BAM2017 PDWs

BAM2017 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 BAM2017 Conference.

Delegates can attend 2 of the 23 PDWs, which will run in two sessions from 09:00am - 10.30am and 13:30pm - 15:00pm on Tuesday 5th September 2017.

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 - 09.00 - 10.30

Open BAM Fellows Session - The Future of Business Schools and Management Research: Key Challenges for Difficult Times

Location: Oculus LT OC0.03, Oculus Building, University of Warwick

We live in challenging and uncertain times. In this session senior figures in the field will examine the pressures facing management research and business schools as we attempt to balance the twin demands of academic quality and broader impact. We are interested in particular in identifying strategies for the future based on what we are currently doing well and what we need to do better or differently (what we should keep, what we need to drop and what we need to create). Research quality and impact are crucial to the future role of business and management schools but we need a collective focus on meeting these twin challenges if business schools are to survive and prosper.

Speakers of the session are:

  • Professor Andrew Pettigrew, University of Oxford

  • Professor Peter McKiernan, University of Strathclyde

  • Professor Simon Collinson, University of Birmingham

  • Professor Jone Pearce, University of California

Each speaker will talk for ten minutes which will be followed by questions and discussions from the delegates.

All, whether BAM Fellow or not, are welcome to come to this session.

Myth-Understanding Organizational Change (88)


  • Mark Hughes, University of Brighton
  • Joanne Murphy, Queen's University, Belfast

Location: Oculus OC0.04, Oculus Building, University of Warwick

Discussion about management and organization studies theories and practices often refer to myths and myth making. Recent discourses of ‘truth’ and ‘post truth’ also reinforce a renewed focus for how environments are actively socially constructed and what this means for organisations, change processes and the myths that surround them. Academics sometimes even adopt the role of myth buster using their research and scholarship to differentiate myths from facts, realities and truths. However, one person’s myth may be another person’s reality. For example, ‘the University of XYZ is a great place to work, research and study’, for the VC this might be a reality, for others a myth. Myths may help researchers to frame their research studies and aid lecturers to introduce debates. In this workshop, we wish to creatively explore myths with reference to one particular field of study – organizational change studies. The advantage of focussing upon organizational change studies is that this field connects with many other BAM tracks such as strategy, performance management and human resource management.

We have coined the phrase ‘myth-understanding’ in order to acknowledge that sometimes myths reflect misunderstandings and at other times myths may reflect current understanding and real perceptions of organisational challenges. Organizational change myth-understandings are many and varied. For example, ‘change initiatives tend to fail’, ‘change managers overcome resistance to change’ or that ‘we need more change leaders and fewer change managers’. In the workshop, we will share organizational change myth-understandings we have encountered in our research and teaching and we will also encourage participants in groups to identify organizational change myth-understandings that they have encountered within their own contexts. The intention is that through surfacing, sharing and discussing organizational change myth-understandings we will have a greater appreciation and sensitivity of their role in developing theories and informing practices.

Wither research integrity? Framing the issues in a multidisciplinary environment (1090)


  • Denis Fischbacher-Smith, University of Glasgow
  • Moira Fischbacher-Smith, University of Glasgow

Location: Humanities 1.48, Humanities Building, University of Warwick


Research integrity affects all academic staff across the various stages of their careers. It involves a set of requirements that could be seen to go beyond the ethical approval process and it transcends a number of elements of an academics professional life. The current REF-focussed environment may be seen as generating the conditions that can exacerbate the problems associated with research integrity and can interact with the ambiguity that is often associated with the term to create a climate in which academics can be directly and indirectly ‘encouraged’ to act in a way that generates the potential for problems. Issues of research integrity are challenging because they cover a broad spectrum of actions, some of which may well involve research fraud, some will relate to issues around governance and communication, but some will be seen as not relevant by the research team. The latter can include such issues as: not declaring an interest when engaging in a policy debate thus allowing the appearance of being neutral; going beyond the available evidence base to support a particular ideological stance; or even moving outside of the researcher’s area of expertise and claiming to be an expert in an area for which there is no material evidence of domain specific knowledge. It is these types of issues that can cause potential problems for the researcher and their host institution. It is in this potential grey area that many research integrity issues lurk waiting to cause problems for those unsuspecting researchers who did not see the problem coming. We are all vulnerable to this potential risk.

Research integrity can be seen as a broad construct which covers the range of research and, one might argue, professional advisory issues that the academic community engages with. Steneck (2007), argues that:
“In general terms, responsible conduct in research is simply good citizenship applied to professional life. Researchers who report their work honestly, accurately, effectively, and objectively are on the right road when it comes to responsible conduct. Anyone who is dishonest, knowingly reports inaccurate results, wastes funds, or allows personal bias to influence scientific findings is not” (p. xi)

The challenge for the academic community is that the language of integrity implies good and bad, ethical and unethical, right and wrong – and yet the practice is often somewhat less sharply divided. As a result, research integrity can become something of a binary issue which colleagues often feel should be self-evident to all those who are involved in the research process. Unfortunately, research integrity isn't always that clear cut and there are invariably grey areas in which researchers can fall foul of a range of problems that emerge out of the research itself, or which were not considered to be ethical issues when the work was planned. Research integrity is a dynamic process, its subtleties and nuances emerge and shift over time and may, in part, reflect the environment in which the work was undertaken.

