spark discussions amongst academics and practitioners of different business and management disciplines about innovative and inclusive teaching methods, assessment, and feedback strategies and how these can be aligned with a module structure to enhance student participation and motivation leading to reward for both sides.
The proposed teaching method is a workshop that consists of small theoretical units and
group work. The workshop structure follows a cognitivist and socio-constructive assessment and feedback strategy to enhance student participation and learning experience. The group work will be conducted in and outside the classroom. However, all group work, categorised as portfolios will count towards the final assessment.
Benefits of the PDW for BAM delegates
- This PDW is an opportunity for academics and practitioners to engage in a discussion of innovative and inclusive teaching methods specifically for business schools.
- The hands-on activities shall help academics to rethink their own teaching method and how these could be changed to meet current demands of students and business schools.
- Practitioners are very welcome as their input would be invaluable to the discussion and implementation stage of the proposed workshop.
Practitioners might find it of interest to get an insight into current teaching methods, challenges and changes based on the elements of motivation and reward.
PDW 05: Psychological microfoundation of collaborative partnership
Workshop Roundtable Co-Organizers/Discussion Leaders:
Sir Cary Cooper, CBE, University of Manchester, UK
Yipeng Liu, University of Birmingham, UK
Riikka M. Sarala, University of North Carolina, USA
Peter Stokes, University of Chester, UK
Yijun Xing, Beijing Jiao Tong University, China
Shlomo Tarba, University of Birmingham, UK
Paulina Junni, BI Norwegian Business School, Norway
Mohammad Ahammad, Nottingham Trent University, UK
Portland Building, Room 1.11
Based on our collective scholarly work and close engagement with the collaborative partnership community (e.g. Mergers & Acquisitions, Joint Ventures, Strategic Alliance, Entrepreneurial Partnership), we indicated the necessity for management and organization scholars to consider a number of psychological microfoundation, and to collectively develop appropriate ideas and research actions that could advance our understanding of collaborative partnership. We seek to stimulate scholars to examine the individual and group-level behavioral reactions to change processes triggered by collaborative partnerships. To better understand the individual and group-level reactions in collaborative partnerships, we suggest there is a need to incorporate multidisciplinary, multi-level, and cross-cultural models and analyses. In particular, the organizational psychological perspective might significantly advance our understanding of the psychological microfoundations of organizational change processes and competitive advantages (Ployhart & Hale, 2014) in the context of collaborative partnership.
The number and scale of the domestic and global collaborative partnerships—mergers and acquisitions, joint ventures, strategic alliances, entrepreneurial partnership, and other forms of corporate development—have significantly increased during the past two decades (Gomes, Weber, Brown, & Tarba, 2011). However, the relationship between collaborative partnerships and firm performance has been the topic of much debate, with many studies reporting high failure rates (e.g. Weber, Tarba, & Öberg, 2014). It is increasingly argued that strategic fit between the partners is not enough but that the success or failure of collaborative partnerships ultimately depends on the individual and group-level responses to the evolutionary and planned change processes following the establishment and implementation of such partnerships (Cartwright & Cooper, 1996, 2000).
This PDW workshop proposes to attract, inspire, and encourage BAM ‘The Value of Pluralism’-oriented attendees “to explore, identify, and evaluate a wide range of potential in psychological microfoundation of collaborative partnerships”. This PDW would focus on the exploration, measurement, and communication of such psychological microfoundations, especially those in which multi-stakeholder collaboration plays a central role.
PDW 08: Introducing EmployaGility - sharing ideas for engaging multiple stakeholders in the teaching, learning, employment journey
Karen Jane Knibbs, University of Portsmouth
Judith Fletcher-Brown, University of Portsmouth
Karen Middleton, University of Portsmouth
Portland Building, Room 2.33c
Getting a job at the end of a course of study is typically used as a key HE employability performance indicator, yet this doesn’t cater for evaluating the support of start-up activity or tracking of career changes over the life-long trajectory of exiting students, as a measure of longer term benefits of a university experience.
In this PDW, BAM delegates will be introduced to the concept of "employaGility" and encouraged to share their experiences of multiple stakeholder engaged learning methods and extra-curricular activities. Based on theoretical and empirical evidence, 'employaGility' challenges whether academic and support staff involved in employability and enterprise related learning, teaching and support services (e.g. careers and placement offices; incubator, accelerator and start-up hubs) are fulfilling needs of all higher education stakeholders.
This workshop intends for participants to reflect on learning, teaching and service provision related to enhancing student employability and enterprise development, with a particular focus on stimulating 'agile' competencies and entrepreneurial behaviour outcomes.
- Consider ways to embed more 'agile' employability development in their courses/ service provision
- Consider ways to embed entrepreneurial development in their courses/ service provision
- Consider ways to engage multiple stakeholders in the above activities.
Value for audience:
Attendees from any stakeholder role should take away immediately implementable ideas for their own employability and enterprise practice and institution.
- Introduction to the ‘EmployaGility’ concept,
- Exploration of benefits of stakeholder collaboration (academic and support staff, students, graduates and employers of all sizes) can enhance work- and start-up related learning development. Sharing reflections from multiple stakeholder perspectives relating to evidence from live-client projects and support service provision
- Groups share practice and interactively develop ideas for successfully engaging various stakeholders, to develop ‘employaGility’ at their institution/organisation
- Open Q&A forum
PDW 09: Enhancing Management Education and Practice by Embedding Project Management Knowledge in a Business Curriculum
Vijay Kanabar, Boston University, USA
Darren Dalcher, University of Hertfordshire, UK
Carla Messikomer, Project Management Institute, USA
Harvey Maylor, University of Oxford, UK
Portland Building, Room 1.66
Projects are increasingly viewed as a mechanism to implement organizational strategy and to manage organizational change. As a way of organizing work in companies large and small, projects require the leadership of competent project managers. The recent Talent Gap Report (PMI 2014) indicates that more than 15 million new jobs in a number of project-based industries will be created between 2010 and 2020. Thus, there is a pressing need for job applicants with project management knowledge and skills.
In response to the identified talent gap, an initiative was launched to develop a set of undergraduate curriculum guidelines to assist schools that are interested in developing courses or full programs in project management. More than 100 faculty members globally participated in the various stages of curriculum development over a two year period. An extensive survey was conducted and the responses from about 300 faculty members validated the preliminary goals and architecture of the curriculum guidelines.
This workshop will discuss the curriculum development process and the resulting set of guidelines upon which faculty can draw to create a course or concentration in project management within a business school curriculum. In addition, we will describe and work with participants on selected dimensions of the guidelines including: key characteristics, including its flexibility and adaptability; essential knowledge modules; categories of knowledge; and options for use. Accompanying the curriculum is a syllabus for a fundamentals course that was designed and vetted by an international group of scholars. It has been adapted for use in US, Canada, the UK and the Arabian Gulf and for inclusion. The workshop will be presented by faculty who participated in its development.
Why the workshop should be of interest to BAM delegates
- There is an opportunity to strengthen or adapt existing business curriculum with some core competencies that workforce is looking for.
- BAM delegates will be interested in the PM knowledge modules and learning outcomes
Presentation of the core curriculum by panellists in the first half will be followed by a discussion of the BAM delegates curriculum challenges (or goals) and a discussion of potential mapping to solutions in the second half.
PDW 11: The Ws of reviewing: An insider perspective
Yehuda Baruch, University of Southampton
Portland Building, Room 3.31a
This PDW has an overall goal of unveiling the “mystery” of reviewing for academic refereed journal. The participants will gain insights into the process and the practice of reviewing, gain reviewing skills, and acquire knowledge about the role of reviewing for the scholarly community.
The workshop will cover the Why, How, What, When, Where and Whom of reviewing:
Why: Logical and less so logical justification – why would academic that is not insane review papers that other people wrote?!
How: The ‘know how’ (on the tip of the fork) of reviewing, different types of reviewing
What: What is required, what is the cost, what are the benefits
When: When to start to review; at what level to continue; when to stop (never)
Where: Which journals, conferences etc. are the best for you?
Whom: What networking is best to optimise benefits from reviewing
It will be complemented by two short exercises of (1) learning how certain journals guide their reviewers, and (2) Tips for Reviewers (advice that will improve the efficiency of conducting reviews).
The PDW will be run by Yehuda Baruch. Yehuda has benefitted from a vast experience in reviewing processes for a number of journals, and based on his editorial experience of US and UK based journals, is well placed to provide comprehensive advice about the Ws of reviewing. Amongst his publications are:
- Baruch, Y. Sullivan, S. E. & Schepmyer, H. N. (Eds.) (2006). Winning Reviews: A Guide for Evaluating Scholarly Writing. Basingstoke: Palgrave-Macmillan.
- Baruch, Y. Konrad, A. Aguinis, H. & Starbuck, W. H. (Eds.) (2008). Opening the Black Box of Editorship. Basingstoke: Palgrave-Macmillan.
- Sullivan, S. E., Baruch Y. & Schepmyer, H. (2010). The why, what, and how of reviewer education: a human capital approach. Journal of Management Education, 34, 3, 393-429.
