Book your Place Now
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 BAM2018 Conference.
Delegates can attend 2 of the 29 PDWs, which will run in two sessions from 09:00am - 10.30am and 11.00 - 12.30 on Tuesday 4th September.
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 - Celebrating Women in Business Schools
Location: ECC Lecture Theatre, Exhibition and Conference Centre
This year, in keeping with the centenary celebrations of women's vote, Gender Pay Gap reporting in the UK, and the Time's Up and #MeToo social media campaigns, BAM Fellows thought it would be appropriate to dedicate the Fellows session at BAM2018 to Gender. The session will consist of three short research presentations followed by a Q and A session with a panel of female Deans, and will be chaired by BAM’s President and founder, Sir Cary Cooper.
Presentations will be given by:
- Fiona Wilson on the gender pay gap in universities
- Gary Powell on women and leadership
- Caroline Gatrell on women in STEM
The panel will be:
- Catherine Cassell, Dean, Birmingham Business School
- Veronique Ambrosini, Head, Monash Business School, Australia
- Jane Harrington, Provost and former Dean, Bristol Business School
All, whether BAM Fellow or not, are welcome to come to this session.
The Challenges and Enablers of Active Teaching Approaches to Achieve Critical Thinking Outcomes for Business School Students (220)
- Sarah Ivory, University of Edinburgh
- Andrea English, University of Edinburgh
- Mary Bovill, University of Edinburgh
- Dinan Murdoch, University of Edinburgh
Location: 3X109, Bristol Business School
Critical thinking is increasingly listed as an essential element of business school students’ development. And yet how do we teach it? Is it possible to teach it? Should we teach it explicitly, or integrate elements into all of our courses? Those of you who have asked yourselves similar questions to these will benefit from this informative PDW which aims to provide a grounding in the extant literature (educational as well as business and management), a forum for discussion and sharing views, results of a study into active teaching approaches, and ideas about ways to approach active teaching to achieve critical thinking outcomes. The facilitators – an experienced business school academic and a leading educational researcher – will draw on data from a research project which studied how tutors approached the challenge of active teaching as part of the University of Edinburgh’s innovative reform to first-year undergraduate business school teaching, centred around the core learning objective of critical thinking. We will provide detailed analysis of how, why, and when we believe active teaching was successful and less successful in these environments.
You will come out of this session with:
A grounding in the recent critical thinking literature (from education as well as business and management)
An appreciation for innovative curriculum design which explicitly centres around critical thinking
An understanding of the challenges and enablers to achieving critical thinking learning which requires active teaching approaches
An opportunity to have shared and critically reflected on your own teaching approaches, and subsequent student learning outcomes
Ideas about ways to approach active teaching and support systems that can assist in achieving such learning outcomes
This will be an open, collegiate, and interactive session. We welcome: experienced academics as well as those early in their careers; those who have been convinced of the importance of critical thinking for years, and those new to the concept; those attempting to develop their own active teaching portfolio, and those who are just interested in the topic. If there is interest, the facilitators would welcome developing an informal network at the end of the session to share and learn from our respective forays into achieving critical thinking outcomes for students in the coming years.
"Reality Learning" Via Executive Video Cases: A Possible New Teaching Approach for Business Management (257)
- Nukhet Vardar, El Izi Communications Consultancy UK Limited
Location: 3X107, Bristol Business School
This PDW addresses to millennials’ new learning habits and challenges faced by today’s lecturers; suggesting a possible new alternative teaching approach, by integrating more “reality learning” and “dilemma training” to increase student engagement with the help of digital technology in business management teaching. Research shows that today’s university students mostly learn and communicate through multi-media (Nicholas, 2008). “Real life” problems get their attention and they like to be engaged in an activity while learning (Ditlev-Simonsen, 2017). In short, millennials need to be engaged with learning exercises, enabling them to be decision makers in the course. All these findings point out towards more group work, more problem solving in classes and more robust case analysis - all with integration of technology (Luckin, R. 2018).