Academics who decide to wander off-piste from their domain specific areas of expertise might also be subject to criticism around the honesty, objectivity, and accuracy test of integrity. Claiming expertise beyond that evidenced by an individual’s qualifications, publication record, and professional affiliations is problematic and has resulted in some areas of academic activity becoming protected. It is possible to claim to be a manager, for example, without being academically or professionally qualified but it is illegal to claim to be a forensic, clinical or occupational psychologist as the latter are protected terms. From a public perspective, it is difficult to judge the providence that is associated with claims of expertise given the differences that exist across academic and professional disciplines. Again, there are issues here around the honesty and objectivity elements of integrity.

Research integrity issues are not restricted to individuals. There have been occasions, for example, where a larger professional grouping has been seen to be implicated in supporting research that has been subsequently seen as problematic. The issues surrounding the American Psychological Association’s tacit approval for research and practice in the area of enhanced interrogation serves as such an example and the session will also highlight some of the challenges that exist in this regard, especially in a multidisciplinary research context.

What Difference Does Your Paradigm Make? (1091)


  • Phil Renshaw, Cranfield School of Management
  • Jenny Robinson, Cranfield School of Management

Location: Oculus OC1.07, Oculus Building, University of Warwick

Taking different perspectives is valuable in most walks of life. This workshop aims to challenge your research perspectives, to identify opportunities for you to take different viewpoints and find new routes to the creation of knowledge and theory. Our time together will be highly interactive, acknowledging that finding new perspectives requires us to identify and acknowledge those we start with.

The centrality of philosophy to Management Research is reflected in the nomenclature of the PhD – a Doctorate in Philosophy – regardless of discipline. In keeping with the adopted theme for the BAM Annual Meeting 2017, “Re-connecting management research with the disciplines: Shaping the research agenda for the social sciences”, this PDW returns Management Scholars to their philosophical roots, asking: What difference does your paradigm make?

This is not a return to the ‘paradigm wars’. Rather we wish to ignite a different debate as a way of learning and creating new knowledge. We consider that philosophy and paradigms are connected, with the latter a consequence of arriving at an accepted philosophy. We challenge ourselves and colleagues to consider how often our philosophy is taken for granted thereby narrowing our perspective. Hence, what could we learn by taking deliberately different perspectives before starting our research? What benefits might arise from a multi-paradigmatic approach? This workshop will compare and contrast different philosophical positions and then investigate the implications of choosing different positions on research. We invite you to explore these ideas with us, to question your own research paradigms, and the impacts of adding new ones.

The workshop will be valuable to both established academics familiar with the paradigm(s) of their research interests as well as to early-career researchers. After pre-registration, participants will be asked to complete a short template asking them to disclose the basic details of their current research interests and philosophy.

Please fill out the PRE-ATTENDANCE FORM FOR COMPLETION of the registration.

The Scholar-Practitioner within Management - Perspectives and Prospects (1094)


  • Paul Ellwood, University of Liverpool
  • Lisa Anderson, University of Liverpool
  • Julie Davies, University of Huddersfield
  • Aileen Lawless, Liverpool John Moores University
  • Clare Rigg, University of Liverpool

Location: Oculus OC1.06, Oculus Building, University of Warwick


The Scholar-Practitioner has been defined as “an ideal of professional excellence grounded in theory and research, informed by experiential knowledge, and motivated by personal values, political commitments, and ethical conduct” (McClintock, 2004, p.393). Whilst such professionals emerged in the medical sciences, the idea has gained increasing traction within business and management contexts. This PDW will present the perspectives on the scholar-practitioner concept as it relates to: management education; management research; and business executives teaching within business schools; as well as the meaning the concept has acquired in other professional disciplines.

This PDW speaks to the perennial interest in the theory-practice interface for business and management schools. Since 2014 the Research Excellence Framework (REF) has placed significant emphasis on the impact of academic research. The newly instituted Teaching Excellence Framework (TEF) will also require business schools to present the case for the impact of their teaching. In the discourse surrounding the REF and TEF, a sharp division of academic work between research and teaching seems increasingly untenable. Indeed Stern’s review of the REF argued that the “REF impact element [should] more broadly recognise the impact of research on teaching” (HEFCE, 2016, p. 31). It is our contention that these debates relating to research, teaching and professional practice are embodied in the ideal of the scholar-practitioner. We argue that discussing the meaning of the concept, and case studies of actual professional practice, are of important contemporary interest.

Addressing Skills Gaps Through Industry-led Module Design and Co-teaching – The Future of Management Education? (1104)


  • Christine Rivers, University of Surrey

Location: Humanities 0.60, Humanities Building, University of Warwick


Employability and developing business-ready graduates is high on the agenda of business schools and government (Department for Culture, Media & Sports (2017); BIS, 2012). The Centre for Management Learning (CML),, Surrey Business School, University of Surrey made it its mission to test and explore new ways of teaching that aid the development of students into business-ready leaders and managers of the future. Two years in a row we put industry-led module design and co-teaching with practitioners to the test and the results were rewarding for all stakeholders. The case study used in this PDW can be found here: This approach means that industry-partners are fully immersed in the module design and delivery (co-teaching) but led by the academic.