PDW 12: Learning from Failures - Application in healthcare and borrowing principles that exist in High Reliability Organizations (HROs)
Ashraf Labib, University of Portsmouth
Sajid Siraj, University of Portsmouth
Maria Barbati, University of Portsmouth
Portland Building, Room 1.44
This workshop examines learning from failures with emphasis on the use of advanced operational research techniques and applying it to cases of major failures and disasters. The concept of learning from failures can be addressed in three different forms, which are: a) feedback from the users (maintenance) to design, b) incorporation of advanced tools with innovative applications, and c) fostering of interdisciplinary approaches to obtain generic lessons. High Reliability Organizations (HROs) are usually referred to industries such as nuclear and aviation where they possess a high degree of reliability despite their hazardous environment. The workshop will cover theory related to learning from failures and near misses. It will then present tools from the reliability of systems domain such as fault tree analysis and reliability block diagrams to show how they can be applied to study root cause analysis of selected case studies of major disaster. A model will be presented that assesses seriousness and frequency of medical errors, as well as some other criteria. The workshop will focus on how to adapt and develop models of HRO theory to redesign work processes and mitigate medication errors. This workshop will include methods of extracting data about near-misses, performing root cause analysis, and the extraction of generic lessons. The workshop will also utilise multi-criteria decision making (MCDM) techniques for modelling and prioritisation.
Overview of the workshop:
Part 1: Theory related to Learning from Failures and HROs. The first part of the workshop will introduce theory related to learning from failures. We will present taxonomy of the various theories around learning from failures in a pair-wise fashion i.e. presenting two seemingly opposing, or paradoxical, theories with respect to a certain topic that relates to safety analysis. In this way, the delegates will develop a balanced understanding of the opposing theories, which will enhance their skills in both formulating and analyzing the factors that may lead to disasters, and the issues related to lessons learnt to prevent any similar disasters in future. As an example, we will discuss high reliability theory versus normal accidents theory, learning from case studies versus the narrative fallacy concept, learning from hindsight rewards versus risk aversion, specific versus generic lessons, and reliability versus safety.
Part 2: Case studies and techniques related to Learning from Failures. The workshop will cover an analysis of two major case studies of the Fukushima nuclear disaster and the Bhopal chemical industry disaster. The analysis of Bhopal Gas tragedy will be based on using fault tree analysis (FTA) and reliability block diagrams (RBD) showing that using different models for the same incident could bring out different aspects and contribute towards comprehensiveness of incident investigation as well as learning from incidents. During the workshop we will also compare this incident with Fukushima Nuclear incident. Finally, we will provide a discussion on evaluation of different models for root cause analysis. This aspect of the work is relevant to the scope of BAM in risk analysis and risk management and brings forth new way of understanding and conducting incident analysis to get to its root cause.
Part 3: Learning from errors in healthcare. In this part of the workshop, we will look at the taxonomy of medical errors and how we can learn from these errors by introducing principles of high-reliability organization. Based on existing frameworks, we will discuss the learning process as a four stage process of Reporting, Analysis, Investigation, and Amelioration. We will link these stages to the four distinct areas of academic research i.e. Human-computer interface, data science, safety science, and multi-criteria decision analysis. We will then use cases from Francis Report to illustrate the proposed models and techniques in each of the four stages. In the end, we will highlight the limitations and challenges that must be addressed in order to seek high reliability in healthcare. The delegates will be encouraged to propose some directions and possible involvement in this field.
Relevance to BAM: The proposed workshop will be of interest to those delegates that have special interest in healthcare safety and management issues. The delegates will be introduced to an emerging trend of applying high-reliability principles in healthcare. The expected number of participants for this workshop is between 20 and 30. We expect delegates from the following tracks to be more interested in this attending this workshop:-
- Track 1: Open Track
- Track 11: Knowledge and Learning
- Track 12: Leadership and Leadership Development
- Track 17: Organizational Studies
PDW 15: Leadership Traction: Biases, barriers and bridges to leadership equality
Claire Elizabeth Collins, University of Reading
Kitty Chisholm, University of Reading
Richmond Building, Room 2.02
This PDW aims to help a group of academic leaders to overcome biases and barriers so that they can fulfil their aspirations for senior roles. We will look at two significant areas of challenge, one in the internal locus of control and the other in the external locus of control, namely Presence and Social Dynamics. We will support the confidence-building message that women earn their positions and should enjoy the influencing opportunities that they bring. We will use a number of examples of gender bias, including some recent research in academic contexts, to illustrate some of the barriers which present themselves.
Presence will include the creation of confidence to act as a leader, overcoming imposter and Cinderella syndromes, and preparing to communicate so that you can be heard as a leader. There will be an examination of the issues of unconscious and secondary bias and how to mitigate these by retaining authenticity in self-presentation.
In the area of social dynamics we will look at the middle management barrier to success. We know that the workforce is roughly equally represented in gender terms until senior middle management at which point female representation falls away sharply. Our focus here will be on social and domestic barriers to staying in the workforce and achieving higher positions.
The workshop will include considerable interactive working and they key points will be accompanied by self-reflective exercises which will build self-knowledge and generate tools and action plan for personal change.
Why is this workshop of interest?
This workshop should appeal to women in academia who aspire to develop their careers further. The issues being addressed are universal and not unique to the higher education environment and by learning from other role models we can assert our positions both intellectually and in the way that we influence, persuade and manage organizational and domestic politics to achieve our potential. Academia may be slow in coming to this position, but we know that there is considerable concern at the lack of women in senior leadership in many subjects, and believe much can be done to inspire women to take on the mantle of senior leadership.
Pre session preparation: Those intending to attend the session will be asked to prepare a 1 minute presentation about themselves, and practice delivering it as though introducing themselves to someone who might offer them a senior role.
Session 1: Welcome
- Introduction of themes – creating of AHA
- Hearing from those attending and capturing key examples and stories
Session 2: Biases sub-conscious and secondary
- Short illustrative video clip and discussion
- What can we do about them? Examples of best practice
Session 3: Practicing presence
- Presentation of 1 minute ‘story’ from some attendees
- Feedback and feedforward , with modelling of useful approaches
- Introduction of power and speed of ‘first impressions’
- Personal perceptions and impact exercise ( what do I hear, what do I see, what do I think, what do I feel - Gingerbread)
- Reflection and notetaking
Session 4 Social Dynamics
- Resources for female leadership
- The power of authenticity and authority: changing mindsets story
- Spousal dynamics: negotiations and challenging conversations
CONCLUSION: commitment to three actions
PDW 16: Mapping shared leadership in complex and pluralist environments
Heather Davis, LH Martin Institute for TE Leadership and Management, Australia
Paul Gentle, Leadership Foundation for HE
Richard Bolden, University of West of England (with input for the design of the workshop from and Professor Sandra Jones, RMIT, Australia)
Richmond Building, Room 1.15
This workshop explores shared leadership approaches and the notion of pluralism for the advancement of management research, education and practice. It is based on materials from a forthcoming stimulus paper for the Leadership Foundation Higher Education and several other research projects exploring shared and distributed approaches to leadership in higher education in Australia and the UK.
The idea that effective leadership requires the involvement of a far wider set of actors than senior organisational leaders alone is leading to broader conceptualisations of the ‘work of leadership’ which turns attention to the underlying motivations, values, beliefs and influences that may help to harness the creative energies of all who work in knowledge-intensive enterprises. The distribution of leadership beyond the senior leadership team requires, amongst other things, a shift in thinking about the allocation of responsibility, resources, power and influence that brings into question many common assumptions about how groups and organisations function.
The workshop activities seek to map the extent to which shared leadership is currently experienced and structurally supported in contemporary workplaces today. It will be of interest to BAM delegates wishing to explore their practice, especially if it is contextualised by complexity, uncertainty and turbulence, and is associated with the BAM Leadership and Leadership Development SIG.
The maximum number of participants for this workshop is 24 to encourage conversation and the sharing of practice and results of the mapping exercise.
Materials to provide to registrants:
The following resources are recommended as preparation for this workshop:
- Bolden, R., Jones, S., Davis, H. & Gentle, P. (2015 forthcoming) Developing and sustaining shared
- leadership in Higher Education, Stimulus Paper, London: Leadership Foundation for Higher Education.
- Davis, H. and Jones, S. (2014) Special Issue: The Work of Leadership in Tertiary Education Management, Journal of Higher Education Policy and Management, 36(4) pp. 367-370 (attached).
- An excerpt from an interview with Heather Davis, about moving our thinking from just the ‘leader’ to the ‘ship’ when framing shared leadership, in Industry Expert Wisdom Series, March 2015, recorded for Charles Sturt University (2m:34 sec) http://bit.ly/1M9RRPB
- Bolden, R. (2011) Distributed leadership in organizations: a review of theory and research, International Journal of Management Reviews, 13(3), 251–269.
- Gentle, P. (2014) Engaging Leaders: the challenge of inspiring collective commitment in universities. London: Routledge.