Based on these concerns, a new web and video based, teaching tool called Brands Whisper’g® was developed. This website (www.brandswhispering.com) is structured similar to a Marketing text book, with a similar outline. However, instead of covering each and every chapter through a marketing text, scripted video cases are narrated by marketing executives (reality learning). The subjects covered in these video cases are linked to one another, like chapters in a textbook. Furthermore the order of teaching/learning is reversed. First scripted video cases are watched, each employing problem/solution approach (dilemma training). Then, the theory is explained by the lecturer in the Q &A, making use of that specific case as an example. Since lecture starts with a real life problem, not by theory; higher student engagement is attained throughout the lecture.
This PDW will run one of these web based, digitalized videos with its participants, discussing its possible impact and how to use it in the classroom environment, while getting participants’ feedback for further improvements in a full interactive session.
Speed Dating For Productivity: Get That Paper Written (321)
- Ruth Massie, Cranfield University
- Donald Nordberg, Bournemouth University
Location: Itchen, Exhibition and Conference Centre
Do you need a little help to get you REF-ready in Business and Management? Is your research located somewhere in the borderlands between organisation studies, strategy, leadership and governance? If yes, we might just have the Professional Development Workshop for you; Speed-dating!
We like to invite two types of participants: Type A’s have a draw full of data, or a half-written paper that ‘just’ needs to get written up into a journal paper. Type B’s, need experience writing papers or have time to help whip a good idea into the shape of a good paper.
Wherever you are in your academic career, evidence suggests that team writing can develop skills and drive productivity.
This workshop takes the form of speed dating, where those with data and part written papers get to ‘date’ academics willing to assist in turning them into publishable journal papers in return for skills development and acknowledgement of authorship. The aim of the session is twofold; firstly, to build collaborative partnerships that facilitate the production of academic journal papers; and secondly, to support new academic writers in developing their scholarly skills.
If you are a type A, we would like you to send a 40-50 word “singles” advert so potential partners can see if you are their type. These will be circulated to all attendees prior to the PWD. Here’s an sample advert for inspiration:
Experienced Qual Type A w/ full text of 200+ consultation responses to 2018 UK CG Code seeks liaison w/ Type B possessing content analysis toolkit. Similar data available from consultations in 1992, 2003, 2010 for someone with longitudinal ideas.
Please send your advert to Ruth Massie via email@example.com by 24th Aug 2018.
Showcasing the Use of Student Videography in the Leadership and Management Classroom (416)
PLEASE NOTE THIS PDW WILL RUN FOR 2 HOURS
- Jon Billsberry, Deakin University
Location: Frome, Exhibition and Conference Centre
Although human resource management, general management, organizational behaviour, change, and leadership are behavioural sciences, these subjects are commonly taught in a behaviourally-free manner. Interventions that bring behaviours into the classroom include role-plays, workshops, and some forms of experiential learning. Such teaching approaches require expert facilitation and often a lot of resources. Over the past five years, I have been exploring simpler but equally effective ways to bring behaviour into my classroom by using student videography. In this context, videography is defined as student filmmaking. I have found this approach is well received by students and applicable to a wide range of human resource management, general management, organizational behaviour, change and leadership topics. In this PDW I shall review the lessons that I have learned over the past five years trying to bring behaviour into my classroom using videography. In short, I have developed three different strategies reflecting the nature of the equipment deployed. First, I shall look at teaching approaches where students are asked to use their own equipment. Then I shall look at the possibilities using ‘amateur’ level equipment. And finally, I explore the behavioural teaching opportunities using ‘professional’ level equipment. My overarching approach for the PDW will be to showcase students’ work and interactively discuss how these results were achieved with clear practical advice for those wishing to replicate this approach to teaching. It will be an interactive and entertaining session suitable for anyone curious about using filmmaking or videography in their teaching.