Industry-led approaches in L&T have been used successfully in management and other disciplines (Hunter et al, 2016; Samuel et al, 2016; Roth & Jackson, 2015), however most industry-led projects to date are designed based on pre-set module topics and learning objectives rather than addressing skills issues relevant to increase employability of graduates. Thus, this PDW takes a new perspective towards “module design” by starting to identify industry problems (e.g. digital skills gap) and to develop sessions and projects around skills gaps, future trends and the connection of different disciplines (e.g. marketing & computing).

This PDW session encourages delegates to rethink their own approach to “module design”, learning and teaching and provides an opportunity to conceptually re-design a suitable “module” based on the idea of industry-led module design and co-teaching.

Envisioning the Future of Responsible Management Education (RME) in the era of the Sustainable Development Goals (SDGs) - Challenges and Opportunities – a collaboration between BAM and PRME (Principles for Responsible Management Education) (1107)


  • Carole Parkes, University of Winchester
  • Alex Hope, Northumbria University
  • Anthony Alexander, University of Sussex
  • Helen Gorowek, University of Leicester

Location: Library Room 2, Library, University of Warwick

2017 marks the 10th Anniversary of the UN backed Principles for Responsible Management Education (PRME) and almost two thirds of Business and Management Schools in the UK are now signatories. This is the highest proportion of signatories for any region and the PRME Regional Chapter for the UK and Ireland is now in its 4th year. The PRME UK & Ireland Steering Committee’s connection with The British Academy of Management (BAM), through the Sustainable and Responsible Business (SRB) SIG, is seen as a being of critical importance and this PDW is part of the ongoing collaboration between BAM and PRME in the UK, in the same way that similar PDWs have developed within the Academy of Management since 2009.
In June 2017, PRME UK & Ireland will be holding its 4th Annual Conference at Newcastle Business School, Northumbria University and this will be followed in July 2017, by the PRME Global Forum for Responsible Management Education in New York.
Both events aim to;

  1. Celebrate 10 Years of PRME, take stock of achievements and impacts of the initiative and reflect on solutions and opportunities to further develop engagement with stakeholders on sustainability challenges and opportunities at personal and institutional levels, as well as through PRME networks (PRME Chapters, PRME Champions, PRME Working Groups), the BAM SRB SIG and the larger responsible management education (RME) community.
  2. Raise awareness about the SDGs, highlight their relevance for business and management schools and envision the role of business and management education in supporting the SDGs.

This PDW aims to be a collaborative, action orientated space in which to bring together the highlights of the PRME Conference and Global Forum and the experience of PDW participants at BAM to envision the future of social, economic, and environmental responsible management education in the era of the UN's new Sustainable Development Goals (SDGs). These goals represent a new set of priorities for policy makers, businesses (incl. via the UN Global Compact networks) and researchers (incl. via the Global Challenges Funds).

Mind Full or Mindful? Raising the Bar of Management Research on Mindfulness: A Professional Development Workshop for British Academy of Management 2017 (1106)


  • Karen Nicola Maher, Coventry Universitt
  • Sumona Mukhuty, Manchester Metropolitan University
  • Dean Bennett, Dean Bennett Consulting

Location: Oculus OC1.01, Oculus Building, University of Warwick


Mindfulness research within business and management has grown exponentially in recent years. The high profile and populism of the field with mainstream press and celebrities often sees mindfulness as the panacea for modern ills such as stress and mental health issues.

In this workshop we will highlight how the two main approaches, reflective mindfulness and mindful learning, can be applied to business and management disciplines to develop the field. Criticisms from academia are made as to the quality and rigor of research into the benefits of mindfulness interventions. The purpose of this workshop is to bring together delegates with an interest in researching mindfulness within organisations, not only as an intervention to wellbeing but also other domains of management such as training, leadership, change management and decision making. We will provide practical activities guiding participants through mindfulness intervention techniques from both wellbeing and mindful learning perspectives. An exploration of ways to raise the bar of management research into mindfulness will help ameliorate the critique over methods employed, and unpack the active ingredients of interventions. The ultimate aim for the future is to push good quality mindfulness research into higher ranking journals as well as have practical implications on organisations.

CORE Practice: Leading and Managing Uncertainty (1109)


  • Rachel Ann Dickinson, University of Warwick

Location: Oculus OC1.04, Oculus Building, University of Warwick


Holebeche’s (2012: 10) report: Changing Times in Universities, refers to the need for ‘openness to new ideas, genuine questioning for improvement, and commitment to a common cause’. As executive leadership and management continue to become increasingly mission critical and performance driven, the need for organisational agility and flexibility is imperative. Like many of these competencies, they require active exploration and practice. This interactive and immersive workshop, relevant to all academic Faculty and Practitioners, will illustrate how Warwick Business School (WBS) is taking steps to re-imagine its role and responsibility in preparing undergraduate students for employment. The session’s focus will be placed on how WBS uncovers the skills and competencies that are now deemed necessary to thrive in what is a competitive and uncertain graduate market place (Stiglitz and Greenwald, 2014, Barnett, 2011). The session will provide participants with an interactive tour of a 10 week, required module (entitled CORE Practice) for 600 first year students. Using material and data drawn from the module the session will model the importance of seeing things differently from a range of perspectives and viewpoints. Emphasis will be placed on reflective inquiry (Dewey, 2008, 2009, 2011) as well as on the open-minded, flexible (Kolb, 1984; 2015) and risk adverse attitudes necessary to build trust and manage uncertainty (Kolb, 1984; 2015; Zgaga, 2009).

