BAM2016 PDWs

BAM2016 PDWs

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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 BAM2016 Conference.

Delegates can attend 2 of the 22 PDWs, which will run in two sessions from 09:30am - 11:00am and 14:00pm - 15:30pm on Tuesday 6th September 2016.

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: Should we be concerned about the quality of management research and should we care?

     Location: Lecture Theatre 3, Herschel Building, Newcastle University

Should we be concerned about the quality and character of business and management research in the UK? And if so, why? What can individual scholars, individual Business Schools and the system of which we are all a part do to correct any obvious deficiencies and weaknesses?

Several interesting points of view have been floated over the past couple of years: A Government Minister suggested we are talking to ourselves. The REF results have been used by some to suggest the Business and Management community adopts a standard of research lower than other disciplines. Those same results indicate that there is a long tail of poor quality research publications in our field. Concerns have also been voiced that the focus on impact and relevance may be watering down the theoretical validation of research. Others have argued that many of our leading journals have become too esoteric and are encouraging a form of scientism. Few would deny that there are too few research hot-spots in the UK and so little prospect of major breakthroughs in research. Perhaps the methodological debates that continue to rage are such that the Business and Management community of researchers continually ‘shoots itself in the foot’ as it seeks to gain research funding.

A panel will present their own views on the strengths and weaknesses of management research and the challenges and opportunities facing the business school system as a context for research, and then open the debate to general discussion.

Panel Members are Fellows of BAM and have over 55,000 cites between them:

  • Professor Colin Eden (Chair),
  • Professor Gerard P. Hodgkinson,
  • Professor Andrew Pettigrew,
  • Professor Ken Starkey

The format will be:

  • 00-10 10mins: Introductory remarks from the Chair
  • 10-40 10mins from each Panellist
  • 40-55 5mins from each Panellist in response
  • 55-80 Open discussion
  • 80-90 3mins each of Final remarks from Panellists

PDW 4: Workshop on Stress Management


Jolly Sahni, Prince Sultan University, Saudi Arabia

Location: Teaching Room 1 (4.01), Herschel Building, Newcastle University

This workshop is designed to engage, equip and inspire the participants to manage their stress effectively. Interactive exercises, inspiring videos and hands-on activities will heighten the learning experience.

Each one of us faces stress in everyday life; mounting pressure at work and ever increasing demands/ expectations lead to internal conflict. Stress is different for everyone, but typically we interpret stress as a negative thing, but it doesn’t have to be that way. During this workshop, participants will identify the ways to manage and even eliminate stress.

This workshop will focus on participatory approach while creating an interactive environment for learning. In the process of training, we expect participants to make some positive changes in their internal thinking and their reaction to a particular situation. In addition it will include a specially designed questionnaire which will be filled by the participants both, before the start and after the completion of workshop. This will help the trainer to analyse the effectiveness of the training. Importantly, the highlight of the workshop would be the Quick Stress Reduction Techniques.

Learning Outcomes:

On completion of this workshop participants will be able to:

  • Outline the positive and negative aspects of Stress
  • Recognizing different sources of stress (personal, environmental, organizational)
  • list and recognize major symptoms and behaviour related to too much stress
  • Identify at least 3 techniques to improve stress management and/or self-care
  • Explore and Practice a variety of techniques

PDW 5: Neccessary Condition Analysis (NCA)


  • Jan Dul, Rotterdam School of Management, Erasmus University (
  • Zsofia Toth, Nottingham University Business School (

     Location: Room G33, Barbara Strang Teaching Centre, Newcastle University

Combining Rigor and Relevance with NCA

Necessary Condition Analysis (NCA) is a novel and promising methodology, recently published in Organizational Research Methods (Dul, 2016). Reactions of editors and reviewers of papers that use NCA are very promising. For example, an editor of a 4-star journal said:
“From my perspective, [this NCA paper] is the most interesting paper I have handled at this journal, insofar as it really represents a new way to think about data analyses".

How does NCA work?

NCA understands cause-effect relations in terms of "necessary but not sufficient". It means that without the right level of the condition a certain effect cannot occur. This is independent of other causes, thus the necessary condition can be a bottleneck, critical factor, constraint, disqualifier, etc. In practice, the right level of necessary condition must be put and kept in place to avoid guaranteed failure. Other causes cannot compensate for this factor.

Whom is NCA for?

NCA is applicable to any discipline, and can provide strong results even when other analyses such as regression analysis show no or weak effects. By adding a different logic and data analysis approach, NCA adds both rigor and relevance to your theory, data analysis, and publications. NCA is a user-friendly method that requires no advanced statistical or methodological knowledge beforehand. It can be used in both quantitative research as well as in qualitative research. You can become one of the first users of NCA in your field, which makes your publication(s) extra attractive.

Join us at the Necessary Condition Analysis (NCA) PDW in Newcastle! During the workshop we will discuss the method and its applications in different management fields.

More information:

  •  Dul, J. (2016) Necessary Condition Analysis (NCA): Logic and methodology of “necessary but not sufficient” causality, Organizational Research Methods, 19(1), 10-52.

PDW 8: Learning and teaching with or without power point - Odyssey or Oddity?


Christine Rivers, University of Surrey, UK

Location: Teaching Room 2 (4.04), Herschel Building, Newcastle University

Teaching business education at undergraduate and postgraduate level has its challenges, big classes, different cultural backgrounds, module evaluation pressure to name a few. Over the years, power point has been used extensively successfully and unsuccessfully to deliver content and students have almost been trained to learn solely via Power Point. Bird (2014) and Ingle (2015) emphasise the lack of engagement through power point and give suggestions how to use power point or other methods to achieve a more inclusive approach. However, little empirical research has been conducted to understand the effects of not using power point at all, what alternatives are available and how students perceive lectures with a non-power point policy. This PDW gives insight into how potential learning management systems can be used to facilitate learning and knowledge sharing (Conde et al 2014) and how different in-class teaching practices can be used alongside technology to enhance inclusiveness and to facilitate learning and teaching of big class room sizes. The workshop seeks to spark discussions around different learning and teaching practices in management education with and without power point.

PDW 9: Pedagogical Design Practices For Online and Hybrid Courses In Business & Management


Sylvie Albert, University of Winnipeg, Canada
Alex Janes, University of Exeter, UK
Diane Fulton, Clayton University, USA
Maurice Grzeda, Laurentian University, Canada

Location: Room 1.46, Barbara Strang Teaching Centre, Newcastle University

Workshop overview:

Come and learn how your colleagues are designing and delivering hybrid and online courses in Business and Management. This workshop will present preliminary findings of a study of pedagogical design in a sample of universities in Europe, Canada, and the USA. The presenters will engage the audience in comparing/contrasting their own experience, practices, and use of technological tools against those found in the pilot study and incorporate your perspective into the final report. Are there similarities in the design of courses within each discipline? Are there specific online tools that are proving more or less successful? Come and find out what the survey says and share your own experience.

Post secondary institutions are increasingly launching online and hybrid courses and authors are flooded with a plethora of possibilities in course design. We know that courses in different disciplines are taught with diverse methods, some with more group work and discussions, others with more practice problems, simulations but are there common practices? This research will allow current and future authors of online and hybrid courses to make Informed decisions on which techniques they may wish to deploy. Attendees can also expect to gleam institutional policies on online learning and to share their own thoughts and experiences.