- Jones, S., Lefoe. G., Harvey, M. and Ryland, K. (2012) Distributed leadership: a collaborative framework for academics, executive and professionals in higher education, Journal of Higher Education Policy and Management, 34(1), 67-78.
PDW 17: “Picturing the academic life”: a reflexive photography workshop
Samantha Warren, University of Essex
Lucill Curtis, University of Essex
Richmond Building, Room 0.10
You will have the chance to act as both photo-interviewer and research participant during this hands-on workshop intended to surface the challenges and benefits of working with
photographic methods in organizational research. You should bring 3 printed photographs to
the workshop that you have taken yourself, that in some way represent the issues involved in managing your personal "work-life balance". You can take photographs of anything you like, from any area of your life – the only rule is that they have to ‘say’ something about how you manage the interface between work and non-work in your life. If you are taking photographs of people, please ask their permission.
During the session we will take turns to interview each other about the images and the themes that emerge, to critically examine the power of images to act as "voices". We will also be thinking further about the positive and negative experiences you had in carrying out this task.
Consider the act of taking the photographs, the experience of interviewing with images, and
the extent to which you think the photos added to the "traditional" qualitative research
If you have any queries about how to prepare for this workshop, please email Samantha Warren on email@example.com. Participation is limited to 20 delegates on a first come first served basis.
Overview of workshop
Visual methodologies are growing in popularity and there are now a range of publications appearing that present various techniques and tools for working with and analyzing visual data (e.g., AAAJ 2009; Bell et al 2013; Culture and Organization 2012; www.in-visio.org; QROM 2 2012).This workshop is intended to complement these developments by providing an opportunity for delegates to gain experiential understanding of one particular visual method – reflexive photography – facilitated by an experienced visual researcher. It connects with the BAM2015 conference theme, by recognizing the visual as a source of interdisciplinary methodological pluralism in research, education and practice, and builds on an earlier successful PDW on ‘Advancing Visual Methods in Business and Management Research’ held in Sheffield in 2010. The workshop will also be supported by access to a comprehensive online resource developed as an ESRC Researcher Development Initiative in 2012 (http://moodle.invisio.org.uk ) for which Prof. Warren was P.I. in collaboration with Prof. Bill Lee (Research Methodology SIG steering committee).
It is of particular value to BAM members given the increasing need for qualitative methods that access the ‘unsayable’ in organizations and management, and is applicable across a range of disciplines including consumer behaviour/ brand management, organizational culture studies, corporate identity research, accounting and governance practices, business ethics and identity research, among others. It also equips management researchers with new tools and techniques in response to funding bodies’ espoused commitment to encouraging methodological ‘innovation’ in grant applications.
Participants will have the chance to act as both photo-interviewer and research participant during this hands-on workshop intended to surface the challenges and benefits of working with photographic methods in organizational research. Participants should bring 3 printed photographs to the workshop that they have taken themselves, and that in some way represent the issues involved in managing personal "work-life balance". Photographs can be of anything, from any area of life – the only rule is that they have to ‘say’ something about how the participant manages the interface between work and non-work in their life. If participants take photographs of people, they should ask permission to do so. During the session participants will take turns to interview each other about the images and the themes that emerge, to critically examine the power of images to act as "voices". We will also be thinking further about participants’ positive and negative experiences encountered in carrying out the task. We will consider the act of taking the photographs, the experience of interviewing with images, and the extent to which the photos add to the "traditional" qualitative research process. Various conceptual lenses on working with images in research will also be discussed as part of the workshop.
Samantha Warren has been working with reflexive photography and visual methodologies more broadly for 12 years, and has published several well-cited articles on the use of photography in organizational research (Warren 2002, 2005, 2008, 2009, 2012). She is a founder of inVisio: the International Network for Visual Studies in Organizations (www.invisio.org), co-editor of the Routledge Companion to Visual Organization (Bell, Warren and Schroeder 2014) and has co-edited four journal special issues on the visual in business and management research. She is an experienced conference stream convenor (CMS, BAM) and was the 2010 SCOS conference organizer.
References available on request. A full resource pack of references and further reading will be provided for each participant.
PDW 21: ORGANISING AND MARKET SHAPING IN EMERGING MARKET CONTEXTS: Exploring Research Methodologies and Avenues for Curriculum Development
Winfred Onyas, University of Leicester
Katy Mason, Lancaster University
Ronika Chakrabarti, Lancaster University
David Denyer, Cranfield University
Anne Tallontire, University of Leeds
Portland Building, Room 2.33b
Emerging markets are fast gaining global interest as hubs for growth, with South Asia and Sub-Saharan Africa, respectively, leading in GDP growth prospects (World Bank, 2015). And yet these markets are characterised by extreme poverty, presenting unique opportunities for development and social impact. It becomes imperative then to understand how organising and market shaping unfolds in these markets by creating dialogue between scholars and practitioners, and engaging them in open debate.
The PDW purposes to build capacity for research, practice and Higher Education teaching. Participation cuts across various Special Interest Groups, and is open to scholars and practitioners interested in research methodology and topics including, but not limited to, the influences of culture and politics on business; different forms of organising in emerging markets; extreme poverty; and the various financial, technological and market models and innovations enacting in emerging markets.
The workshop addresses two main questions: the research methodologies relevant in promoting rich, bottom-up, understandings of organising and market shaping in emerging markets; and how best scholars can incorporate research on emerging markets into HE curriculum development. These questions should stimulate debate on organising and market shaping in emerging markets, and generate an agenda for future meetings.
The workshop is designed to be highly interactive, with participants engaging in round table discussions covering three themes: Understanding Emerging Market Contexts, Research Methodologies for Studying Emerging Markets and Curriculum Development. Key outcomes of the PDW will include research themes for follow-on meetings, and on-going dialogue between scholars and practitioners.
PDW 22: Frontiers in Data-driven Retail Management
Matthew Robson, University of Leeds, Consumer Data Research Centre (CDRC) co-investigator
George Baltas, Athens University of Economics and Business
Charalampos Saridakis, University of Leeds
Portland Building, Room 2.33a
Retailers and suppliers are increasingly using consumer data to gain insights into their markets and make empirically-determined decisions. The workshop “Frontiers in Data-driven Retail Management” has a dual purpose. It is intended to (1) provide an overview of the big data phenomenon and explain how the rise of big data changes retail management, and (2) introduce state-of-the-art research techniques that can assist data-driven, managerial decision making in retailing and other consumer-related sectors.
More specifically, the workshop “Frontiers in Data-driven Retail Management” is structured along the lines of three interactive sessions. The first session explains the impact of big data on the retail sector (Facilitator: Prof. M. Robson). This is followed by a session providing an overview of the most useful choice models and their application to shopper decisions such as store and product choice (Facilitator: Prof. G. Baltas). The final session introduces nature-inspired techniques that can support managerial decision making such as assortment planning, optimal store design and store-type portfolio management (Facilitator: Dr. C. Saridakis).
This PDW is targeted to non-specialists who are interested in knowing how we can use consumer data to aid managerial decision-making, discover behavioural patterns, and extract meaning from an ever-growing universe of information. Delegates will be able to familiarise themselves with emerging issues and useful techniques, which they may consider for their own research and teaching.
The workshop aims to generate focused discussions on important developments of quantitative retail management research. These themes will be explored in relevant talks facilitated by the organizers, with contribution from workshop participants. More specifically, the workshop will include three sessions. After each session a Q&A discussion will follow. The workshop will maximize the opportunity for interaction and participants will be able to voice their views, share experiences and get feedback from our panel of expert speakers.
Who should attend?
This event will offer attendees the opportunity to be exposed to a variety of innovative research techniques and also gain valuable insights into the challenges of data-driven retail management. Therefore, this PDW is expected to attract doctoral researchers, early career researchers, and more experienced colleagues who wish to get familiar with data-driven retailing and understand how important analytical methods work in applied settings.
Why is it of interest to BAM delegates?
This workshop is intended to introduce the non-specialist management researcher to the exciting area of data-driven retail management. It provides a concise and understandable introduction to data-driven decision-making. It is a rare opportunity to cover concepts and tools that aid managerial decision-making, discover patterns, and extract meaning from ever-growing data. BAM delegates will be able to familiarise themselves with emerging issues and useful techniques, which they may consider for their own research and teaching.
PDW 23: Institutions, Internationalisation and Emerging Markets
Surender Munjal, University of Leeds
Pawan Budhwar, Aston University
Vijay Edward Pereira, University of Portsmouth
Charmi Patel, University of Edinburgh
Bimal Arora, Aston University
Hoa Do, Aston University
Portland Building, Room 1.67
Emerging markets (EMs), especially Brazil, Russia, India and China (BRIC) and emerging market multinationals (EMMs) have not only enlarged the interest of business executives and policy makers, but has also attracted keen scholarly attention in the field of international business (IB) and strategy. Scholars argue that evolving institutions in EMs play a significant role in shaping up EMs and their multinationals. However, research in this area is still catching up; for example, there are calls for papers to identify HRM practises in multinational corporations in BRICS (Budhwar, Tung, & Varma, 2014).