Exploring perspectives on embodiment (1111)


  • William McConn, University of Strathclyde
  • Peter McInnes, University of Strathclyde

Location: Oculus OC0.02, Oculus Building, University of Warwick

This workshop responds to the nascent ‘corporeal turn’ in organizational studies by providing a space to critically discuss the place of the body in organizational research. In many ways the body is an elephant in the room for management studies. True, there is work which addresses it explicitly, as something self-evident that enables and constrains what it is possible to be, say and do through aspects of our identity such as gender, age and race. All too often, however, it is treated as an adjunct to what is being undertaken by those engaged in organizational activity. We find, therefore, accounts of leadership, or strategizing, that ignore the physicality of those involved. While keen to promote research which the role of bodies, our workshop seeks to expand the palette of potential approaches to it.

Approaches to embodiment face a tension between acknowledging the possessive and the social. Maxine Sheets-Johnstone (2009: p. 147) for example argues that ‘skin holds us together; flesh binds us together’. That is, while the skin we inhabit ‘grounds’ us in our world, the flesh is social, describing us to others as it is inscribed by what others see us as. In this respect focussing upon what and why particular physicalities act or have an effect in particular ways and circumstances is one of a number of potential ways in which we might approach embodiment. Accordingly we introduce approaches that recognise the sociality of the body including post-embodiment approaches which seek to transcend the analytical constraints of physicality.

The Mask of Leadership and Live Communication - Learning From Theatre Performance (1113)


  • Piers Ibbotson, Warwick Business School

Location: Panorama 2, Rootes Building

This workshop will introduce a simple typology of communication contexts based on the theatrical concept of ‘circles of attention’ and look at the problem of ‘the mask of leadership’ in contexts where a leader’s acts of communication are being witnessed in different ways. We will use insights from theatre practice and the training of masked actors using full-face “naïve” masks, to look at the phenomenon of the mask and the counter mask and how this impacts our effectiveness as leaders in face-to face communication in different contexts.

‘Circles of Attention’ refers to the size and proximity of the group that an actor needs to connect with during a live performance. I have adapted this into a simple typology of communication contexts, namely the intimate, the public and the broadcast. In thinking about leadership we devote a lot of time and energy to ensuring that we are able to communicate successfully; we work hard to overcome the barrier that the mask of authority puts in the way of easy and frank communication. The blurring of broadcast, public, and intimate makes the performance of leadership problematic.

The workshop will be highly interactive and we will be using masks and some exercises from the training of masked actors, to look at the way in which we project and interpret emotions in face –to face communication. The typology of circles of attention and an understanding of how masks operate, can inform how we attempt to teach leadership and develop communication skills in ourselves and others.

Visualizing Narrative Structures in Academic Writing (1114)


  • Rochelle Sibley, University of Warwick
  • Ashley Roberts, University of Warwick

Location: Panorama 3, Rootes Building

Many university students find assignment writing to be challenging, particularly in relation to how to construct and narrate an academic argument. This 90-minute workshop explores the ways in which embodied learning can be used to support students’ assignment-writing skills and build their confidence about how to structure essays. The aim is to demonstrate that play-based learning can help students engage with abstract concepts in academic writing, allowing them to test and communicate their understanding in an enjoyable and engaging format. To achieve this, the workshop uses marble run toys to interpret and build essay structures, focusing on the architecture of written assignments and how the reader will move through the narrative. This exercise was devised to help students use their existing understanding of essay writing and build on the principles of effective narrative structure, while creating a physical representation of the essay narrative makes it easier for the students to share ideas and concerns about academic writing with their peers.

The workshop participants will be invited to undertake the marble run exercise from the student perspective, before engaging in open discussion on how this play-focused learning can be used more broadly to support students in their academic writing. Student feedback on this year’s use of the marble run exercise will also be incorporated to help illustrate the discussion, and participants will be encouraged to share their own experiences of and responses to play-based learning, and how embodied learning could be used further in supporting student writing skills.

This workshop will be of interest to any BAM delegates who want to explore open-learning strategies for supporting their students’ academic writing or who want to discuss their own experience of using play-based learning in higher education.


SESSION 2 - 13.30 - 15.00

Publishing Management Learning and Education Research: Meet the Editors Panel and Paper Development Workshop (300)


  • Emma Bell, Open University, UK (Co-Editor-in-Chief, Management Learning)
  • Dirk Moosmayer, Nottingham University Business School China (Associate Editor, Academy of Management Learning & Education - AMLE)
  • Paul Hibbert, St. Andrews University, UK (Associate Editor, Journal of Management Education)
  • Martyna Śliwa, University of Essex, UK (Associate Editor, Management Learning)

The organisers have experience in delivering similar editorial and paper development workshops, e.g. at BAM 2016, AOM, IACMR, EGOS and AMZAM conferences.

Location: Panorama 3, Rootes Building

Management learning and education is a well-established area of study. Yet many business and management scholars remain unclear about the aims and scope of journals in the field, and the differences between them. This PDW will provide participants with general and one-to-one support and advice from Editors and Associate Editors of three leading, international journals in the management learning and education: Management Learning, Academy of Management Learning & Education, and Journal of Management Education. 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 authors to improve their manuscripts in general and to better address the readership of specific journals in the field. Through its hands-on nature, the session will help participants to both refine their ideas and to increase the likelihood of publication of their manuscript in one of these highly competitive journals. Participation is particularly welcome from early career researchers and those who have not previously published in the area of management learning and education.