PDW 10: History, Memory and Entrepreneurship: Intersections and Processes


William M. Foster, University of Alberta, Canada
Roy Suddaby, University of Victoria, Australia/ Newcastle University, UK
Charles Harvey, Newcastle University, UK
Kevin Tennent, University of York, UK

Location: Teaching Room 3 (4.20), Herschel Building, Newcastle University

Summary of the PDW:

This PDW introduces participants to emerging threads of research on history and memory to understand how elements of the past inform the entrepreneurial process. There is a growing awareness that history and entrepreneurship are deeply connected. As more research explores different facets of entrepreneurship, we are starting to see how embedded entrepreneurs are in their own history and in the history of their organizations. Moreover, we are beginning to see how history is connected to the identification of entrepreneurial opportunities and/or how these opportunities are created and exploited. Despite the recognition that history is an important aspect of entrepreneurship, there is still more to be done be better understand the impact of the past on entrepreneurs and how entrepreneurs shape and use the past to their advantage. To do so, the participants of this Professional Development Workshop will draw on the expertise of researchers in history, memory and entrepreneurship. The goal is to discuss the intersection of history, memory and entrepreneurship by sharing theoretical ideas and empirical research. These presentations will examine the theoretical connections between entrepreneurship and history by considering a range of research questions that will be explored using this approach as well as exploring a number of empirical sites where these ideas can be tested and applied.

PDW 12: Quantification, measurement and management of Organizational Climate for Organizational learning and development


Alessia D’Amato, Southampton University, UK
Neal Ashkanasy, The University of Queensland, Brisbane, Australia

Location: Room G34, Barbara Strang Teaching Centre, Newcastle University

Workshop Summary:

Organizational climate encompass both a theoretical understanding about people at work and an applied side on how to enhance organizational effectiveness through human resource appraisals and change management. This construct has long been debated in the management literature, with different fortune. Overall, organizational climate concerns the policies practices and procedures that are recognized and the behaviour that is expected and rewarded in the organization. Climate is the shared meaning among employees of the same organization, department, team or workgroup. A further dimension of organizational climate is its connection to the emotional state of employees.
Building on the debates among the best fit and the best practice models (cf. Boxall and Purcell, 2008) and change management, in this workshop we aim to provide participants with a comprehensive map of organizational climate and effectiveness enabling professionals to identify specific levers for organizational development and transformation.

Addressed topics will be: the conceptual, methodological and practical use of climate surveys; data collection and analyses; quantify climate to initiate and track data-driven organizational change and development; how to use climate survey data to establish link with organizational performance and inform change management and organizational interventions at large; the identification and use of strategic climates; the creation of operating and ideal climate profiles and action plan for organizational development, etc..

Participants are offered to confront themselves with their own workplace appraisal with the MDOQ10 (D’Amato and Majer, 2005) and the Climate for Fear survey (Ashkanasy and Nicholson, 2003). The second is a process model of climate and address the emerging topic of emotions in the workplace. These tools have been used by both the academic community for progress and understanding of the concept and its impact on organizational behaviour, and by the business community to promote change and development. Real business cases will be presented where organizations, making use of these tools, have learned and advanced.

PDW 13: Identity Research: mapping the terrain, opening frontiers


Kate Black, Northumbria University, United Kingdom
Sandra Corlett, Northumbria University, United Kingdom
Caroline Clarke, Open University, United Kingdom
Ali Rostron, University of Chester, United Kingdom
Juliette Summers, University of St Andrews, United Kingdom

Location: Room B29, Barbara Strang Teaching Centre, Newcastle University


Recent years have seen a rapid expansion of interest in ‘identity’ within the management and organisation studies literatures that springs from its ability to leverage conceptual insight into the intra- and inter-personal dynamics of social settings. This workshop provides a valuable opportunity to review some of the dominant and emerging perspectives within the identity field and to consider some possible directions for future identity studies. The workshop will begin by briefly examining some contrasting identity perspectives representing both relatively established and emerging approaches, including identity work, social identity theory, material-discursive and critical perspectives, considering how each conceptualises identity and some of the key problems and opportunities that researchers working within and across each perspective are currently considering. In the subsequent breakout session delegates will be invited to discuss one identity perspective within the context of their own past, current or future research. In doing so, delegates will start to discern some of the fruitful dialogues that might be had between that identity perspective and different subjects and disciplines, and consider what the future “frontiers” of identity research might be, what particular problems such frontiers might address, and what new problems such frontiers might open up.

Benefits of attending

Researchers who have recently “discovered” identity or who are considering whether identity is relevant to their own research will gain a clearer sense of the field of identity studies and be able to start exploring the possible utility of an identity approach within their own research area. Those who are already active in identity research will be able to share and gain from discussion of current debates and where different perspectives are heading. Finally, delegates who are seeking possible new perspectives and approaches to their own research subjects will have the opportunity to explore their research from an identity perspective.

PDW 15: Practicing what we preach? Developing the early career academic in a metrics-driven environment


Denis Fischbacher-Smith, University of Glasgow, United Kingdom
Moira Fischbacher-Smith, University of Glasgow, United Kingdom
David Weir, York St John University, United Kingdom
Alan Irwin, Copenhagen Business School, Denmark

Location: Room G36, Barbara Strang Teaching Centre, Newcastle University


The publication of the Times Higher Education Review’s European league table on the 10th March 2016 was an item on the BBC’s Breakfast News, as seven of the top ten leading universities in Europe were from the UK. The significance of league tables and other metrics within the UK’s university sector has been a growing trend that has shaped appointments, the development of staff, and the nature and direction of business school strategies. At the core of these debates, is the issue of how we match the skills and experience of academic staff to the task demands of working within a metrics driven environment. The development of the next generation of scholars has always been a core task facing Universities and whilst it may not have been effective in the past, the current focus on league tables the REF and the potential for the TEF to shape organizational performance may generate so far unanticipated consequences for the profession. For business schools, the processes of staff development should not be contentious. However, the focus on 4* outputs in some institutions has created a set of task demands on early career academics that could be seen as running counter to the developmental processes for other aspects of a university teaching career. This workshop outlines the nature of these challenges, frames them within a systems approach to job design, and outlines an early career development programme (ECDP) aimed at developing ECRs within the University of Glasgow. A key element of the workshop will be to consider the potential emergent conditions that can arise out of a metrics- and performance-driven culture within UK universities that could ultimately undermine processes around organisational effectiveness in the development of early career academics and how these might be addressed.

Proposed Programme

Given the nature of their activities, one area where business schools should excel is in the training and development of their own staff. However, the current metrics-driven environment can allow institutions to focus on the short term rather than take a much more strategic perspective on the nature of staff recruitment and development. The programme will be structured around a number of key themes and there will be opportunities for wider discussion and debate amongst the delegates around the challenges of staff development within the current environment that business schools operate. Topics will include:

  • Meeting the challenges of staff recruitment and development in a metrics-driven environment
  • Challenges around working in an International recruitment market
  • Developing the early career ‘researcher’, challenges and pitfalls
  • REF vs TEF? Which metrics have primacy in the development of staff?
  • In search of accreditation – does accreditation help in the management of early career scholars?
  • Plenary and discussion

The workshop will involve formal inputs from each of the organisers that highlight elements of their own experiences in dealing with early career staff in business schools. In addition, there will be opportunities for a wider set of discussions amongst the delegates about the challenges that they face in their own institutions. The workshop will provide insights into how other business schools have dealt with these challenges and provide delegates with insights as to how they may change their own school practices as a result.