Staff-Student Engagement Model Workshop (617)
- Jonathan Liu, Regents University London
- Stephen Ellis, Regents University London
- Rosanna Cole, University of Surrey
Location: 3X114, Bristol Business School
The workshop seeks to gain insight from participants around 4 specific elements of staff and student interactions as described in a new proposed model (4Es) covering Enhancement, Environment, Elegance and Engagement. As the Office of the Student takes over the reins of control and ultimately determine the allocation of resources to follow students, it is timely to investigate how best to engage students in order to determine what constitutes managing the student experience. The challenge of engaging academic staff more effectively is being faced in many HEIs as well and our view is that removing the demoralising impact of having to work with disengaged students will be a major breakthrough in achieving better productivity, better working environments and better academic performance.
Participants are invited for discussion at the workshop where the model provides the background and context.
Schedule of the workshop;
- Introduction and importance of the model
- Sharing experiences – what institutions do that disengage students?
- Model review and focus of questions
- Plenary feedback and further work recommendations
The workshop invites criticism and comment on the new model of managing student engagement. The model combines academic and business concepts and advocates that student engagement now needs to be a priority for overworked academic. Participants will be prompted to share real examples from their own institutions where students are currently actively ‘disengaged’ by academic policies/procedures/approaches, either deliberately or by the knock on impacts.
Participants will be asked to focus on one of the four areas of the model and review the face validity of the constructs and areas. Prompt questions will be provided for each group and the facilitators will work between the groups to ensure that the discussion is both valuable and recorded.
Organizational Neglect: the toxic triangle of deficits (647)
- Joost Kampen, Vrije Universiteit, Amsterdam
- Andre Henken, Van de Bunt Management Consulting
Location: 5X100, Bristol Business School
Emotional abuse and neglect in the workplace deserve wider recognition in organizational research and OD practice because the process involved is insidious and paralyzes organizational development. Neglect can go on undetected for years. Or the neglect is neglected by senior management. The impact in the workplace tends to become apparent after transitions such as mergers or major reorganizations.
This PDW will tackle questions such as: How does destructive organizational development look like? Why do we repeat the same mistakes in intervention strategies? How does destructive leadership undermine motivation and initiate retaliation? How does destructive followership like counterproductive work behavior, bullying or maltreatment affect motivation and health of employees and undermine the performance of the organization? The presenters will explore the striking similarities between the symptoms of ailing organizations and those of abusive or neglectful families.
Participants will learn to use a diagnostic method to detect signs of neglect and will learn what is important to restore organizational health. In this process the dynamics in the toxic triangle (destructive organizational development, destructive leadership, destructive followership) of organizational neglect are of vital importance.
The recovery process takes several years to complete in a particular organizational unit. The primary criterium for evaluating success is: how long does it take for reciprocity in relations between staff and managers to return. In a large organization, various organizational units will be in different stages of the recovery process at any one time. The leaders in such a recovery process will be confronted with an exhausting task: to remain fit will be a major challenge.
The workshop is based on a decade of OD practice and action research, consisting of over 150 cases in both the public and private sector. CEO’s, senior managers and management consultants assigned to change programs should be familiar with the concept of emotional neglect in the workplace as this enables them to identify signs of neglect in the context of their organization or department.
Enterprise Skills For All - Using Role-Play to Develop Emotional Resilience and Employability Skills in the Classroom (757)
- Inge Hill, Coventry University
Location: 5X101, Bristol Business School
Enterprise Skills For All – using role-play to develop emotional resilience and employability skills in the classroom.
This practical hands-on workshop engages colleagues in the fun and light-touch approach to role-play’s use for learning and teaching. The aim is to enable more colleagues to integrate entrepreneurial effectiveness skills development into their learning and teaching strategies.
The learning outcomes are…To
Experience briefly the taster of an exercise as learners – selling mobile pet grooming services (based on a real business case) and reflect on these experiences.
Identify advantages of using role-play for integrating enterprise into the curriculum
Discuss integrating enterprise into the curriculum and share good practice.