This PDW aims to discuss evolving areas for research to advance our understanding on internationalisation to and from these emerging markets. Discussions leading to both empirical and conceptual word are invited that help in theory building and explore the links between institutions and internationalisation, in an EM context. A brief overview of our proposed call is as follows:
Overview of the workshop
One of the key question and of academic interest lies in identifying the sources of competitive advantages of EMMs. This debate will also provide answers to broader questions, i.e. do we need new theories for EMMs? (Narula, 2012; Rugman, 2010) and what is really different about EMMs? (Ramamurti, 2012). Research in this area also addresses the debate whether EMMs are deficient in firm specific advantages and how they internationalise in the absence of firm specific advantages?
It has been generally argued that institutions that matter less in advanced countries are important antecedents in the internationalisation of the EMMs (Peng, Wang, & Jiang, 2008). Thus, the influence of institutional forces, in the absence of superior firm specific advantages, on the internationalisation of EMMs has significant ramifications for future theory building (Peng, 2012), which is also a focus of this PDW.
It is also important to note that institutions can be internal or external to the MNE. Internal institutions emerge out of the established systems, routines, practices and strategies used by MNEs e.g., human resource management (HRM) practices and just-in-time (JIT) logistics management system. In the context of the rise of EMMs, some recent studies (for examle see Khanna, Song, & Lee, 2011;Pereira & Anderson, 2012; Pereira, Munjal, & Nandakumar, 2016) have highlighted the role of HRM practices.
In contrast, MNEs generally have limited influence over external institutions – be they regulative, normative or cognitive (North, 1990). The basic thesis of the institutional perspective is that MNEs are under institutional influence and they adopt practices that are viewed as being appropriate for the situation (Björkman, Fey, & Park, 2007; DiMaggio & Powell, 1983, 1991; Scott, 2001). In this context, the role of evolving national institutions in EMs is also of particular interest.
Contractor (2013, p.1) also argued that “the success of EMMs has to be explained by identifying factors in their home nations and international scope which make these firms internationally competitive”. Thus, institutions in the form of domestic market and economic conditions also shape competitive advantages of EMMs. For instance, low purchasing power and demanding customers force EMMs to develop capabilities, such as ability for ultra-low cost production, insight into customer needs, frugal innovation and operational excellence in adverse environments, which also undergird their competitiveness (Ramamurti, 2012). On a similar note, in the context of international HRM, Budhwar (2012) highlights the importance of country specific headquarters (CSHQ) in EMs.
Contractor (2013) further suggested several new sources of competitive advantage of EMMs that originate from the cultural traits of the home country, such as the mind-set of top management of EMMs. He argues that long term orientation, global or cosmopolitan perspectives, a degree of humility that recognizes the need to catch-up by learning from foreign allies and customers, tolerance for ambiguity, and frugality etc. are underlying factors that makes top management of EMMs ready to handle the international competition.
Relevance and interest to BAM delegates
Following the above discussion, we derive the following research interests. These thematic areas are not exhaustive, but are meant to stimulate academic discussion.
- How do external institutional forces influence (deters or promote) the internationalisation to and from EMs?
- What are the theoretical implications for the existing theories of international business due to the internationalisation to and from EMs?
- What are the traditional and unique sources of competitive advantages, motivations and stages in the process of internationalisation of EMMs? And how does it contrast with the existing theories of international business?
- How do internal institutions built by EMMs and EM such as specific management practices, e.g., HRM practices lead to competitive advantages? And what theoretical implications does it have for the existing theories of international business?
- Does internationalisation to and from new EMs differ with that of the BRIC countries? If so, what are the implications for new and existing theory?
- Is there a contrast in the role of institutions in internationalisation between advanced and emerging countries?
PDW 26: Co-Designing a new BAM Award for Teaching Excellence and Innovation
Sarah Hurlow, Cardiff University
Richard Baylis, Cardiff University
Christian Harrison, University of the West of Scotland
Portland Building, Room 3.31b
This PDW is organised through BAM’s Management Knowledge & Education initiative, a cross-disciplinary effort to support the learning, teaching and education activities of BAM members. Recognising that there are increasing expectations on members that their teaching should be excellent and innovative, this space is offered as an opportunity for members to consider the nature of excellence and how it may be inspired, evidenced, shared and recognised. Additionally, BAM invites members to co-design a MKE Teaching Excellence Award to be launched in 2016.
Expectations for excellence and innovation in teaching reflect the changing higher education landscape. This includes a concern to re-balance the dominant rhetoric about excellence in research, and to revalue the role of teaching in scaffolding learning. Additionally, the search for competitive advantage in a consumerist model of HE, the diversification in academic role profiles and careers, and a growing performance management culture all suggest the need for us to explore how we understand teaching excellence, and how we identify and disseminate new and innovative ways of framing and shaping learning experiences.
However, the reality suggests that there is little consensus on ‘systematic and transferable principles and conceptualisations for defining, operationalizing and measuring teaching excellence’ (Gun and Fisk, 2013: 47). The accepted shorthand seems to be that excellence means ‘going the extra mile’, but there are concerns about the difficulty of drawing a distinction between excellence, good and (mere) threshold quality or effectiveness. Innovation is frequently described as practice that is ‘disruptive’, ‘original’ and ‘beyond routine’, but similar concerns arise about how this is different from problem solving, and the potential for ‘fad surfing’.
This workshop provides members with space to compare and contrast approaches taken by different Universities, disciplines and programmes to teaching excellence and innovation, and consider the very real constraints and opportunities found in different contexts. We will also consider ways of capturing excellent and innovative practice for sharing with members, especially on the new BAM web based portal. In particular, we are interested in identifying ways of recognising and rewarding members’ innovative and excellent teaching practice recognising that BAM members range across PhD students who teach, and colleagues who are in the early, mid and late stages of their careers, as well as those on different teaching, research and scholarship contracts. A BAM Award must embrace all.
A range of awards already exist that potentially target BAM members. How will a BAM award sit amongst them in a way that is complimentary and distinctive? Of course, some will see an award as a divisive process that encourages individualism, at the expense of collegiality and improvement in practice more widely. Are there ways of addressing this? There are also important decisions to be made about how the application process, the nature of criteria to be met, evidence to be submitted, and indeed the nature of the prize, all serve to communicate the ethos of an Award that comes from British Academy of Management.
The PDW will take the following format:
- Introduction providing an overview of current thinking about teaching excellence and innovation, and the range of existing awards offered by BAM members’ employing institutions, other professional bodies, sector-wide recognition schemes.
- A World Café format to share perceptions of what constitutes excellence and innovation, and the conditions required for this to occur
- A plenary discussion will draw together recommendations for a BAM Award for Teaching Excellence & Innovation
This professional development workshop is intended to foster interaction among BAM members, and to generate energy and creativity around the components for a BAM Award to recognise excellent and innovative teaching. It is therefore designed to allow for dialogue and movement among all those attending and contributing to this event.
We suggest 150 minutes for the workshop. The first 20 minutes will be used to set-up the sessions with introductions and an overview of latest thinking about excellence and innovation in teaching. The next 40 minutes will be devoted to a world café format to enable multiple dialogues for sharing ideas about the nature of excellence, and how it may be inspired, evidenced, shared and recognised. The final 30 minutes will take the form of a plenary during which the facilitators will summarise issues arising from the world café discussions and identify the preferred features for a BAM Award.
SESSION 2 - 11:30 - 13:00
PDW 01: Power, Corruption and Lies? Learning from Critical Experiences of Academic Service
Sarah Gilmore, University of Portsmouth
Mark Learmonth, Durham University
Scott Taylor, University of Birmingham
Jo Brewis, University of Leicester
Bill Cooke, University of York
Christine Coupland, Loughborough University
Jackie Ford, University of Bradford
Portland Building, Room 1.44
Should academics - especially self-described critical academics - believe in the possibility of trying to administer, manage, lead, or govern the departments, schools and universities they work in? Academics researching and teaching in the traditions of critical social science seem to be more comfortable critiquing organizational power relations and dysfunction, but far less comfortable exercising power and authority. Yet many critically oriented researchers and educators have extensive experience of some form of ‘institutional work’, as programme director, head of department, (associate) dean, journal editor, pro vice-chancellor, or professional association president. What are the tensions involved in taking on managerial roles? Can critical academics have a meaningful impact on an organization, or the academy more generally? Should these positions be used to pursue particular agendas? Does this kind of work add nuance to our organizational understanding, shift our identities, or affect our politics?
We are organizing this workshop because there are regular workshops that provide normative guidance for those who wish to occupy positions of institutional power. We approach this key aspect of academic work from a different perspective, by encouraging critical reflection on recent and current experiences. The workshop is specifically designed to enable productive conversation between those occupying positions of power and those subject to varieties of academic administration, management and leadership. Brief presentations, group work, and panel discussion are all oriented towards developing clear proposals for encouraging change, education, and critique. The workshop is limited to 30 participants.