Benefits of attendance

Delegates will gain insights into the potential challenges that are associated with the creation of a common programme for early career staff development, the issues around the creation of both a teaching & research and a teaching & scholarship career track, and the ways in which the accreditation processes (AACSB, EQUIS, and AMBA) can be enhanced by a more structured approach to staff development. One of the case studies used within the workshop is the Glasgow ECDP programme which is designed to bring all new early career appointments to the university onto a common programme of staff development that will form the basis of their promotion to Senior Lecturer and beyond. The aim of the programme is to inculcate a culture of continuous professional development (CPD) within the academic community that is supported by the university’s new strategic framework. The process is essentially a two-way commitment in which the academic staff agree to embark on a programme of CPD and the university agrees to provide support for that programme. The workshop considers some of the challenges associated with the development of such a programme, and the ways in which it can be used to develop staff across the range of activities required of academics.

Program Presenters

Each of the presenters has considerable experience of dealing with the demands associated with the development of early career academics, the challenges associated with the REF and NSS, and the processes and demands around external accreditation.

Denis Fischbacher-Smith holds the research chair in risk and resilience at the University of Glasgow where he is also Deputy Head of the Business School and Director of Research. Prior to moving to Glasgow in 2006, he was the founding Director of the Management School at the University of Liverpool and had previously been Director of the Business School at Liverpool John Moores University. He has been responsible for leading on the submission of five research assessment returns from 1992 to 2014. He has extensive experience of dealing with a number of professional bodies and he is a Principal Fellow of the HEA, a Fellow of the Academy of Social Sciences, a Fellow of the Chartered Institute of Personnel and Development, a Chartered Manager, and a Companion of the Chartered Management Institute. He is currently the early career development champion for the College of Social Sciences at the University of Glasgow and the REF 2020 champion for business and management.

Moira Fischbacher-Smith is Professor of Public Sector Management at the University of Glasgow where she is Assistant Vice-Principal for Teaching and Learning and also Dean of Teaching and Learning within the College of Social Science. Prior to moving to the University of Glasgow she worked in the NHS in Scotland. Within the University, she has held several roles relating to teaching and learning having haven previously been the head of undergraduate programmes in the Business School and undergraduate convener in the Department of Management. She is a Principal Fellow of the HEA and a chartered manager.

David Weir has been head of department (Glasgow) and head of school (Bradford, Northumbria, Liverpool Hope, University Campus Suffolk) in an academic career that stretches back to 1961 in the UK, and France. For twenty years he was a regular contributor to the highly-regarded Arthur Andersen and Accenture CPD programmes in the UK, USA and Europe. He is currently Professor of Intercultural Management at York St John University and a visiting professor in management at Edge Hill University.

Alan Irwin is a Professor in the Department of Organization at Copenhagen Business School (CBS). From 2007-14, he was Dean of Research at CBS. He was also Acting President during 2011. Previously, he was Professor of Science and Technology Policy, and Dean of Social and Environmental Studies, at the University of Liverpool. His PhD is from the University of Manchester and he has held previous appointments at Manchester and at Brunel University (where he was Pro-Vice Chancellor). Currently, he is a member of the Strategy Advisory Board for the UK Global Food Security Programme. He is a Fellow of the Academy of Social Sciences, a foreign member of the Royal Danish Academy of Sciences and Letters, and an Honorary Fellow of the British Association for the Advancement of Science.

PDW 16: Smart Work Hubs: A 21st century opportunity for multi-level impact


Martin Fitzgerald, The University of Newcastle, Australia
Ashish Malik, The University of Newcastle, Australia
Philip Rosenberger III, The University of Newcastle, Australia

Location: Room 1.48, Barbara Strang Teaching Centre, Newcastle University

Workshop Summary

The emergence of advanced information and communication systems has led to a re-think of the design, leadership and management of ‘work’. The emergence of smart work hubs has challenged the traditional boundaries at work in time, form and space.

Such hubs are specifically designed, fully IT-enabled, secure networked business venues equipped with a range of work, meeting and collaboration spaces. Users can typically use the facilities any day, at any time and for a range of business purposes. They are home to a range of business enterprises as well as to employees of outside organisations that use the hub as a telework venue/remote office.

This workshop draws on the findings of a two year large scale, multi-level, mixed methods research evaluation project of a pilot program in Australia aimed at creating five smart work hubs in two peri-urban commuter corridors to Sydney.

After introducing the context to the study and offering a definitional framework for the concept of smart work, this workshop focuses on findings, critical for the worker contemplating the use of such a smart work hub and does so through the multiple theoretical lens’ of leadership, marketing, general and human resource management.

It explores the market demand for smart work hubs, closely explores the facilitators and barriers for organisational adoption of smart work and addresses the challenges of leadership when managing such workers.

Ultimately, it identifies how smart work hubs are capable of being ‘innovation eco-systems’ that can enhance creativity, improve productivity and stimulate regional economies.

During this workshop, participants will engage in interactive discourse through a series of short panel presentations, round table discussions and an interactive final session and will develop new knowledge, identify new research agendas and develop new opinions on how work can be designed, led and managed in the 21st century.

PDW 18: Writing for management learning and education journals: Meet the editors and paper development workshop


Emma Bell, Keele University, UK
Dirk Moosmayer, Nottingham University Business School, China
Paul Hibbert, St. Andrews University, UK

Location: Room Barbara 32, Barbara Strang Teaching Centre, Newcastle University

Management learning and education is a well-established area of study. Yet many business school scholars remain unclear about the differences in orientation and emphasis between journals in the field. This PDW will provide participants with one-to-one support and advice from Editors and Associate Editors of three leading, international journals in the management learning and education domain: Academy of Management Learning & Education, Journal of Management Education, and Management Learning. The session is split in two parts: First, editors introduce their journals followed by a discussion with the audience. Editors’ presentations will relate to all aspects of the submission process, from initial submission to final acceptance. This will enable participants to understand the differences between the three journals and to more effectively orient their paper towards a specific learning and education journal. The second half is focused on development of manuscripts (or ideas for such) of pre-registered participants. Feedback will be tailored to individual submissions and will help them to improve their manuscripts in general and to better address the readership of specific journals in the field.


Pre-registration is required for the second part of the workshop. Submitters should include a short developmental paper or a full paper which they are considering submitting to one of the management learning and education journals. This paper can be the same as submitted to the main conference or different. Submissions between 5 pages (e.g. outlining a research idea) and a 40 page (maximum) full paper will be considered. Submitters will be asked to state which of the three journals they think their paper fits. The short paper should be submitted to Emma at :

PDW 21: SPSS and SEM workshop for PHD students


Yehia Sabri Nawar, University of West London

Location: Teaching Room 4 (4.19), Herschel Building, Newcastle University


Nowadays SPSS and Structural equation modeling (SEM) are considered as a general method of data analysis that brings together path analysis and factor analysis. In fact, SPSS and AMOS software are most commonly used by many academics worldwide

The workshop will help early career academics with all the required tools and techniques of how to use SPSS and SEM analysis. More specifically, the workshop aims to provide a thorough introduction to SEM, and will also deal with some important, related issues. These include mediation analysis, moderation, and methods for handling missing data. Moreover, The emphasis will be on analyzing continuous variables with approximately normal distributions, but we will also cover how to handle non- normal data. Finally, Most of the analyses will be carried out with SPSS and SEM software package.

Content of the workshop:

  • Introduction to SPSS and Data Entry
  • Understanding Data and Creating Data Set
  • Factor analysis
  • Reliability Analysis
  • Overview of SEM
  • Overview of AMOS Environment
  • Why and When Use AMOS
  • Developing Measurement Model
  • Model Fit Assessment
  • Developing Structural Model
  • Reporting SEM Analysis in thesis, research article, work and etc.