Building on Construction, Collage and Expressive technique: Using Lego Serious Play for Projective Research (505)


  • Stephen Dann, Australian National University, Australia

Location: Panorama 2, Rootes Building

Participants will engage in a Lego Serious Play (LSP) facilitated workshop to learn methods, applicability and principles of using Lego in qualitative data collection as a combined collage and construction projection technique. The audience will experience the four key pillars of using Lego for knowledge discovery – metaphor, constructionism, flow and play. Metaphor is the process of modelling ideas and impressions rather than direct representations of reality. Constructionism is the process of learning and thinking through making, and how this unlocks different responses than thinking alone. Flow and play are the two prerequisite states that allow the individual to step into their thought processes in a structured, goal driven and lowered risk environment. These four platforms create the environment in which the Lego bricks become a canvas for projection, and allow individuals to create tangible metaphors to explain abstract concepts – a process known in the trade as “thinking with your hands”. The workshop will cover the procedural steps of creating a safe Lego-centric environment for research; how to engage respondents in the constructionist process; and the limits of the Lego method in data gathering. This will happen through a sequence of exercises that result in participants developing creative insight without feeling like they’re judged, assessed or coaxed into finding the “right answer”. It will emphasise how data can be abstracted and extracted from the LSP process within the constraints of the process, and the limits of the metaphor-making process.

Publishing Social Media Research: Game-changer or Old Wine in New Bottles? (386)


  • Chris James Carter, University of Nottingham
  • Sarah Glozer, Royal Holloway, University of London

Location: Oculus OC0.04, Oculus Building, University of Warwick


Social media are increasingly being used to gain insights into human and organisational behaviour and present valuable opportunities for management researchers. However, issues of accessibility, archiving, anonymity and authenticity still pose significant ethical challenges for management researchers, academic institutions, and the academy more broadly. How do we address these ethical issues when we come to publish social media research? Do we need to adopt new, ‘game-changing’ means through which we review social media research, or do we simply apply our established techniques to social media data sets?

This interactive PDW aims to address these questions by bringing together researchers, reviewers, editors and publishers from across the broad management discipline to consider key ethical challenges we face in publishing social media research. Amongst other topics we will address issues of informed consent, the archival/legacy of social media data, confidentiality and authenticity in a ‘post-truth’ world. Alongside these challenges, we will discuss the appetite for publishing social media research, both in journal and in book form, and share cross-disciplinary best practice principles. We will work towards developing a toolkit for management scholars who wish to assess the ethicality of their data collection/analysis techniques in social media settings, and consider the possibility of establishing a virtual network through which we can continue our conversations.

This PDW will be of interest to scholars who are currently utilising, have utilised or are considering using social media methods from both quantitative and qualitative methodological perspectives. We encourage scholars to bring their ideas, experiences tips and challenges of working with social media research with them to this session.{C}{C}

Leadership Development for Small Business: Sharing Best Practice from the MKE Educational Practice Award (1087)


  • Karise Hutchinson, Ulster University

Location: Oculus OC1.04, Oculus Building, University of Warwick

The leadership development programme ‘Lead2Grow’ designed for small business owners received the British Academy of Management Educational Practice award in 2016 for its innovative design, delivery and impact. The role of the Business School in delivering real economic and social impact is much debated and there is no doubt of the increasing demands on academics to deliver on high quality teaching and research. Dr Karise Hutchinson will share the programme journey from academic and practitioner perspectives from design to delivery and evaluation, outlining the opportunities and challenges in the process. The workshop will not only provide a taster of the pedagogic approach and learning activities deployed, but also include the small business leader perspective in taking part in the programme. This is an interactive workshop structured around 3 sessions:

  1. Application of theory to the world of small business
  2. Pedagogy and impact
  3. Active learning set with reflective practice

For more information please email:{C}

More Rigor and Relevance with NCA (1089)


  • Jan Dul, Rotterdam School of Management, The Netherlands

Location: Room Oculus OC1.07, Oculus Building, University of Warwick

Are you looking for a novel and promising methodology that can help you publishing in top journals? Join us at the Necessary Condition Analysis (NCA) in Warwick!

What is NCA?
NCA is a novel method, recently published in Organizational Research Methods (Dul, 2016), that can increase your publication chances. The method has already been applied in several management fields. Reactions of editors and reviewers 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".

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.

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 single 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.

NCA is a user-friendly method that requires no advanced statistical or methodological knowledge beforehand. You can become one of the first users of NCA in your field, which makes your publication(s) extra attractive. In the workshop we will discuss many examples of necessary conditions in different management fields and will present the latest developments of the method.
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.