PDW 03: Beyond the Lecture: Use of Experiential Learning in Management Education
Alysa D. Lambert, Indiana University Southeast
Regina Yanson, Francis Marion University
Richmond Building, Room 2.01
This session is designed as a teaching oriented Professional Development Workshop (PDW). The PDW is an informative, and interactive session that will assist management faculty in branching out from lectures and other traditional methods of instruction. The PDW will give attendees a general overview and examples of experiential learning. In order to better understand the “student perspective,” attendees will also get the opportunity to participate in an experiential exercise.
Experiential exercises can increase learning by engaging students in addressing real organizational issues while giving students the opportunity to network with the community. This fosters learning with an impact beyond the classroom. Also, faculty are constantly looking for ways to make learning more meaningful. This PDW provides participants with development in the pursuit of teaching and learning excellence.
Presenter 1 will describe an experiential learning assignment from a Human Resource Selection course and how it has developed over time. In the course the students engage in a semester-long project with one organization where they design a selection system for a specific job or group of jobs within the company.
Presenter 2 will focus on incorporating experiential learning in the classroom. Attendees will be given an opportunity to participate in an in-classroom job design experiential learning exercise. This learning exercise is an effective way to educate undergraduate and graduate management students on the importance of job design. The hands-on activity allows students to design four jobs, and then test out their effectiveness. This experiential exercise allows students to see the critical impact job design has on organizational success, and highlights the importance of incorporating shared limited resources when designing jobs. After the experiential exercise attendees will reflect on the experience, and presenters will discuss how they may incorporate experiential learning into their courses.
PDW 04: Generating Impactful Research: Views from the Field
Diane Holt, University of Essex
Jo Crotty, University of Salford
Sergej Ljubownikow, University of Sheffield
Portland Building, Room 1.11
Increasingly management academics are encouraged to generate research income, contribute to overhead costs and to generate research that has a demonstrable impact on society. The UK Research Excellence Framework (REF) assessment exercise that ended in 2013, included research income and impact case studies as key elements of the assessment rubric. Against this landscape, this PDW draws on the experiences of BAM academics that have received grant funding and acted as peer reviewers for grant bids. The session will start with short presentations by speakers on the UK funding landscape and personal experiences of applying for, and reviewing, grant bids. In the second phase of the workshop participants will undertake a short exercise that helps to identify their own personal key competencies. Then participants will break into small round table sessions where the panel members will host roundtable discussions where attendees can reflect and discuss their outcomes from the workshop exercise. The round tables also allow personal interaction with the panel members and others in each group to discuss wider aspects of research funding and impact.
This PDW has four key objectives:
- To present and draw upon the experiences of a panel of academics and fellow BAM members to share their own key learning points from undertaking grant bids and reviews;
- To introduce attendees to a range of tools and techniques that can support them in their own funding bids and which they can use in their home institutions;
- To provide an opportunity for attendees to participate in round table break outs facilitated by panel members, focused on identifying and reflecting upon their own unique combinations of experiences and skills; and
- To consider how impact might be generated through your research and how to build in pathways to achieve this.
PDW 06: Five Generations at Work - connections and conflicts
Kate Cooper, Senior Advisor, Institute of Leadership & Management
Carina Paine Schofield, Ashridge Business School
Viki Holton, Ashridge Business School
Jacqueline Switzer, CPsychol, Talent Specialist
Portland Building, Room 2.33c
In recognising the plurality of contributions to this debate, ILM and Ashridge Business School sought to bring together the views of employers, academics, providers of supporting services, pressure groups and government to produce a Tool Kit for employers. This Tool Kit was intended both to challenge age discrimination and support employers in attracting, retaining and supporting this experienced age group. The workshop will share the findings of the round table discussions, the advice that was collectively formulated for employing organisations, consider how new graduates will be affected by the changing labour force demographic, and reflect upon the role that Business Schools may play in the learning and development of older workers. It is therefore of interest to those with a research interest in, or responsibility for, Employability and secondly, those whose teaching and research interests focus on CPD and executive education.
Workshop Learning Intentions:
By the end of the sessions participants will
- Be familiar with the findings and conclusions of the plurality of views brought to the round table discussions
- Have considered how business school provision may be aligned with the learning needs of the multi-generational work force, and their contribution to life-long learning
- Have identified the implications for new graduates of the changing labour force demographic
- Appreciate the business case for a sustainable approach to the inclusion of experienced workers
Organisation of the Workshop
The workshop will be delivered in two parts.
The first element will focus on
- dissemination of the findings of the round table discussions
- reflection on the challenges of designing an event that supported and facilitated a dialogue between so many different voices and interests
- the guidelines to employers that emerged as an output
The second section will be structured around the following questions
- How does the changing demographic impact new graduates entering the workforce
- What should the business school response be to the learning and development needs of experienced workers
Who should attend?
The workshop will be of interest to two main groups. Firstly those with a research interest in, or responsibility for, the Employability agenda and secondly, those whose teaching and research interests focus on CPD and Executive Education. It will be of particular interest to the Human Resource Management, Performance Management, Leadership and Leadership Development, and Organisational Psychology SIGs. Based on last years’ attendance figures of 742 delegates and assuming that 15% would have an interest in employability and/or CPD, the workshop could be of interest to over 100 delegates. This might be reduced by 60% to 75% reflecting lower attendance at the earlier sessions and competition from other workshops.
PDW 07: The BAM Responsible Leadership Collaboratory
Jean-Anne Stewart, University of Reading
Lynn Thurloway, University of Reading
Alan Murray, University of Winchester
Karen Blakeley, University of Winchester
Donald Nordberg, Bournemouth University
Anthony Alexander, Cardiff University
Sarah Ivory, Edinburgh University
Steve Kempster, Lancaster University
Richard Bolden, University of West of England
Peter Stokes, University of Chester
Richmond Building, Room 1.15
The purpose of this workshop is to envisage a new future for responsible leadership in our organisations and in society. In today’s world, we only need to pick up a newspaper, listen to the radio, watch the news or follow social media, to hear more and more about ‘failures of leadership’, typically in terms of lack of responsibility, accountability and governance.
Over the past few decades we have seen increasing challenges to the conceptual, theoretical and practical certainties that have guided much of organisational life. New ideas of leadership, new approaches to change and controversial debates around the function and purpose of organisations are coming to the fore. Responsible leadership theory draws on many of these ideas (stakeholder theory, complexity, power, sustainability, governance and ethics) to explore how to provide the conditions for new futures to emerge in our organisations.
We are forming a new responsible leadership community for BAM members dedicated to researching and developing the methods that will best enable these new futures to emerge. This workshop starts with a short introduction to some of the issues of responsible leadership and a panel discussion, followed by the interactive collaboratory.
This collaboratory is part of a series of conversations organised by BAM and ILA, designed to explore ideas around responsible leadership and to support the pluralistic development of responsible leadership in different contexts. Attendees will join the conversation, build relationships and learn from each other, in this experimental project.
Who should attend?
This workshop supports the pluralistic nature of the conference theme and is aimed at all those who wish to gain an understanding of the challenges of responsible leadership and participate in the collaboratory with others in the BAM community.
Benefits of Attendance
By participating in this session, attendees will:
- Gain an understanding of the complexity and challenges of responsible leadership in a multicultural world, faced with a growing population, critical shortages of resources and increasingly powerful corporations
- Be given the opportunity to hear about experiences of global responsible leadership initiatives that focus on wider stakeholders, such as the environment, employees, community, society, past, present and future generations
- Gain direct experience of the collaboratory process
- Join with others in the BAM community to create an agenda and step up to actions to take this collaborative initiative forward
PDW 10: Using Case Studies: Bringing the Real World into your Classroom
Scott Andrews, The Case Centre, UK
Portland Building, Room 2.33b
This short workshop, run by The Case Centre and led by a case method expert, is an invaluable opportunity for delegates to find out more about case teaching by taking part in a case teaching session as a student. It is a great introduction to case teaching for newcomers and also suitable for case teachers looking for fresh inspiration in the classroom. It will demonstrate why the case method is such a powerful learning tool in management education.
The Case Centre is renowned worldwide for its range of case method workshops, all run by internationally respected case method experts, including award-winning teachers and writers.
Participants will take part in the session as students and will have the opportunity to read the chosen case study in advance which will be used on the workshop. The tutor will show how a short case, such as this one, can provide the basis for dynamic classroom discussion leading to new insights and understanding that meet pre-determined learning objectives across a multitude of disciplines within management education.
Throughout the session, the tutor will demonstrate how to ensure maximum participant involvement and get the most out of the case study. By providing feedback on the mechanics of the teaching session both during and afterwards, the tutor will illustrate best practice and provide useful hints and tips on how to improve the classroom experience for both students and teachers.
Briefly experiencing ‘life as a student’ is a great way for delegates to reflect on their own teaching styles and learn fresh tools and techniques. The tutor will also explain the key principles of the case method, discuss the benefits and pitfalls, share good practice, and encourage delegates to reflect on their own experiences.