SESSION 2 - 14:00 - 15.30

PDW 1: Using Case Studies: Bringing the Real World into your Classroom


Scott Andrews, The Case Centre

Location: Room G33, Barbara Strang Teaching Centre, Newcastle University

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 2: Leveraging the Full Power of Grounded Theory Methodology


Judith A Holton, Mount Allison University, Canada
Isabelle Walsh, Skema Business School, France

Location: Teaching Room 2 (4.04), Herschel Building, Newcastle University


Since the publication of Discovery of Grounded Theory (Glaser and Strauss, 1967), GT has grown in popularity to become one of the most frequently cited research methodologies across a wide range of disciplines. Despite GT’s roots in quantitative methods it has been widely embraced by qualitative researchers for its balance of a rigorous systematic method together with the creative flexibility of theoretical ideation. Yet, in its application, GT has spawned an increasingly disparate articulation of perspectives, dicta and authoritative guides. This Professional Development Workshop (PDW) is intended to provide a lively, interactive forum where participants will be encouraged to engage in addressing some of the ‘burning’ questions regarding grounded theory (GT) as a research methodology and to explore particular challenges to understanding this widely embraced but frequently misunderstood methodology. Specifically, the workshop will:

  1. Probe burning questions about GT methodology and clarify misconceptions that have emerged about GT methodology as it was originally conceived
  2. Explore issues regarding various approaches to using GT and the use of both qualitative and quantitative data in GT studies
  3. Address challenges encountered in publishing GT studies
  4. Provide an opportunity for networking with others using GT methodology

This workshop will be of value to early career researchers as well as those with experience in using GT. Plenary discussions will elicit and explore participants’ questions regarding principles and methods that constitute a good GT study. Small group discussions will afford workshop participants the opportunity to share their experiences in using GT, raise specific challenges or difficulties they are encountering in conducting current research projects and/or in publishing GT studies. The goal here is to ‘troubleshoot’ and help resolve obstacles to their moving forward in their research and publication efforts.

Workshop Co-Organizers/Facilitators:

Judith A. Holton, PhD. Associate Professor of Management, Commerce Department, Ron Joyce Centre for Business Studies, Mount Allison University. Sackville, CANADA. Dr. Holton is a Fellow of the Grounded Theory Institute and former Editor of The Grounded Theory Review, a research journal dedicated to GT research. Author of several publications regarding classic GT and a frequent collaborator and co-author with the methodology’s originator, Dr. Barney Glaser, Dr. Holton is also co-author (with Isabelle Walsh) of a new text, Classic Grounded Theory: Applications with qualitative and quantitative data, from Sage Publications (2017). In addition to her interest in research methodology, Dr. Holton’s research focuses on leadership development; organizational complexity and change, informal networks, learning and innovation in knowledge work.

Isabelle Walsh, PhD is full Professor at SKEMA Business School in France and Head of the Project Management, Information Systems and Supply Chain department. She has published a number of GT studies, and several using mixed quantitative and qualitative data and techniques, in top tier international journals and conferences. Beside methodological and research design issues, her research themes include Information Systems Usage, Cultural Issues and Change Management. Her teaching is aligned with her research themes. Beyond her research achievements, she has extensive corporate and consultancy experience.

PDW 3: Forming and Framing Research Ideas: A Primer for New Doctoral Students


Michael Hartmann, European University Viadrina, DE
Giorgi Shuradze, European University Viadrina, DE
Markus Vodosek, German Graduate School of Management and Law;
Ignacio Canales, University of Glasgow
Hugh Willmott, City University London
Kiran Fernandes, Durham University
Frank McDonald, University of Liverpool
Daniel Muzio, Newcastle University Business School
Albrecht Soellner, European University Viadrina, DE

Location: Room Barbara 32, Barbara Strang Teaching Centre, Newcastle University


In order to have publications by the time they enter the job market, doctoral students need to develop the ability to formulate good research ideas early on. This interactive workshop is designed for doctoral students in the early stages of their programs who face the challenge of turning their initial research ideas into comprehensive pieces of academic work. In the first part of the workshop, two experienced scholars will share their insights into how to find and articulate a good research question and how to develop a good hook for a paper, that is, how to present a research idea and the essentials of a study in an interesting and intriguing way. Participants will then split into groups and simulate a BAM-style paper session, facilitated by seasoned researchers. Group members will briefly present a description of their research ideas which they submitted when they registered for the workshop and discuss these ideas with the rest of the group. The learning outcomes of this workshop include better knowledge about how to formulate and pursue a good research question, a better ability to reflect on one’s own research ideas, and greater proficiency in presenting the main points of academic work in an interesting way. In addition, participants will have been able to test their initial research ideas among a group of peers and experienced researchers, and to build new professional relationships with novice and senior scholars.

Description of the workshop’s format

Requirements for participation and logistics

The workshop targets early-stage doctoral students. Students registering for the workshop will be asked to submit a short description of their research idea with a maximum of 150 words. In addition, they will be asked to specify their research interests (max. five keywords). All information (description of the research idea and research interests) will have to be submitted in a one-page file (.doc, .docx, or .pdf format) to the organizers at before the application deadline on August 21st, 2016. All submissions will be reviewed by the workshop organizers. At the workshop, participants with similar research interests will be seated together around tables in groups of up to five people. Each group will be joined by an experienced researcher as a facilitator. Facilitators are assigned to groups according to their research interests. This arrangement ensures that participants with similar research interests can broaden their networks easily as well as interact with experienced scholars in small groups. We aim to have 25 participants (first come, first serve in case the number of students trying to register exceeds the capacity of the workshop).

Part I: Presentations on forming and framing research ideas

The workshop will start with an introduction by the organizers, including an introduction to the workshop format, an overview of the agenda, and a summary of the expected learning outcomes (5 min). Next, Ignacio Canales will talk about how to develop and formulate a good research question (15 min). After the presentation, participants will have time to ask questions (5 min). The workshop will then continue with a presentation by Hugh Willmott on “Setting the hook” for academic articles (15 min). Participants will get insights from an editor’s perspective on how to present scholarly work in an interesting way so that it stands out from other submissions. After the presentation, participants will have time to ask questions (5 min). The first part closes with a short break (5 min).

Part II: Simulation of a paper session

After the break, participants at each table will be split into small groups of up to five people and each group will conduct a simulation of a paper session (65 min). Paper sessions are a common format for presenting and discussing research at BAM conferences. In this format, researchers present their research projects and engage in a discussion with their audience. A facilitator manages the interaction between presenter and audience. In this workshop’s simulation of a paper session, participants will present the research ideas they submitted prior to the workshop to their group and discuss the ideas within the group. A facilitator will be part of each group and encourage participants to ask questions to the presenter, keep time, and also provide feedback on each research idea. Based on what participants have learned from the presentations before, they will be able to give constructive feedback to each other. The workshop closes with a farewell by the organizers and a request to fill out feedback forms (5 min).

PDW 6: Team Mental Models


Kevin Andrew Lloyd Roe, Anglia Ruskin University, United Kingdom

Location: Teaching Room 1 (4.01), Herschel Building, Newcastle University

Whilst the use of teams in industry is wide spread and ‘team building’ has a whole industry associated with this development, organisations who use teams to resolve organisational challenges still find the use of teams a hit and miss affair. There are many existing theories that seek to shed light on team performance, such as Role Modelling (e.g. Belbin, 1981), Phase Development (e.g. Tuckman, 1965), and Value Set (e.g. Clutterbuck, 1999). These models have been used successfully for many years but questions remain as to their relevance in a world dominated by change, instantaneous communication and diversity.