German Perspectives on Management Theory and Practice (1093)


  • Stephan Kassel, Westsächsische Hochschule Zwickau, University of Applied Sciences, Germany
  • Uta Kirschten, Westsächsische Hochschule Zwickau, University of Applied Sciences, Germany
  • Christoph Laroque, Westsächsische Hochschule Zwickau, University of Applied Sciences, Germany
  • Kevin Reuther, Westsächsische Hochschule Zwickau, University of Applied Sciences, Germany/ University of the West of Scotland, United Kingdom
  • Matthias Richter, Westsächsische Hochschule Zwickau, University of Applied Sciences, Germany
  • Christian-Andreas Schumann, Westsächsische Hochschule Zwickau, University of Applied Sciences, Germany
  • Angela Walter, Westsächsische Hochschule Zwickau, University of Applied Sciences, Germany
  • Bernd Zirkler, Westsächsische Hochschule Zwickau, University of Applied Sciences, Germany

Location: Panorama 1, Rootes Building

The Professional Development Workshop (PDW) ‘German Perspectives on Management Theory and Practice’ aims to introduce new insights and different perspectives on a variety of topics in the Management Research field and to provide an opportunity for the discussion of these topics. It is divided into two parts. The first part provides a condensed overview of a variety of Management topics assessed from theoretical and practical perspectives. Speakers from Germany that are experts in their research area present short keynotes to provide an introduction and their perspective on the respective topic. The PDW thereby includes presentations on eight topics that are Human Resource Management, Innovation Management, Management Accounting, Management of Industry Analytics, Management of Work-Life-Balance, Sales Management, Transportation Management and Transformation Management. This does not only emphasise a considerable range of Management disciplines, but also the connection to their respective backgrounds in the social and natural sciences, including the foundational work of Comte, Durkheim, Parsons and Weber. The second part is held in a round table format where each speaker acts as a moderator for one table and workshop participants are given the opportunity to choose two to three tables to join during the time of the discussion. This leads to a fruitful exchange of ideas and various new perceptions on the presented management topics.

Bridging the Gap between (Professional) Engagement and (Academic) Research (1095)


  • Lynne Butel, Plymouth University
  • Shasha Zhao, Middlesex University

Location: Humanities 1.48, Humanities Building, University of Warwick

Workshop overview and relevance

The transfer or sharing of knowledge from Practitioner Engagement to Teaching is easy, and similarly, the sharing of knowledge gained from Research into Teaching. This is the bedrock of what we do. However, knowledge gained through Engagement with practitioners is more difficult, as is the transfer from Research to Engagement. This workshop offers the opportunity to consider why this is the case, and explores methods which might be used to bridge the gap between professional engagement and academic research.

Engagement with practitioners, for example, via the highly successful Knowledge Transfer Partnership (KTP) schemes, is often very successful for the industry and feeds back well into teaching as anecdotal evidence or even as a case study, but is rarely easily publishable. There are many reasons for this. The commercial or social sensitivity of the subject may mean judicious editing results in findings which are so anodyne that they are of little general interest. The very specific, rich details of that sector, in those circumstances, with those challenges, are of limited value when trying to draw more general conclusions. The gap between understanding them through engagement and producing publishable research remains.
This workshop aims to first promote useful debate and discussion on the gap between practices and research. Based on this, an attempt at addressing a fundamental question will be made: How can management academics best engage with management practitioners in leading to successful publication of enlightening findings. This workshop will be of interest to various members of the BAM community, including academics that have broad interests in practice-research collaboration projects, have had a track record of engagement through, e.g. KTP schemes, or are experienced in running collaborative industry-academic research projects, e.g. Horizon 2020. It will also be of interests to members of specific professional organisations, who bridge the engagement research gap in ways not available in the business and management discipline.

Workshop format

The format of the workshop will be broadly set as the following: At least one presentation will be given by the organisers at the outset to initiate the debate and discussion on the gap between management practice and research engagement. This is followed by roundtable discussions among attendees on the issue of engagement. It is also anticipated that attendees will identify obstacles to knowledge sharing and share good practices that are likely to bridge the gap. Finally, the workshop concludes with a summary of key concerns and possible methods or tools for attendees to take away for afterthoughts.

Purpose-led Business and the Impact on Management Education (1097)


  • Karen Margaret Thompson, Bournemouth University

Location: Library Room 2, Library, University of Warwick

Academics from a range of management disciplines will interactively explore the concept of purpose-led business. The challenges of transforming business to serve society and the environment as well as shareholders will be investigated along with the implications for educators.

Management curricular often feature sustainability as a specialised module/s or as a topic/s within discipline-specific modules e.g. corporate social responsibility as an element of strategic management or human resource management. Discipline-specific attention to sustainability is valuable but the impact is often constrained by external limitations. Furthermore, conventional business frameworks usually give precedence to economic considerations and the short-term interests of shareholders, often at the expense of the longer term interests of society and the environment. Delivering value to all stakeholders without preference requires new models and holistic multi-disciplinary approaches that challenge conventional thinking, and effectively engage a wide range of stakeholders.

A global movement of companies are beginning to re-define business success in ways that challenge traditional forms of organisation, legal frameworks, financial structures and management practices. Business transformation around a focus on purpose has been shown to connect economic aspects with the environment and the communities upon which business depends.

This workshop will provide an introduction to the principles of purpose-led business and re-generative systems. A case study of a re-generative business will be shared. Participants will then explore the implications, challenges and opportunities both for practice and for management education, using single and multi-disciplinary perspectives.