PDW 13: Developing Reviewing Skills for Early Career Academics and Doctoral Students
Oswald Jones, Editor, International Journal of Management Reviews, University of Liverpool
Caroline Gatrell, Editor, International Journal of Management Reviews, Lancaster University
Portland Building, Room 3.31a
Learning to become a competent reviewer is an important part of the professional development of any aspiring scholar. Acting as a journal referee is not simply a one-way process in which the reviewer’s time is absorbed in giving advice to other scholars. Developing your critical reading skills is central to the process of improving the quality of your own papers. Most scholars learn to review during their graduate studies when the main aim is to identify the failings in a particular paper. However, good reviews help editors provide appropriate feedback to authors with some expectation that the paper can be improved sufficiently to warrant publication. Therefore, developing ‘good practice’ helps reviewers identify and develop the potential of the paper they are considering. We see reviewing as central element of the academic labour process in which the reviewers enhance their knowledge by engaging with the work of others in their field. At the same time, the reviewer’s knowledge helps to eliminate weaknesses and misunderstandings in the work of other scholars. Therefore, the purpose of this session is to help less experienced scholars improve their reviewing skills through engagement with the IJMR editorial team.
Overview of the workshop
Publication is a central element of academia and its credibility depends on the willingness of the community to engage actively in the reviewing process. Good reviewing skills are essential in ensuring the quality, reliability and the credibility of published output. Developing reviewing skills is also an important part of your personal professional development and provides opportunities to become part of a wider network of scholars. For example, comparing your own judgement on a particular paper with the views of other reviewers is an excellent way of developing your critical reading skills. Being an active reviewer also provides you with the opportunity to see early versions of papers by scholars operating in your own field of study.
This workshop will be interactive and participants should be prepared to fully engage in the session. There is very little formal training related to the critical professional responsibility of reviewing the work of other scholars. Rather, most young researchers pick up their reviewing skills through a process of learning-by-doing. This raises a perplexing question for younger scholars: how can they develop critical reviewing skills when there are so few opportunities to practice the art of reviewing? This professional development workshop (PDW) provides participants with the opportunity to practice the art of reviewing as well as gaining an understanding of editorial expectations.
The actual workshop will consist of four elements: (1) an introduction from the co-editors (2) an interactive session aimed to identify the key elements of a good review (3) . The introductory session will provide participants with the opportunity to gain key insights about quality reviewing from the IJMR editors. In the interactive session, participants will break into small groups facilitated by an experienced academic to discuss the most important elements of a good review. Two experienced reviewers and an IJMR author will then outline the importance of the reviewer in developing high-quality publications. In the plenary discussion, the editors, reviewers and authors will answer questions about the importance of the review process.
Attendance at this PDW will be capped at 40 to ensure that the group size in the interactive sessions do not exceed eight per facilitator.
Why it will be attractive?
The workshop is aimed at PhD students and younger scholars who have limited experience of reviewing for leading journals. This will help develop their academic skills and make the process of reviewing and publication less daunting.
Workshop format – 1.5 hours
The panel and small group facilitators will be drawn from editors, reviewer and authors associated with the International Journal of Management Reviews.
Opening Remarks: introduction by IJMR editors about the process and importance of the review process. The editors will provide key tips about how to become a reviewer and the way they identify and manage the review process (10 minutes)
Interactive Session: split into groups of 8 participants each assigned one experienced editor/reviewer/author to discuss the reviewing process (45 minutes).
Reviewer and Author Feedback: reviewers and author will explain the importance of the reviewing process in developing high-quality papers (30 minutes).
Closing Remarks: A short period will be included to open up the discussion to participants to ask questions about reviewing. The co-editors will summarize and close the session.
Please address any questions to: Ossie Jones (O.Jones@liverpool.ac.uk) or Caroline Gatrell (firstname.lastname@example.org)
PDW 14: Teaching Critical Thinking: An operational framework
Keith Trevor Thomas, Victoria University, Australia
Beatrice Lok, The Chinese University of Hong Kong
Portland Building, Room 1.66
This workshop focuses on bringing together academic staff and other conference participants from across different disciplines, to explore the development of Critical Thinking (CT) in higher education. CT is much discussed and written about attribute; however, there is also no one agreed definition of CT (Gibbs & Gambrill, 2004). Under the circumstances, and given the widespread focus on CT in tertiary education, and in the workplace, there is a pressing need for some conceptual clarity (Green, Hammer and Star, 2009). During this workshop, participants will be introduced to an operational framework for teaching CT, published recently in Palgrave’s Handbook of Critical Thinking in Higher Education (eds Davies, M & Barnett, R., 2015). An illustrative checklist of items across three performance levels and disposition will also be provided. From a research perspective, the operational framework may be a useful basis for institutions to explore extant conceptions of critical thinking and examine their practices in teaching and learning.
This PDW aims to raise participants’ awareness of CT and develop strategies to enhance disciplined CT performances.
Intended Learning Outcomes:
At the successful completion of this workshop you will be able to:
- Draw on your experiences as an educator and/or professional, to identify the attributes of an engaged critical thinker
- Experience and critique T&L activity for creating a supportive classroom (and workplace) environment to enable what is termed ‘disciplined’ CT performances
- Generate strategies to enhance critical thinking performance
- Meet and talk with other academics (and professionals) to understand practice-related CT issues
- Angeli, C., & Valanides, N. (2009). Instructional effects on CT: Performance on ill-defined issues.
- Learning and Instruction, 19(4), 322-334
- Gibbs, G. and Simpson, C. (2004). Conditions under which assessment supports learning. Learning
- and Teaching in Higher Education, 1, 3-31
- Halpern, D. F. (1998). Teaching CT for transfer across domains: Dispositions, skills, structure training,
- and metacognitive monitoring. American Psychologist, 53(4), 449-55
- Hastie, R., & Dawes, R.W. (2001). Rational choice in an uncertain world: The psychology of judgment
- and decision-making. Thousand Oaks, CA: Sage.
- Tapper, J. (2004). Student perceptions of how CT is embedded in a degree program, Higher
- Education Research and Development, 23(2), 199-222.
- Thomas, K., & Lok, B. (2015). Teaching Critical Thinking: An operational framework. In Davies, M and Barnett, R., Palgrave Handbook of Critical Thinking in Higher Education, US (New York) division of Palgrave
PDW 18: Embedding ethics, sustainability and responsibility into Business School Modules
Denise Baden, University of Southampton
Portland Building, Room 1.67
This will be a useful workshop for any who teaches in a Business School. Lecturers across all subject groups are encouraged from HRM, entrepreneurship, finance, accounting, strategy, marketing, organisational behaviour and so on.
All attendees are invited to consider if or how they already integrate issues relating to sustainability, ethics and responsibility into their teaching and/or assessment. Attendees are encouraged to bring along details of any useful pedagogic materials they are happy to share such as case studies, examples, positive role models of ethical businesses/practices or cautionary tales of ethics scandals, video clips, exercises etc.
If you already do integrate such topics then it would be great if you could share some of your tips and resources to enable others to learn from your success. If you do not, then this is a good workshop to give you some ideas. Relevant papers and resources will be circulated in advance of the workshop and also provided on the day so hopefully everyone will leave with a much better idea on how they can improve their ability to integrate such issues into their teaching than when they started.
The format of the workshop will be a brief presentation, followed by working in groups to share ideas. Each group will then feedback to the rest and there will be a final summary. If time, we may swap groups half way and have tow opportunities to share and feedback.
PDW 19: Current Issues in Online Marketing & Research Methods
Tony Kent, Nottingham Trent University
Murray Clark, Sheffield Hallam University
Presenters & Facilitators:
Alvina Gilani, University of Surrey
Jim Stewart, Coventry University
Brenda Hollyoaks, Coventry University
Doga Istanbullouglu, University of Birmingham
Sally Eaves, Aston University
Portland Building, Room 2.33a
The interest in using online research methodological designs in business and management research is a growing issue. Whether this is because such approaches are simply seen as 'easy, novel or fashionable' (Fielding, 2008:6) are issues that need critical development in order to begin to establish online research methods as credible and authentic approaches to developing meaningful and practical business knowledge. It is the complexities of the field, one which is exposed to the every changing nature of technology and internet applications that this PDW seeks to address.
That online research is becoming a key field for social science research is clear and for the business and management researcher its growing importance is clearly seen in the field of online marketing and e-commerce. Because of the key role the growth of social media plays in the quest for ever deeper levels of understanding of human / consumer behaviour and business relationships, marketing research sets to gain much by the use of internet based research.
Aims and objectives
The objective the development workshop is to provide a forum in which attendees can discuss key issues for the development and use of online research methods, with a particular focus on online marketing although, the PDW will benefit all who have an interest in developing research methodology.