A relatively new model to explain team performance suggests that teams which share a common understanding of certain key issues relating to the task, the environment, their own processes and values, and have an understanding of how each individual member thinks, perform better than groups with heterogeneous understanding. This concept has become known as ‘shared team mental model’ theory. Initial research carried out in four UK based organisations indicates that a ‘successful’ team need to agree on four key domains. These areas are Team, Tools, Task and Type (see: Figure 1). In brief these themes relate to:

  • a) The nature of the task facing the team
  • b) Team processes such as decision making
  • c) The type of individuals in the team – their skills, knowledge and character.
  • d) The resources available to the group such as tools, machines, time.

The four key elements combine in a dynamic model to show team members areas they need to agree on in order to function.

Figure 1

The workshop will explore this hypothesis and ask the delegates to participate in an experiential team building & problem solving activity. The data generated will be used to validate and challenge the existing hypothesis. From this a research project is planned to further explore the idea within teams based in an organisational setting.

Why would delegates be interested?

  1. This is a chance to participate in an embryonic research activity. Collaborators will be sought out and a research team formed as a result of the discussions.
  2. The area is ripe for exploitation with organisations investing heavily in team building, distributed leadership and flatter organisational structures.
  3. It will be an enjoyable exercise designed to be fun and informative where participants can engage in a creative activity as well as debate the issues raised.


PDW 7: Exploring how to support and shape public sector professional/First Responder/Administrative employees’ engagement and the creation of public value


Anneke Fitzgerald, Griffith University, Australia
Rona Beattie, Glasgow Caledonian University, United Kingdom
Yvonne Brunetto, Southern Cross University, Australia
Chiara Saccon, Università Ca’ Foscari, Italy
Stephen Proctor, Newcastle University, United Kingdom

Location: Room 1.46, Barbara Strang Teaching Centre, Newcastle University


This workshop provides opportunities for researcher and practitioner collaboration, in an interactive, relationship-building and participant-centred workshop context, while examining an international research issue with potential outcomes that include new public sector management strategies and participant learning. This workshop examines the best ways to give social support to different types of public sector employees (including those who use emotional labour because they are in “caring” occupations) to ensure their engagement and how to create public value for the community. There is a rich history of research examining the impact of organizational factors on the work outcomes of employees. However, it is only recently that researchers have begun examining the impact of Positive Organizational Behaviour (POB) on employee outcomes and consequently, this new area of research has potentially positive lessons for improving different types of employee outcomes. It is therefore important that we explore how social resources (both individual and organisational) can be used effectively by management to support and engage employees, especially those engaged in emotional labour.

In particular, we intend examining how managers can use individual factors (such as psychological capital [comprising resilience, self-efficacy, hope and self-confidence]) and organizational factors (such as workplace relationships) to achieve greater engagement from employees. The contexts include workplaces across different countries, including representatives from core-NPM implementers (particularly Anglo-American countries such as UK and Australia), NPM-laggards (particularly Continental European countries such as Italy) and BRIC (such as Brazil) countries.

Additionally we explore the new focus on creating public value. Public value has been broadly discussed by many scholars, including Moore himself, as a new paradigm for public reform replacing previous approaches such as new public management and traditional public administration (Kelly & Muers, 2002; Stoker, 2006). The theory argues that public and third sector organisations work to achieve social and economic benefits for society and, that public managers make strategic decisions that create public value (Moore, 2000). Public value management is suggested to be the alignment of purpose, capacity and legitimacy that gives the public manager authority to undertake particular actions that create public value (Mager, 2007). Professionals make choices every day that either supports the delivery of an “efficient cost effective” service that may or may not deliver a service valued by society. We explore those choices, and the factors that affect that decision making.

Overview of the Workshop

This workshop examines the best ways managers can use individual factors (such as psychological capital [comprising resilience, self-efficacy, hope and self-confidence]) and organizational management factors (such as supervisor-employee relationships) to achieve greater engagement from professionals (such as engineers and those employees using high levels of emotional labor including nurses and aged care personal carers), first responders (police officers, ambulance drivers, soldiers) and administrative employees, across Anglo-American core-NPM implementation countries (such as Australia, UK), NPM-laggard countries (such as Italy and Malta), and BRIC countries (such as Brazil) to deliver both an effective service and service that is of public value.

There is a rich history of evidence-based research examining the impact of organizational factors (such as leadership, management, organizational culture, training and develop practices) on the work outcomes of public sector employees. However, it is only recently that research has begun examining the potential positive impact that variables conceived within the discipline of Positive Organisational Behaviour (POB) can provide to improve public sector management. Scholars (such as Avey et al., 2011; Luthans et al., 2006; Story et al., 2013) have begun examining the impact of positive organisational behavioural concepts such as Psychological Capital (Psy Cap) on employee performance, however, these concepts have even more relevance to public sector managers, because they need to use their cognitive and emotional resources to cope with the emotional fallout of dealing with four decades of reform as well as providing better support for those using emotional labor such as first responders and carers.

Poor management practices is one factor explaining higher than average turnover rates for some public sector professional types – nurses, doctors and engineers, adding to the their shortage in many OECD countries (Frijters, et al., 2006; OECD, 2009; Shacklock et al, 2014). Additionally in some countries, the situation is accentuated by a flow of some types of professionals (such as nurses) from the public to the private sector with numerous studies identifying that public sector employees are less satisfied than private sector employees with management in Anglo-American countries (Brunetto et al., 2011; 2012 and Cunich et al., 2010 in the case of nurses and Xerri et al, 2015 in the case of engineers), but this is not so in classical Continental European (i.e. Italy, France, and Germany) countries (Ongaro et al., 2013; Trinchero et al, 2013; Brunetto et al, 2016). Further, there is minimal research about public sector management practices in Brazil (exceptions include Brunetto et al, 2015; Nelson, et al, 2014). This PDW therefore offers the opportunity for participants to explore similarities and differences in the use of support by management as a means of enhancing an engaged public sector/NFP workforce to create public value. Public value should be envisaged as the co-existing goal of any public/NFP system. It is this repositioning of public value as a key theory for public management that has added to the ambiguity and complexity of examining and predicting public organisational and managerial roles. We explore how it manifests in practice. We believe it requires managers and professionals to display authentic leadership and have high Psychological Capital to be able to make decisions that deliver an efficient service that also is what the public wants and values.

Step 1: The workshop begins by briefly explaining POB variables such as psychological capital (Psy Cap), especially in terms of how it might shape the work practices of public sector employees. A brief version is detailed here. Psy Cap is described as the perceived level of individual psychological-emotional resources an individual has to offset negative stressors (Luthans, et al., 2006). Psy Cap comprises “four psychological resources of hope, optimism, efficacy, and resilience” that have been found to have a positive impact upon employees’ work practices and outcomes (Avey et al., 2011: 128). Avey et al. (2011) define (a) self-efficacy as the extent to which an employee can motivate and mobilise personal qualities to successfully complete a task; (b) optimism as the extent to which an employee uses their power in creating positive outcomes); (c) hope as the extent to which an employee strategizes and believes in their ability to create positive outcomes; and resilience as the extent to which employees can rebound from difficult situations. When an employee has high levels of these personal attributes, then he/she has the personal resources to shield themselves from stress and achieve high work performance (Story et al., 2013).

Step 2 involves participants (with each table likely comprising practitioner and academic participants from different countries) undertaking a PsyCap test, and then (in a facilitated environment) comparing scores and examining the implications for management and for upskilling managers in different countries. There is research by Luthans et al. (2006) that provides a framework for upskilling employees, but it has not been applied to public sector employees. The end of Step 2 involves each table sharing their insight into ways of improving Psy Cap within public sector/NFP settings, thereby enabling participant learning.