This interactive workshop invites colleagues to act as learners for up to 20 minutes - they are participants in a simple role-play. Subsequently, the debrief explains the roles and function of the exercise in student learning; participants share insights on their learning and experiences with the exercise as part of this process. Then in a last step this role-play exercise is used as an example to explore and share good practice on how role-play can be used as a teaching and learning tool to increase employability skills, including public speaking and problem solving skills.
The Facilitator shares experiences and insights into creating role-plays for learning and teaching, not only in the area of enterprise / entrepreneurship and contextualises enterprise education within the HE policy landscape.
Brief for this simple role-play and hand-outs to use in class;
List of selected references on enterprise education and using role-play for teaching and learning.
About the facilitator:
Dr. Inge Hill, Senior Lecturer, Coventry University, is a Senior HEA Fellow and board member of Enterprise Educators UK. She is a strategist and her research is rooted in practice theory; she is co-chair of the BAM Strategy SIG.
Professional Reflexivity through Structured Story Creation/Telling (773)
- Elinor Vettraino, Bishop Grosseteste University
- Carol Jarvis, University of the West of England
Location: 5X107 Bristol Business School
In this PDW we develop participants’ understanding and capacity for bringing critical self-reflection into everyday practice through a storytelling process called Six-Part-Story Method (6PSM), an embodied approach to critical reflection.
6PSM sits within a broader, embodied, aesthetic tradition. It is a story creation/telling tool originally designed as a diagnostic tool by Dramatherapists Lahad and Ayalon (1992) working with children traumatised by the experience of war. The method enables participants to create a story with 6 key elements: a character; a task; a helpful force; a force that tries to hinder; an element that draws the story together; a conclusion. Stories are created within the genre of fantasy, myth or fairytale, enabling exploration of real experiences through the aesthetic distance of fiction and allowing participants to own their own experiences without having to explain them to others.
Through this lens, reflexivity, or thoughtful action, involves the idea of the transformative ‘stop’ moment (Appelbaum, 1995; Fels, 2012), the ability to halt an action, consider what is working and what isn’t and how acting from that understanding can make useful change. Not a literal translation of a reflective moment, Applebaum (1995) characterises it as the advent of intelligent choice; a moment of critical reflexivity that uses the aesthetics of the experience to transform action.
Here we introduce the 6PSM process, contextualised within the traditions of embodied reflective and reflexive practices in the business and management field. You then have a live experience of the 6PSM story creation, using your own work-based ‘story’. Stories are shared in small groups, with main themes shared with the whole group. The workshop concludes with a facilitated plenary.
We hope you leave this PDW with an embodied experience and understanding of a creative, insightful approach to developing embodied reflexive practice, in yourself and the learners you work with.
Preparing a Management and Business History book proposal: Meet the Editors (1107)
- Kevin D. Tennent, University of York
- Alex G. Gillett, University of York
Location: Thames, Exhibition and Conference Centre
About the session
The Management and Business History field lends itself to book publishing, because while research can be used to refine theory through papers there is also a need for thicker description and more detailed narratives to fully utilize the archival and interview research undertaken in the field. We aspire to promote academic book publishing as a medium for publishing alongside journal articles, as well as raising their currency in the REF. In this workshop we aim to convey this message to attendees by presenting firstly on the intellectual basis of book publishing in management and business history, and then secondly by introducing scholars to the book publishing process. Scholars may not be as familiar with the book publishing process and what is involved as they are with the process for publishing papers in academic journals. We aim therefore to endow attendees with a practical knowledge and understanding of the book publishing process from our perspective. We have sat on both sides of the fence – we are series editors and experienced authors.
This workshop aims to advise and encourage academics at all stages of their careers, including Early Career Researchers and PhD students who are interested in learning about how to publish an academic book or monograph that showcases their research. The session chairs are editors currently overseeing a book series published by Emerald, a leading global academic publisher. Delegates will be guided through the process of crafting a book proposal and provided insight as to what editors are looking for. This will include the opportunity to make a short written summary and verbal pitch, and to receive feedback on this from other delegates and the session chairs.