From Being to Becoming: Understanding Quality in Qualitative Process Studies (1099)

Speakers :

  • Markus Vodosek, German Graduate School of Management and Law, Germany

  • Sarah Stanske, European University Viadrina, Germany/ German Graduate School of Management and Law, Germany

  • Giorgi Shuradze, European University Viadrina, Germany/ German Graduate School of Management and Law, Germany

Location: Oculus OC1.06, Oculus Building, University of Warwick

This interactive workshop is designed for approximately 30 doctoral students and junior faculty members who conduct qualitative research and consider applying a process perspective to their studies. In the first part of the workshop, Robert Chia and Benson Honig will, respectively, share their insights into a) the implications of doing research with a process perspective; b) the characteristics of a well-crafted qualitative study that uses a process view. In the second part of the workshop, participants will break into small groups and briefly present the research designs they submitted when they registered for the workshop. Participants will receive individual feedback from group facilitators and discuss their research designs with the rest of the group. Each group will be facilitated by an experienced scholar with a track record of published qualitative papers that use a process perspective. The learning outcomes of this workshop will include better understanding of how to ensure quality in qualitative studies, greater familiarity with taking a process perspective, and an enhanced ability to reflect on one’s own research design. In addition, participants will have been able to test their initial research designs among a group of peers and experienced researchers, and to build new professional relationships with novice and senior scholars.

Pre-registration is required for this session. To register, please send your one-page application to Sarah Stanske at by August 27th, 2017. The registration document should include your research interests (max. five keywords), the names of the SIGs you belong to, and a research design for your qualitative study. Applications will be notified about the acceptance to the workshop by August 30th, 2017. In order to prepare for the session, very successful applicant will be assigned a pre-workshop reading material.

Philosophical Methods for Management Research and Practice (1103)


  • Wim Vandekerckhove, University of Greenwich, United Kingdom

  • Nelarine Cornelius, Queen Mary University London, United Kingdom

  • Mark Dibben, University of Tasmania, Australia

  • Cristina Neesham, Swinburne University of Technology, Australia

  • Steven Segal, Macquarie University, Australia

Location: Oculus OC1.01, Oculus Building, University of Warwick


The purpose of this workshop is to explore the potential of philosophical methods to advance management research for the benefit of society and humanity. It is designed to stimulate the imagination of participants, by inviting them to brainstorm various ways in which specific philosophical methods (e.g. thought experiments, critical theory, discourse ethics, constructivism, hermeneutic circles) can be applied to specific management and organization research issues, and challenging them to evaluate the analytical potential of particular applications. The organizers invite colleagues to examine questions like: How can philosophical methods inform management practice research? and, What would be some of the more productive modalities of transitioning from observation/practice to philosophical reflection, and back, so that our understanding of management can be enriched?

Our workshop is open to trying out a variety of such means, for example analytical or modal logic, dialectics, phenomenology, hermeneutics, deconstruction, speculative synopsis and synthesis, and thought experiments. In doing so, we respond to widespread agreement among management and organization scholars that the complex, systemic problems facing our discipline and practice today (e.g. unsustainable business practices, economic crises, entrenched social inequalities) are in need of new responses from management theory and practice, based on fundamentally reconsidered ways of thinking. Engaging in doing philosophy through our scholarship may just provide the leadership by example required to open not only more fertile directions of research in management but also more revolutionary ways of exploring these directions.

We therefore invite and welcome colleagues interested in the question inter-disciplinarity and the Special interest groups of e.g. research methodology, critical management studies, knowledge and learning, and leadership development and identity, amongst others, to explore with us questions like:

How can philosophical methods inform management practice research?
What would be some of the more productive modalities of transitioning from observation/practice to philosophical reflection, and back, so that our understanding of management can be enriched?
How might a philosophically informed approach to teaching management open up new possibilities for learning about the conundrums faced by leaders and managers in their lived experience of the roles they fulfil?

This workshop is designed to stimulate the imagination of participants, by inviting them to brainstorm various ways in which specific philosophical methods can be applied to specific management and organization research issues, and challenging them to begin exploring the analytical potential of particular applications. To achieve this, the workshop will encourage interaction of Academy participants (irrespective of level of experience or area of interest), through dialogue and small group activities that provoke them to creatively address imperative research questions and problems.

Scholarly reflection on the crucial role of philosophical methods in producing new, paradigm-shifting insights is of utmost relevance to management and organization research. We hope this initiative will attract the attention of management researchers with a diverse range of interests and perspectives. As such, this workshop represents an ideal opportunity to bring together fellow scholars with a keen interest in engaging in philosophical methods in their research and we aim, using the momentum created by this event, to initiate and further develop a ‘Philosophical Methods for Management’ Network, perhaps within the Research Special Interest Group.


Mir, R., Willmott, H., & Greenwood, M. (Eds.). (2016). The Routledge Companion to Philosophy in Organization Studies. London: Routledge.
Tsang, E. W. (2016). The Philosophy of Management Research. London: Routledge.

Using Case Studies: Bringing the Real World into your Classroom (1117)


  • Trevor Williamson, The Case Centre

Location: Oculus OC0.02, Oculus Building, University of Warwick

Workshop Overview:

This workshop, run by The Case Centre and led by a case method expert, is an invaluable opportunity for delegates to find out more about the case method and case teaching. 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.

Participants will take part in large group discussions, small group work and experience being a student again, all of which are rich learning experiences. The tutor will show how different cases can provide the basis for dynamic classroom discussions 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. 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.