Step 3 presents the practitioner perspective of “best practice” in managing different types of public sector employees. The segment begins by brief, five-minute presentations by different public sector/NFP managers/academics from different countries about different strategies used to engage different types of public sector employees (focusing on the differences for managing first responders (such as police officers) and/or professionals/ emotional labor.

Step 4 involves participants (with each table comprising practitioner and academic participants from different countries) undertaking a Leader-Member Exchange (LMX) test, and then (in a facilitated environment) comparing scores and examining the implications for management and upskilling managers. The end of Step 2 involves each table sharing their insight into ways of improving management practices within public sector settings, thereby enabling further participant learning.


  1. To explore the similarities and differences in how managers use support to shape engaged highly effective public sector/NFP employees and create public value.
  2. To identify, in an interactive participant-centred format, the more critical problems identified by managers and provide a platform for future evidence-based research across countries to address those problems, while actively encouraging networking and collaboration for attending academics and practitioners.
  3. To explore the gap between our understanding about how individual and organizational factors impact the quality of workplace relationships embedded in workplaces as the resulting quality of management practices impact upon employee performance.
  4. To strength the link between the theoretical framework and practices in managing a range of public sector employees to create public value.

Why the workshop should be of interest to the Organizational Development and Change Committee

Organisational change and development is now part of most public sector workplaces. A recent review of organisational change in the public sector by Kuipers et al (2014, 17) identified that NPM was a key driver of change as public workplaces have attempted to embed “performance-, cost-, efficiency- and audit-oriented” focus (Diefenbach 2009, 893), so as to achieve increased efficiency, economy and effectiveness. Workplaces in some countries, particularly “core NPM group” (such as Australia, UK, USA) have pursued reforms aggressively, whereas other countries entitled “NPM laggards” and comprising mostly continental European countries (such as France, Finland, Italy) have been selective in implementing NPM reforms, and the pace that reforms have been implemented (Pollitt & Bouckaert, 2011, 118). This PDW offers the opportunity to explore similarities and differences in the use of support by public/NFP managers/academics as a means of enhancing an engaged public sector workforce to create public value, while simultaneously engaging workshop participants in learning and interaction, leading to potential collaboration and comparative research.

Description of the Workshop’s Format

Activities to be completed in advance of the PDW: Some of the presenters have been working with practitioners since 2007. Prior to the 2016 British Academy of Management Meeting, the following activities will be completed: (1) contact and coordinate the short presentations that will be given by management practitioners/academics about how they address issues that arise from poor social support (individual and organizational factors); 2) finalize past research conducted by academics examining the impact of social support in different countries to ensure a common framework/format; (3) share the data of the experiences of the managers involved; and (4) the organizer and presenters will recruit participants who have an interest in a multi-country examination of the comparative impact of support across public/NFP workplaces to create public value.

PDW 11: Entrepreneurship, crises and resilience


Rachel Doern, Senior Lecturer in Entrepreneurship, Goldsmiths University of London, UK
Tim Vorley, Professor of Entrepreneurship, University of Sheffield, UK
Nick Williams, Associate Professor in Enterprise, University of Leeds, UK

Location: Teaching Room 3 (4.20), Herschel Building, Newcastle University

“What kinds of crises impact on small businesses, how do they do so, and what factors make entrepreneurs more vulnerable or resilient to crisis situations?”
“How can entrepreneurial activity in times of crisis be conceptualised across multiple levels of analysis - societal, industry/field, organizational and individual levels?

This interactive PDW unpacks our current understanding of entrepreneurship, crises and resilience, and identifies new directions for research. While crises are regarded to be low probability events, their consequences are particularly negative for entrepreneurs and small businesses. As such, how entrepreneurs prepare for and/or respond to a crisis is critical, and their resilience to crises might mean the difference between business survival and failure. However, our understanding of the relationship between entrepreneurship, crises and resilience is still in its infancy. Previous studies are limited in number and are mostly confined to examining the role of entrepreneurship in crisis recovery, identifying the survival or resilience-orientated characteristics of entrepreneurs and firms, and examining responses to crises and perceived barriers to recovery. This PDW furthers our understanding of how entrepreneurial activity in times of crisis, and the resilience of entrepreneurial individuals and firms in responding to crises, can be conceptualised and studied empirically in ways that capture multiple levels of analysis (i.e. individual, organizational, field/industry, societal). The PDW incorporates a series of very short presentations coupled with illustrative examples of existing studies on entrepreneurship, crises and resilience, as the basis for roundtable discussions. In this workshop we aim to inform and excite people about this important, yet under-developed, area of entrepreneurship research. Together we will create an agenda for future research and along these lines, the contributors will announce a call for papers to a Special Issue in the journal Entrepreneurship & Regional Development.

PDW 14: Delivering Executive Education with Impact


Patricia Anne Hind, Ashridge Executive Education, UK
Viki Holton, Ashridge Executive Education, UK

Location: Teaching Room 4 (4.19), Herschel Building, Newcastle University


This workshop is designed to directly address how the design and delivery of executive education can ensure that participants develop the skills and knowledge to ensure organisational success.

During this interactive session, we will explore how management education providers can partner with professionals in the learning and development arena to deliver effective development interventions. With organisational needs at the heart of the session, participants will engage with a real example of a request for (a development) proposal (RFP). We will also share the findings of Ashridge Executive Education’s study into the ‘4 Principles of Effective Management Development’.

During the session participants will work with a unified model of the principles and pedagogy of learning, providing them with an evidence base for understanding what lies beneath the surface of excellence in management development. The model can be used collaboratively by organisational managers, L&D professionals and those involved in the delivery of management development, helping academics and practitioners to work more closely and effectively together.

After the workshop participants will have a clear understanding of a research based framework for delivering effective management development. Drawing on their own experience they will apply the framework to an anonymous RFP from a potential client and will have the opportunity, through active engagement with other workshop participants, to learn from their diverse expertise.

The workshop will be of interest to a wide range of conference delegates, not just L&D experts. It will be of interest to those with delivery and decision making responsibility for executive education, i.e. senior faculty, programme directors and deans, along with those involved in or simply curious about commissioning or delivering executive education interventions.

Key ‘Take - Aways’ from the workshop include;

  • A check-list to facilitate the design of effective management and executive development in response to real organisational challenges.
  • A framework of metrics against which to evaluate impact and effectiveness, which can be tailored to individual organisations.
  • A copy of the research summary report.


PDW 17: Storyboarding for Module Design and Review


Gabi Witthaus, Loughborough University, UK

Location: Room 1.48, Barbara Strang Teaching Centre, Newcastle University

Storyboarding for Module Design and Review


Storyboarding as a design process first came to prominence in the 1930s, with Walt Disney and his creative team collaboratively sketching out the narrative of entire films in a series of images which was used to guide the development and production of the film. The idea also works exceptionally well for curriculum design: the storyboard facilitates dynamic, creative and collaborative planning by course teams, and establishes the groundwork for fast and efficient development of courses. Following the maxim “Design once, deliver many times”, this storyboarding workshop will show how a small investment of time by the course team at the point of module review, redesign or creation can yield a great harvest for later development and delivery of courses and programmes.

In the workshop, you will work in groups. Each group will be given a completed storyboard on a flipchart sheet with coloured sticky notes, and some information about the level and audience the course was designed for. You will be invited to modify the storyboard to repurpose the course for a different audience and a different teaching context. We will end with a guided reflection on how you might apply the same process to module design, redesign or review in your own teaching context.
The workshop is aimed at lecturers, module leaders, heads of department, directors of study, learning technologists, subject librarians, and anyone else who works in a team to create high quality business courses.