The aims are to address the practical challenges for deploying internet focused research designs, through a focus on:
- marketing research and the internet
- the development of research methodology for the internet
- how conventional social research design issues, such as theoretical perspective and epistemology may be addressed in online methodologies
- current and emerging methodological approaches in online marketing; in particular online surveys, ethnography and 'Netography'
- new opportunities and the future development of online research and methods in management and marketing
PDW 20: Developing a coaching culture in academia
Karine Mangion, Regent’s University London
Jonathan Liu, Regent’s University London
Ibrahim Sirkeci, Regent’s University London
Portland Building, Room 1.51
In the past twenty years, coaching has been broadly defined as a helping strategy that enables people to reach their full potential (Hawkins and Smith, 2006, Ting and Scisco, 2006, Whitmore, 1999, Whitmore, 2009). As an emerging industry and profession, coaching needed to be defined and distinguished from other learning interventions. Consequently, researchers and practioners focused on distinguishing coaching from other helping interventions such as teaching, counselling, consulting and mentoring in terms of purpose, audience, process, tools and techniques (Whitmore, 1999, Grant and Stober, 2006, McMahon and Archer, 2010, Whitmore, 2009). In terms of purpose, coaching is often associated with personal development, performance and well-being enhancement (Grant and Stober, 2006, Whitmore, 2009, Palmer, 2013).
In addition, coaching and mentoring are widely used in three-quarters of organisations in UK and an additional 12% declared that they would plan using it in 2015 (CIPD, 2014). The benefits of coaching have been identified by studies across industries and sectors (CIPD, 2014, ILM, 2013, ICF, 2013) including leadership, performance development and employee engagement. A number of universities deliver career coaching for students and include coaching skills in their leadership development programme. Yet, few studies report on the integration of coaching in the organisational development of higher education institutions. Hence, this professional development workshop aims at exploring coaching as a developmental intervention for staff and students. Participants will reflect on if, why and how coaching could be implemented in higher education institutions to create a coaching culture in academia.
This workshop explores the ways coaching could be used in higher education institutions. Participants will be invited to consider coaching as a multidimentional approach, including coaching for students and coaching for staff development in academia. Finally, participants will be invited to reflect on the opportunity, benefits and actions to implement to develop a coaching culture in their higher education institution and more broadly in academia.
1. The definition and theoretical framework of coaching
This workshop will provide a theoretical framework for coaching in the context of andragogy and learning intervention.
Small group discussion
The participants will form small groups of three persons to discuss their understanding of coaching in relation with other learning interventions such as teaching, tutoring, consulting and mentoring.
2. Coaching in academia
The participants will be asked to explore the opportunity for coaching in their institution. We will breakout in two groups, where each group will focus on either coaching for students or coaching for staff. Each group will discuss the purpose, benefits, resources, management, monitoring and supervision of the coaching delivery.
The two groups will share their findings to determine if and how coaching could be used in academic context.
3. Creating a coaching culture
We will introduce the definition of a coaching culture and the P. Hawkins’ model of coaching culture (2012).
A group discussion will examine the steps and actions to implement a coaching culture in academia, using the coaching culture model from P. Hawkins (2012).
Creating a coaching culture aligned with the values, mission and strategy of the institution
Developing coaching capability in academia
Benefits for participants
The participants will explore the opportunity to discuss coaching practices in an academic context. Also, they will reflect on the purpose of coaching and contrast with other learning interventions in use in academia. The workshop will allow participants to reflect on how coaching could be implemented in their institution for students and staff, with practical steps into creating a coaching culture in academia.
This workshop would benefit human resources and leadership development managers, line-managers, senior managers and teaching staff working in a higher education institution.
The workshop will use a combination of informative presentations, small and large group discussions, focus groups and group facilitation to engage the participants in reflecting on how coaching practices could be developed in academia and more specifically in their institution.
PDW 24: Supporting Pluralism in Management Knowledge and Education Scholarship
Katy Jane Mason, Lancaster University
Lisa Anderson, University of Liverpool
Portland Building, Room 3.31b
Scholarship in MKE draws many of us in - with increasing pressure on faculty to ‘publish early and publish often’ many early career academics, initially involved in pursuing HE teaching qualifications, often find themselves in a position where they could make a contribution to the field by publishing their research on teaching and learning. Others, developing a particular interest in pedagogy, may be entering academia as a second career; or reflecting on their involvement with collaborative or action research projects realize their emerging understanding of management learning and could make a genuine contribution to the MKE field. This PDW speaks to the theme of the ‘Pluralism’ of BAM 2015 and comes out of BAM’s MKE initiative. Designed to support development of the pedagogy in management education, this workshop will 1) explore the MKE BAM initiative, giving you the opportunity to shape the agenda, 2) discuss the MKE small grant scheme as an opportunity for research funding and 3) provide an opportunity for you to discuss your work in this area and to hear from others in the BAM community engaging with MKE research. All scholars of MKE welcome.
The BAM Management Knowledge and Education (MKE) Initiative aims to stimulate and encourage high-level scholarship and research in the area of learning and teaching across the academy. Traditionally, scholarship and writing in this area has been confined to specific SIG’s and especially in the Knowledge and Learning SIG. Whilst we have no wish to see this specifically-focused work diminish in scope, we also want to encourage an approach that sits across the BAM community and creates conversations and opportunities in both intradisciplinary and interdisciplinary ways. In order to do this, there is a need to identify what good research in this area looks like and in particular, what journal editors expect to see in work of this nature. We would also expect that the workshop to open up a discussion about learning and teaching practice that is currently under researched in order to encourage innovative thinking.
Overview of the workshop
- The workshop will start with an introduction to the initiative and set out plans to enable BAM members to develop their research in this area. This will also give an opportunity for members to discuss the kind of support they would like BAM to provide. (15 mins)
- This will be followed by a discussion of the forthcoming small grants scheme. Participants will be given details of how they can apply and we will also set out the criteria for grant applications and give examples of the types of project likely to be supported. This session will be participative and we will encourage colleagues to test out ideas for grant proposals. (30 mins)
- The final hour of the workshop will be dedicated to examining the work that is currently being undertaken by BAM members in this areas and deciding how we can build upon this. Subject to this PDW proposal being accepted, Track Chairs will be asked to identify any papers in this area that have been submitted to this year’s BAM conference. Whilst we expect the majority of these to come from the Knowledge and Learning track, we are hopeful that we can also identify promising practice in other areas. With the permission (and hopefully the presence) of the authors of these papers, we will split into small groups and review the papers. We will invite a number of journal editors to attend the session and to prompt and guide a discussion of how the papers might be worked up for publication and wider dissemination. (60 mins)
- The workshop will conclude with a reflection on the discussions. (15 mins)
PDW 25: Teaching Responsible Leadership in the Business Schools: Multi-dimensional and pedagogic discussion
Natalia Yakovleva, University of Surrey
Lola-Peach Martins, Middlesex University
Joyanne De Four-Babb, University of Reading
Joanna Pawlik, Open University
Maria Lazzarin, University of Kent
Richmond Building, Room 2.02
The question of responsible leadership has been posed within the field of human resource management, corporate social responsibility (CSR) and business ethics (Blowfield and Murray, 2011). Responsible leadership is promoted by the UN Principles of Responsible Management Education (UN PRME), and slowly finding its way to into business management programmes and modules of the Business Schools. The workshop aims to focus on pedagogy, gender, race, and abusive dimensions of responsible leadership. It brings together academics, and educators from various business schools in the UK for the purpose of examining the challenges and opportunities of teaching responsible leadership in the context of management education.
Overview of the workshop
Global, regional and national initiatives such as the UN Principles of Responsible Management Education (UN PRME) and national bodies such as QAA (see QAA 2014 Education for Sustainable Development: Guidance for UK higher education providers), encourage business schools to incorporate subjects of responsibility in management education. Additionally, recent reports on the state of ethical education and guidance in the UK academia, such as the Higher Education Academy and the Association of Business Schools’ Ethics Guide (ABS, 2012), report on ethics education in the business schools (Bell et al, 2014) and emphasise the significance of ethics education. Consequently, business schools are increasingly recognising the importance of teaching subjects of responsible management, ethical and sustainable business in management education. Aside from the analytical and conceptual domains of leadership, holistic leadership theory advocates the spiritual and emotional domains, which allude to responsible leadership, and which business schools struggle to include explicitly in their curriculum (Quatro et al, 2007). Therefore, management educators are seeking to do more to develop holistic leadership.
This workshop aims to discuss approaches to integrate the topics of responsible and irresponsible leadership in management education in business schools, especially looking at curricula development, pedagogical approaches, classroom engagement and discussion of dimensions of gender and race in leadership education. Workshop participants will be encouraged to share their experiences and ideas on practical and methodological approaches to engaging with responsible leadership education within and outside the classroom.
Facilitated by the organisers, several aspects of teaching the responsible leadership will be explored in depth in small group discussions. Organisers will start with outlining the agenda for the discussions. Ideas from focussed discussions will be reported to the entire audience and culminate in an open panel discussion. The workshop aims to bring together early career and experienced academics who are interested in teaching corporate social responsibility, business ethics, leadership, leadership development, responsible, ethical and sustainable leadership and who are engaged in promoting the UN PRME work in the business schools.
The workshop plans to examine the following themes:
1) Distinguishing between responsible and irresponsible leadership
The literature on negative side of leadership mentions destructive, narcissistic leadership and abusive supervision (see Maccoby, 2007; Harris et al, 2013). The question for discussion is how to incorporate the “dark side of leadership” into curriculum and what are the possibilities of learning about responsible leadership through examining irresponsible leadership. Why despite teaching business ethics and good corporate governance, irresponsible leadership in organizations is growing rapidly, undermining public trust in management and leading to financial losses? How can we create effective leadership courses/modules and add irresponsible leadership teaching to a curriculum?