Marketing-as-practice: Exploring the research field, it’s methodologies and future research agenda (1118)


  • Keith Glanfield, Aston University, Birmingham
  • Tony Kent, Nottingham Trent University
  • Katy Mason, Lancaster University
  • Teea Palo, Lancaster University

Location: Humanities 0.60, Humanities Building, University of Warwick

This year’s conference theme “Re-connecting management research with the disciplines: Shaping the research agenda for the social sciences” firmly implies the research of management researchers should inform the practice of professional managers and vice versa. The recent BJM special issue entitled “Impact and management Research: Exploring Relationships between Temporality, Dialogues, Reflexivity and Praxis” calls for and offers a more “nuanced understanding of how managers and policy makers come to encounter and engage with research findings and theories, and how they and other key actors transform those theories through their use: in practice” (Macintosh, Beech, Bartunek, Mason, Cooke and Denyer, 2017, p.11).

The “practice turn” in the social sciences concerns “social fields” (Bourdieu, 1990) and “systems” (Giddens, 1984) informing the practices (i.e. shared understandings, cultural rules, languages and procedures) that guide and enable human activity. Activity encompasses not just what is done but how it is done by social actors (De Certeau, 1984). Whereby, the skills and initiative of actors amend their stock of existing practices and creating new practices (Giddens, 1991). For example in the field of strategy-as-practice (Whittington, 2006), practice comprises three elements. Praxis, all the various activities involved in the deliberate formulation and implementation of strategy. Practitioners, those who do the work of making, shaping and executing strategies. Practices, organisational specific routines, procedures etc. From the early 2000’s “strategy-as-practice has established itself as a clearly defined sub-field in strategy research” (Golorski, Roluleau, Seidl and Vaara, 2015, p.3).

The same cannot be said for the field of marketing research. By comparison marketing-as-practice is a fragmented research field, in it’s early stages of development, and is principally classified within the field of “critical marketing”. A field that questions the very existence of marketing as a business function and discipline. Taking a generally sceptical position on marketing’s role in the making of market’s and overly creating and influencing economic consumption.

In recognition of this, since 2015, the Marketing and Retail SIG have built and developed a working relationship with the Chartered Institute of Marketing, the UK’s leading professional body for practicing marketers. Setting up an academic panel of BAM academics to inform the CIM’s activity in the Midlands, running a series of joint CIM and BAM events titled “challenging practice” and incrementally developing a marketing-as-practice research agenda. To the point where the M&R SIG, this year, received BAM funding to develop the CIM relationship into a national partnership and , in June, are running a joint BAM and CIM one day event on “the future of marketing practice”. The next step is to share and open out this work to a wider audience of BAM marketing academics, via a conference Pdw. To build the academic research agenda and extent the community of academics engaged in marketing-as-practice scholarship.


Sponsored By PMI

The BAM2017 Professional Development Workshops have been kindly sponsored by the Project 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



5th September 2017   to   3:00 PM
University of Warwick
United Kingdom
Session 1 Choice 09.00 - 10.30
Open BAM Fellows Session: The Future of Business Schools and Management Research: Key Challenges for Difficult Times
Myth-Understanding Organizational Change (88)
Wither research integrity? Framing the issues in a multidisciplinary environment (1090)
What Difference Does Your Paradigm Make? (1091)
The Scholar-Practitioner within Management - Perspectives and Prospects (1094)
Addressing Skills Gaps Through Industry-led Module Design and Co-teaching – The Future of Management Education? (1104)
Envisioning the Future of Responsible Management Education (RME) in the era of the Sustainable Development Goals (SDGs) - Challenges and Opportunities – a collaboration between BAM and PRME (Principles for Responsible Management Education) (1107)
Mind Full or Mindful? Raising the Bar of Management Research on Mindfulness: A Professional Development Workshop for British Academy of Management 2017 (1106)
CORE Practice: Leading and Managing Uncertainty (1109)
Exploring perspectives on embodiment (1111)
The Mask of Leadership and Live Communication - Learning From Theatre Performance (1113)
Visualizing Narrative Structures in Academic Writing (1114)
Session 2 Choice: 13.30 - 15.00
I will not be attending the 13.30 - 15.00 PDW session £ 0.00
Publishing Management Learning and Education Research: Meet the Editors Panel and Paper Development Workshop (300) £ 0.00
Building on Construction, Collage and Expressive technique: Using Lego Serious Play for Projective Research (505) £ 0.00
Publishing Social Media Research: Game-changer or Old Wine in New Bottles? (386) £ 0.00
Leadership Development for Small Business: Sharing Best Practice from the MKE Educational Practice Award (1087) £ 0.00
More Rigor and Relevance with NCA (1089) £ 0.00
German Perspectives on Management Theory and Practice (1093) £ 0.00
Bridging the Gap between (Professional) Engagement and (Academic) Research (1095) £ 0.00
Purpose-led Business and the Impact on Management Education (1097) £ 0.00
From Being to Becoming: Understanding Quality in Qualitative Process Studies (1099) £ 0.00
Philosophical Methods for Management Research and Practice (1103) £ 0.00
Using Case Studies: Bringing the Real World into your Classroom (1117) £ 0.00
Marketing-as-practice: Exploring the research field, it’s methodologies and future research agenda (1118) £ 0.00
Event Information
Product Code
Event Provider BAM
Date / Time 5th September, 9am
Venue University of Warwick
Event Type Development Workshop
Target Audience All Levels
Booking Deadline 28 August 2017
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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