Workshop format

The workshop will be highly interactive, with participants working in small groups, ideally seated around “cabaret” style tables. Delegates are also encouraged to bring their mobile devices with them, as we will develop a shared online document (a Google Doc, which participants will be able to access for reference after the workshop) for the discussion of logistical questions. There will also be a short video presentation showing storyboarding in action in the introductory session.

Why the workshop should be of value to BAM members

The workshop is especially relevant to the conference theme, “Thriving in turbulent times”, in view of the Teaching Excellence Framework, which challenges all providers of higher education to enhance teaching quality. Tools and processes are needed which can help academic colleagues and support staff gain new pedagogical skills quickly and efficiently. Storyboarding is one such process; it is simple to implement and has been shown to yield high returns in terms of developing staff awareness of the key elements of good curriculum design. It is also a highly engaging process which provides a practical focus for collaboration and teamwork around course design and review. The process of repurposing a course based on an existing storyboard is also a useful exercise to prepare for situations where a face-to-face course is redesigned as a distance or “blended (partially online) course, or an existing course needs to be modified to fit the requirements of a new programme.

PDW 19: Analysing the past and its traces in management and organisation research and teaching


Sarah Robinson, University of Glasgow, UK
Scott Taylor, University of Birmingham, UK

Location: Room B29, Barbara Strang Teaching Centre, Newcastle University


Bill Cooke, University of York, UK
Stephanie Decker, Aston University, UK
Ron Kerr, University of Edinburgh, UK
Linda Perriton, University of Stirling, UK
Michael Rowlinson, University of Exeter, UK
Kevin Tennent, University of York, UK


There are regular workshops at general management conferences that call for greater acknowledgement of the role of history in management research and education. There is also a developing literature in management & organization studies that argues for organization analysts to seek rapprochement with historians and vice versa, often underpinned by critical perspectives. This workshop proposal responds to these frequent calls and this developing literature by bringing together presenters with expertise in historical methods, organization analysis and critical management education to provide a space to contribute to making histories and developing historically-informed teaching. The workshop consists of 45 minutes of presentation, followed by 45 minutes of small group research and teaching development work facilitated by the presenters. The workshop is then concluded with a 30 minute plenary and panel discussion on a) publishing historical work and b) on using history and historical research in critical management education. We will recruit participants from a range of communities (management and business history, critical management studies, management education, organization & management studies); attendance will be limited to 30 to ensure in-depth discussion of the research proposals and teaching ideas that participants bring.

Workshop description

The practice and theory of management history have been subject to more discussion in the last decade than during much of the previous century. A string of journal special issues and workshops have provided spaces for those who identify as historians and those who identify as organization theorists to come together to debate the differences and commonalities of their approaches to research, writing, and theorizing . As a result, there have been frequent calls for historians and organization theorists, for history and organization theory, to come together to consider empirical, methodological, pedagogical and theoretical complementarities and conflicts.

This workshop responds to these calls by creating a space before, during and after BAM in Newcastle, for cross-community conversations to bear fruit. The workshop is designed to make collaborative, interdisciplinary research and teaching actually happen. To that end, we propose a three part workshop. The first part allows those working on historical analyses that reach into specific subject areas (e.g. entrepreneurship, gender, diversity, strategy, organization & management theory) to consider the implications of their work for the practice of both history and organization theory and management education. The second part is a collective developmental process, whereby work-in-progress is informally presented and debated, in order for publication opportunities to be identified; at the same time, the presence or absence of historical thinking in management education will also be considered. Finally, the workshop concludes with a presenter panel of considerable experience and expertise in publishing historical work in a range of specialist and generalist places and/or of using historical research in their teaching to develop criticality in the curriculum. Our intention is that this workshop will encourage existing and new BAM members to engage with history in both their research and their teaching.

The workshop is based on the idea of ‘opening up’ both history and the historical/ historicizing community. We see this process as multi-faceted. First, we aim to continue the debate that has been happening in journals at a key conference for our community, the place where collaborations often start. For such collaborations, formal and informal, to happen in ways that involve working together either in collaborative writing or simply as critical readers of each other’s work and educational activities, programmed workshops such as this are necessary. Second, we wish to encourage the articulation of two key aspects of historical approaches: the use of data and sources, and the relationship of history to management theory. It has become clear in debates about the nature of management history and history in business schools that there are significant differences across communities in these aspects of our research and educational work. We think the best way to get to know those differences and to develop ways of working across disciplinary norms, is to bring community members together in a workshop like this. Finally, our intention here is to open up history in such a way that passage is unimpeded into history and out of history. In other words, this workshop is as much an opportunity for historians to open up other avenues to present work, as well as for organization and management researchers and educators to explain what they do in engaging with histories.

Outline of interest to BAM communities

This workshop is oriented to a wide section BAM groups that our experience suggests can and would like to conduct much more cross-community conversation to develop research and teaching links. In addition to the CMS and Business History communities we also invite members of other overlapping areas of study such as entrepreneurship, gender, diversity, strategy, organization & management theory to consider the implications of their work for the practice of both history and the development of historically informed theory and teaching pedagogies. Our intention is that this workshop will encourage existing and new BAM members to engage with history in both their research and their teaching.

Participant biographies

Bill Cooke is Professor of Strategic Management in The York Management School, University of York, UK. His research focuses on the spatial and temporal spread of management ideas. He is interested in trajectories that challenge the accepted wisdom that business is the agent of the spread of managerialism. Bill is currently working on the postwar transatlantic relationship between the Tavistock Institute of Human Relations in London, and the Research Center for Group Dynamics at MIT/University of Michigan. He also has an interest in the foundation of management education in Brazil.

Stephanie Decker is Professor in History & Organization Studies at Aston Business School. She is also co-editor of Business History, the leading UK-based journal in the field. Her research on organizational history has focused on archival methodologies and she co-authored "Research Strategies in Organizational History" (with Michael Rowlinson & John Hassard), which was published in the Academy of Management Review (2014). From 2014-2016 she has been one of the conveners of the EGOS standing working group on History and Organizations Studies, and is currently co-chairing the Membership Committee of the Management History Division at the Academy of Management.

Ron Kerr is Senior Lecturer at the University of Edinburgh Business School. His research interests include the application of Bourdieu’s concepts to management and organizations. He has published historically-informed studies of the role of the Scottish banks in the global financial crisis and on corporate architecture and power. He has published in journals including Critical Discourse Studies, Human Relations, Organization Studies, Organization, the British Journal of Management and Management & Organizational History. He is currently researching women’s political leadership in Scotland.

Linda Perriton is Senior Lecturer in HRM, Stirling Management School, University of Stirling, UK. She has published on the history of women’s business and training organisations and on the social history of savings. Linda is currently working on the role of early philanthropic organisations in the development of women’s management skills whilst continuing her research (with Josephine Maltby, University of Sheffield) on women and savings

Sarah Robinson is Reader in HRM and Organisational Behaviour at the Adam Smith Business School, University of Glasgow. She has published historically-informed work on the history of leadership in Scottish banking and on corporate architecture and power. She is also interested in developing both hermeneutic and visual methodologies for conducting historically informed research. Her current projects include the historical development of the English wine industry and the gneiss of women’s leadership in post devolution Scotland.

Michael Rowlinson is Professor of Management and Organizational History at Exeter University Business School, University of Exeter, UK. His article in Business History (2004) identified an historic turn in organization studies. He has shaped the field as editor of Management & Organizational History (2009-13), as a Senior Editor for Organization Studies, and as co-editor for the special topic forum of the Academy of Management Review on history and organization studies. His work on history and organization theory has been published in journals such as the Academy of Management Review, Critical Perspectives on Accounting, Human Relations, Journal of Organizational Change Management, Organization, and Organization Studies. He is particularly interested in the dark side of corporate history and how organizations come to terms with their past involvement in war, slavery, and racism.