What are the market considerations?
2) Pedagogic approaches to responsible leadership in the classroom
Learning experiences such as reflection, sharing practical experiences amongst MBA students can encourage students to explore cognitive and managerial influences on ethical decision-making (AACSB, 2004). What approaches to teaching ethical leadership can help students to explore students’ future responsibilities as business leaders? What can help them manage their own ethics and the ethics of those who will to report to them? How can educators encourage responsible leadership in the classroom? Why students ignore “values” teaching? Poor leadership styles maybe displayed in the classroom, thus can we as educator “walk the talk” and lead by example? What sort of activities, interactions, assignments and engagement promote responsible leadership thinking and action?
3) Internationalisation and responsible leadership
How can leaders in multinational corporations be responsible? Moreover, how different is it to be a responsible leader in the headquarters, regional headquarters and the subsidiaries? How does leadership literature engage with issues of race, ethnicity and how can we promote diversity and equality in the workplace in an international setting? What challenges and possibilities women and men are confronted with when leading in their organizations that are internationalising? How do leaders embed principles of social responsibility in firm’s strategies internationally in the context of an ongoing discussion of a relationship between CSR and financial performance of the firm? A relationship that had been proved to be not always positive (Karnani, A. 2011). Is it possible “to do well by doing good” without sacrificing firm’s performance?
The workshop will be interactive and encourage small group discussion around selected themes facilitated by the organisers. This is a preliminary workshop outline:
- Introduction to the session by Dr Natalia Yakovleva (University of Surrey) - 5 minutes
- Presentations on discussion themes by Dr Lola-Peach Martins (Middlesex University), Dr Joyanne De Four-Babb (University of Reading), Dr Joanna Pawlik, Open University, Dr Maria Lazzarin (University of Kent) – 20 minutes
Small group discussion on three themes assisted by facilitators - 45 minutes:
a) Distinguishing between responsible and irresponsible leadership (Facilitator - Dr Lola-Peach Martins)
b) Pedagogic approaches to teaching responsible leadership (Facilitator – Dr Joyanne De Four-Babb and Dr Natalia Yakovleva)
c) Internationalisation and responsible leadership (Facilitator – Dr Maria Lazzarin and Dr Joanna Pawlik)
- Open panel discussion – Sharing ideas and experiences from small group discussion, making action points for the future - 30 minutes
Who should attend?
PDW is designed to attract academics (PhD students, early career researchers as well as experienced researchers) and others attendees interested in responsible leadership research and teaching.
PDW 27: Photographic and Video Research Techniques
Nicola Bateman, Loughborough University
Alice Comi, Aalto University Finland
Annemiek Friebel, Right Management, Norway, Ashridge Business School
Richmond Building, Room 0.10
The use of visual techniques in business research is growing across disciplines such as marketing, organization studies and operations management (Bell and Davison 2013; Comi, Bischof & Eppler, 2014; Bateman and Lethbridge 2013) and so the use of video and photographic techniques to capture data has become increasingly accepted (Pink, 2013; Rose, 2014). The ubiquity of images on websites such as Tumblr, Instagram, YouTube and Facebook, and image capturing with smart phones make the gathering of visual data easier and therefore more amenable to use in research.
This workshop will cover a range of video and photographic techniques used in quantitative and qualitative research, such as photo-elicitation in open-ended interviews, photographic documentation in ethnographic research, and use of a smart-phone video camera to capture ‘real life inside organisations’. The aim is to provide participants with an occasion to learn about video and photographic techniques, and to reflect on their epistemological and methodological foundations. The workshop will include a number of practical activities; thus providing inspiration and resources for participants to start experimenting with the camera. It will conclude with a plenary discussion and ethical considerations on using video and photographic techniques for gathering data.
The workshop is intended for up to 30 delegates who have experience or are interested in undertaking video or photographic research.
Workshop materials will include power point slides, interaction with hard ware such as DSLRs, smart-phone camera and paper based materials. There will be discussion and group work around the techniques proposed by delegates and possible areas for application of video or photographic materials will be explored.
It is also hoped that delegates will be able to bring their own experience of having published or failed to publish visual materials, thus adding to the knowledge of the community.
The workshop leaders:
Nicola Bateman is a senior lecturer in Operations Management at Loughborough University. She has presented papers at BAM and EUROMA (European Operations Management Association) on Visual Management and is a contributor to the Routledge Companion to the Visual Organisation. Her work focuses on the use of Visual Management to support team decision making at an operational level. She is a member of the Visual Decision Practices Research Interest Group at Loughborough University and BAM Operations, Logistics and Supply Chain Management SIG.
Alice Comi is a postdoctoral researcher in the International Design Business Management (IDBM) program at Aalto University. She holds a PhD from the University of Lugano; and has been a researcher at the Universities of Cambridge, Reading and St. Gallen. Her work focuses on the role of visuality and materiality in organisations; and combines multiple research methods and visual techniques. This ranges from the use of visual facilitation to elicit deeper data in focus groups; to the use of photo and video techniques to document visual and material practices in ethnographic research. Alice’s methodological work has been presented in international conferences such as the Annual Meeting of the Academy of Management and published in journals such as Qualitative Research in Organizations and Management and the Journal of Family Business Strategy. She is an associate member of the Visual Decision Practices Research Interest Group at Loughborough University and a member of the Advisory Board of Metlab.
Annemiek Friebel is participating in the Ashridge Doctorate in Organisational Change program (ADOC). As part of her doctorate research she is using the smart-phone camera as a method of inquiry with generations in organisations. She is developing the method of ‘knowing through showing’ as part of her inquiry into giving voice and face to generations at work. Annemiek lives and works in Norway and is principal consultant talent management with Right Management Norway.
Sponsored By PMI
The BAM2015 Professional Development Workshops have been kindly sponsored by the Performance Management Institute (PMI).
Project Management Institute is the world's leading not-for-profit professional membership association for the project, program and portfolio management profession. Through synergistic partnerships with universities and individual researchers, the PMI Academic Resources Department continually promotes the framing and exploration of new questions and the creation and dissemination of knowledge in the field. Visit us at www.pmiteach.org
|Session 1 Choice 09.30 - 11.00|
|Open BAM Fellows Session: A tribute to Professor Derek Pugh|
|PDW 2: How to revive Ghostown like lectures in Business schools?|
|PDW 5: Psychological microfoundation of collaborative partnership|
|PDW 8: Introducing EmployaGility - sharing ideas for engaging multiple stakeholders in the teaching, learning, employment journey|
|PDW 9: Enhancing Management Education and Practice by Embedding Project Management Knowledge in a Business Curriculum|
|PDW 11: The Ws of reviewing: An insider perspective|
|PDW 12: Learning from Failures - Application in healthcare and borrowing principles that exist in High Reliability Organizations (HROs)|
|PDW 15: Leadership Traction: Biases, barriers and bridges to leadership equality|
|PDW 16: Mapping shared leadership in complex and pluralist environments|
|PDW 17: “Picturing the academic life”: a reflexive photography workshop|
|PDW 21: Organising and Market Shaping in Emerging Market Contexts: Exploring Research Methodologies and Avenues for Curriculum Development|
|PDW 22: Frontiers in Data-driven Retail Management|
|PDW 23: Institutions, Internationalisation and Emerging Markets|
|PDW 26: Co-Designing a new BAM Award for Teaching Excellence and Innovation|
|Session 2 Choice: 11.30 - 13.00|
|I will not be attending the 11.30 - 13.00 PDW session||£ 0.00|
|PDW 1: Power, Corruption and Lies? Learning from Critical Experiences of Academic Service||£ 0.00|
|PDW 3: Beyond the Lecture: Use of Experiential Learning in Management Education||£ 0.00|
|PDW 4: Generating Impactful Research: Views from the Field||£ 0.00|
|PDW 06: Five Generations at Work - connections and conflicts||£ 0.00|
|PDW 7: The BAM Responsible Leadership Collaboratory||£ 0.00|
|PDW 10: Using Case Studies: Bringing the Real World into your Classroom||£ 0.00|
|PDW 13: Developing Reviewing Skills for Early Career Academics and Doctoral Students||£ 0.00|
|PDW 14: Teaching Critical Thinking: An operational framework||£ 0.00|
|PDW 18: Embedding ethics, sustainability and responsibility into Business School Modules||£ 0.00|
|PDW 19: Current Issues in Online Marketing & Research Methods||£ 0.00|
|PDW 20: Developing a coaching culture in academia||£ 0.00|
|PDW 24: Supporting Pluralism in Management Knowledge and Education Scholarship||£ 0.00|
|PDW 25: Teaching Responsible Leadership in the Business Schools: Multi-dimensional and pedagogic discussion||£ 0.00|
|PDW 27: Photographic and Video Research Techniques||£ 0.00|