About the session chairs
Dr Kevin D. Tennent and Dr Alex G. Gillett are co-editors of the new Emerald book series Frontiers in Management History and have additional experience from working with other publishers as reviewers and authors of various textbooks, monographs, and chapters in edited collections.
A Briefing And Debriefing Tool For Making Key Leadership Decisions (1111)
- Mervyn Conroy, University of Birmingham
- Catherine Weir, University of Birmingham
Location: Wye, Exhibition and Conference Centre
Phronesis Workshop Overview:
A Briefing and Debriefing Tool for Making Key (Ethical) Leadership Decisions
All leaders have to make complex ethical decisions on a daily basis and have a vast (some might say overwhelming) array of guidelines, formularies and policies to draw upon and consider. However there are few practice based tools to either brief on the decision making process for any particular situation or to review decisions. Questions have rarely been asked as to how professionals are equipped morally (or otherwise) to navigate a chaotic world of practice rife with competing demands and relationships in order to come to decisions which contribute to the good of their immediate customers or service users, their communities and wider society. Here we offer a tool that we think could equip leaders and their peer group with a moral debating resource to make better ethical decisions. This is a briefing tool for use before, in and after action to help leaders in any discipline in their reflection on complex ethical decisions. Delegates have the opportunity to bring their decisions and associated ethical dilemmas and test out the tool to see if helps them reach an ethical decision. Bringing and working on an ethical dilemma is not compulsory – you may be interested in the research and policy dimensions rather than the practical application. Your feedback on the tool would be appreciated regardless.
This is part of a four year AHRC funded project where we have applied virtue ethics and an executive virtue concept named phronesis (practical wisdom) to data we collected from 131 Doctors and Consultants. We interviewed probably the most trusted profession in the world (medics) to find out what making ethically wise decisions means to them. The narratives we collected offered the composite ethical wisdom from a reasonable large group from the medical profession.
What Have The Identity Scholars Ever Done For Us? Starting Critical Conversations About Productivity (1114)
- Ali Rostron, University of Liverpool
- Kate Black, Northumbria University
Location: 6X101, Bristol Business School
For some scholars, and particularly for many in the Identity SIG, this year’s conference theme is provocative. On the one hand it seems to make assumptions about the purpose and nature of work and business that we may find problematic or seek to question and criticise. On the other hand, it also challenges us to consider the purpose of our research, who benefits from it and what changes it effects. In this workshop we therefore ask ourselves, as identity scholars, what have we to do with productivity?
We will start by considering, from a critical perspective, what productivity might mean, and examine some ways in which identity studies might contribute to such notions. We will then review four different and contrasting areas in which identity studies might have implications for managerial, and productive, intentions: namely, developing new and innovative approaches to Human Resource Development; understanding and facilitating group behaviours; understanding issues of organisational equality, diversity, fit and mis-fit; and generating insight into how organisational members interpret and enact their organisational roles. This will be followed by a breakout session in which delegates will be invited to reflect both on the ideas presented, and their own research, and to consider how we might better demonstrate the meaning and impact of our work for organisations and business. In doing so, delegates will be able not only to share past experience of struggle and success, but also to imagine what future struggles and successes might look like. In “uncertain times” what current certainties might we creatively and constructively be able to challenge?
The workshop will be of interest not only to those already researching or considering the identity field, but to any scholars who wish to explore how interpretative and critical research can more effectively demonstrate its value to organisations, business and society. In the interests of generating provocative – and productive – conversations we particularly welcome identity and other scholars who work in a more mainstream or positivist paradigm.
Coaching: A Skill For Challenging Times (1115)
- Phil St John Renshaw, Cranfield University
- Jennifer Robinson, Cranfiel
Location: Arno, Exhibition and Conference Centre
Coaching is a one-to-one conversation that achieves outcomes that are valued by the person who is being coached (Smither, 2011). Against the background of increased expectations and constrained resources in academia, coaching can provide a number of key positive effects (Jones, Woods and Guillaume, 2015). Specifically, there is emerging evidence that a key contributor to rising levels of academic stress is relational difficulty (Tytherleigh et al., 2005) an area ripe for coaching intervention. This PDW is a fast-start in coaching skills specifically for academic contexts.