Scott Taylor is Reader in Leadership & Organization Studies, Birmingham Business School, University of Birmingham, UK. He has published contributions to the debate on research methods in historical analysis of organizations and management relating to historiography and textbooks. Scott is currently analysing data relating to women’s experience of work, focusing on the 20th century ‘marriage bar’ in the UK that required women to leave employment on marriage. In 2015-16 he is co-chair of the AOM Critical Management Studies Division.

Kevin Tennent wrote his PhD thesis Owned, monitored, but not always controlled: understanding the success and failure of Scottish Free-Standing Companies, 1862-1910 in the Economic History Department at the London School of Economics. He also worked for Dr Terry Gourvish and Dr Richard Coopey on their ESRC funded project 'The Business History of Popular Music, 1950-1980' in the LSE's Business History Unit. In April 2010 he joined the Open University Business School as a Lecturer in Strategy, and became more interested in the links between business history and strategy. In 2011 he took over the role of Books Editor of the journal Business History from Andrew Popp and more recently has taken over the role of British Academy of Management Management and Business History track chair from John F. Wilson.

PDW 20: Do you mean I can study what I am really interested in? (3rd year Business Undergraduate 2015).
The development and implementation of a self-managed learning pedagogy in a UK Business School


Stefan Paul Cantore, Southampton University, UK
Mark Gatenby, Southampton University, UK

Location: Room G34, Barbara Strang Teaching Centre, Newcastle University

Workshop Summary

Do you mean I can study what I am really interested in? (3rd year Business Undergraduate 2015)
Southampton Business School has adopted Self-Managed Learning (SML) as a transformative pedagogical approach across its new 2015/16 Undergraduate programmes. Original developed by Ian Cunningham to support practicing managers in their learning process SML has been adapted for undergraduates to equip them with the skills needed to develop and own their individualised learning programmes from Day 1 at University. Cunningham, when describing SML in a business context, says that the process ‘demands managers manage their own learning. They negotiate their own objectives, decide how to achieve them how to measure them and how to integrate their learning with organisational needs’ (1999 p.7).
At Southampton this means that students develop plans of study and inquiry in the context of module learning outcomes in agreement with 4/5 peers in a learning 'set'. The set agrees quality standards with guidance from the class facilitator and subsequently provide feedback to each other on a weekly basis. The main assignment summarises the outputs from the individual learning programme and the feedback received from peers. A reflective component helps the student make sense and draw meaning from their learning experience. Making such a change is a complex and demanding process for all involved including the institution itself. Early signs though are very encouraging. The Business School was chosen as one site for HEFCE research on independent learning.

This workshop will share the learning so far, offer hints and tips on how to use this approach and give space to colleagues to apply the principles to one of their own existing modules as a key ‘takeaway’. How we are learning to refine SML in active participation with students signposts new ways of learning with students and not just delivering programmes to them. Such mutual learning relationships offer the potential for re-casting the roles of both students and faculty in the Business School of the future.


Cunningham, I. (1999) The wisdom of strategic learning: The self-managed learning solution. London: Gower Publishing, Ltd.

PDW 22: Building and Sustaining an Academic Career Offshore: Perspectives from Australia and the United States of America


Neal Ashkanasy, University of Queensland, Australia
Janaki Gooty, The University of North Carolina at Charlotte, USA
David J. Woehr, The University of North Carolina at Charlotte, USA
Elisabeth Wilson-Evered, Victoria University, Melbourne, Australia

Location: Room G36, Barbara Strang Teaching Centre, Newcastle University

This PDW will help junior and early career academics negotiate the challenges of developing an interesting career and achieving promotion and tenure. Many junior scholars recently completing PhD work are early in their careers find it incredibly challenging to navigate the first few years (anywhere between 4-10 years) of their career. These years are typically accompanied by several novel and unique challenges including but not limited to a new city, new job, a new set of colleagues, the loss of established support structures ( mentor, peers and friends), and a brand new set of professional expectations. These expectations usually include new teaching responsibilities advising and mentoring graduate students, learning how to juggle the differing role expectations of teaching, research and being a good organizational citizen.

Perhaps the most overwhelming of all challenges though is publishing: And doing so in a high rejection rate given most of top journals are in the 90% rejection rate category. Professors Neal Ashkanasy and David Woehr will present a talk on norms and expectations for attaining tenure in Australia and USA. Professor Woehr will also supplement the talk with statistics on number of journal articles, quality of journals and the role of impact factors vs. citation counts when reviewing tenure cases.

Drs. Janaki Gooty and Elisabeth Wilson-Evered will offer their side of the story as recently tenured associate professors/professors in the USA and Australia. Both will discuss strategies for staying productive while facing multiple pressures (e.g., work-life conflicts, editorial boards, service, committees, industry engagement). In particular, each will discuss dilemmas facing early career scholars such as how to actively craft a reputation as a scholar in the short term leading up to tenure, how to interview for and choose the right job and how to actively manage time and resources to protect research time.

Sponsored By PMI

The BAM2016 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


6th September 2016   to   3:30 PM
Session 1 Choice 09.30 - 11.00
Open BAM Fellows Session: Should we be concerned about the quality of management research and should be care?
PDW 4: Workshop on Stress Management
PDW 5: Neccessary Condition Analysis (NCA)
PDW 8: Learning and teaching with or without power point - Odyssey or Oddity?
PDW 9: Pedagogical Design Practices For Online and Hybrid Courses In Business & Management
PDW 10: History, Memory and Entrepreneurship: Intersections and Processes
PDW 12: Quantification, measurement and management of Organizational Climate for Organizational learning and development
PDW 13: Identity Research: mapping the terrain, opening frontiers
PDW 15: Practicing what we preach? Developing the early career academic in a metrics-driven environment
PDW 16: Smart Work Hubs: A 21st century opportunity for multi-level impact
PDW 18: Writing for management learning and education journals: Meet the editors and paper development workshop
PDW 21: SPSS and SEM workshop for PHD students
Session 2 Choice: 14.00 - 15.30
I will not be attending the 14.00 - 15.30 PDW session £ 0.00
PDW 1: Using Case Studies: Bringing the Real World into your Classroom £ 0.00
PDW 2: Leveraging the Full Power of Grounded Theory Methodology £ 0.00
PDW 3: Forming and Framing Research Ideas: A Primer for New Doctoral Students £ 0.00
PDW 6: Team Mental Models £ 0.00
PDW 7: Exploring how to support and shape public sector professional/First Responder/Administrative employees’ engagement and the creation of public value £ 0.00
PDW 11: Entrepreneurship, crises and resilience £ 0.00
PDW 14: Delivering Executive Education with Impact £ 0.00
PDW 17: Storyboarding for Module Design and Review £ 0.00
PDW 19: Analysing the past and its traces in management and organisation research and teaching £ 0.00
PDW 20: Do you mean I can study what I am really interested in? (3rd year Business Undergraduate 2015). The development and implementation of a self-managed learning pedagogy in a UK Business School £ 0.00
PDW 22: Building and Sustaining an Academic Career Offshore: Perspectives from Australia and the United States of America £ 0.00
Event Information
Product Code
Event Provider British Academy of Management
Date / Time 6th September
Venue Newcastle University
Event Type Development Workshop
Target Audience All Levels
Price Included in the BAM Conference Fee
Booking Deadline
Link to Booking Form
Contact For more information on this event please contact the BAM Office on +44(0)2073837770, or at
Delegate List Available? No

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