Unique skills are required by those undertaking coaching (Ely et al., 2010). But there are some basics that can be easily taught for those who wish to integrate coaching skills into their everyday interaction with colleagues and students, notwithstanding the extensive competency frameworks of the professional coaching bodies. In shortlisting the following skills we have relied on the literature that provides the most substantive evidence for positive outcomes, foremost amongst these skills are listening and paraphrasing, summarizing and asking appropriate questions (Castleberry and Shepherd, 1993). Our contention – following (Mineyama et al., 2007) - is that coaching behavior has the possibility of lowering psychological stress, improving work-based relationships and providing a wider range of responses to challenging circumstances.
The PDW will review the theory and evidence for the efficacy of coaching and it will be relevant for all levels of experience, from early-career through to well-established academics. Most importantly the workshop invites participants to develop and experiment with new skills aimed at improving academic productivity! The PDW has the following objectives:
- Put coaching into the context of academic environments
- Develop foundational coaching skills of listening, inquiry, summarizing and paraphrasing
- Identify where, and with whom, these skills could be used
- Experience being coached
- Experiment with ways to integrate coaching into everyday academic life
Castleberry, S.B. and Shepherd, C. (1993) ‘Effective Interpersonal Listening and Personal Selling’, The Journal of Personal Selling & Sales Management, XIII(1), pp. 35–49.
Ely, K., Boyce, L.A., Nelson, J.K., Zaccaro, S.J., Hernez-Broome, G. and Whyman, W. (2010) ‘Evaluating leadership coaching: A review and integrated framework’, Leadership Quarterly, 21(4) Elsevier Inc., pp. 585–599.
Jones, R.J., Woods, S.A. and Guillaume, Y.R.F. (2015) ‘The effectiveness of workplace coaching: A meta-analysis of learning and performance outcomes from coaching’, Journal of Occupational and Organizational Psychology, , pp. 249–277.
Mineyama, S., Tsutsumi, A., Takao, S., Nishiuchi, K. and Kawakami, N. (2007) ‘Supervisors’ attitudes and skills for active listening with regard to working conditions and psychological stress reactions among subordinate workers’, Journal of Occupational Health, 49(2), pp. 81–87.
Smither, J.W. (2011) ‘Can Psychotherapy Research Serve as a Guide for Research About Executive Coaching? An Agenda for the Next Decade’, Journal of Business and Psychology, 26(2), pp. 135–145.
Tytherleigh, M.Y., Webb, C., Cooper, C.L. and Ricketts, C. (2005) ‘Occupational stress in UK higher education institutions: a comparative study of all staff categories’, Higher Education Research & Development, 24(1), pp. 41–61.
Web-Based Virtual Assessment for Talent Selection and Development: A Research Framework and a Preliminary Assessment of Effectiveness (1118)
- Alessia D'Amato, University of Southampton
- Annalisa Rolandi, GSO Company Group
- Sabrina Salvati, GSO Company Group
Location: 5X108, Bristol Business School
Internet technologies are having a significant impact on a number of industries (Evan and Wurster, 1997; Chan, Cheung and Leung, 2007), including the learning industry (Piccoli, Ahmad and Ives, 2001; Angus and Watson, 2009). Consulting companies, business and higher education institutions have all developed and are using web-based courses, and there is evidence on the effectiveness of Virtual Learning Environments compared to traditional classroom education. In addition, business and consulting companies are starting to experiment the use of Virtual Individual Assessment for talent selection and development, but little is known about their effectiveness. In this PWD we will discuss the effectiveness of a web-based VIA (Virtual Individual Assessment) in the context of selection and development. This PDW provides three main contributions. First, it introduces and defines the concept of VIA, discussing how a VIA differs from traditional selection and development assessments. We define the VIA structure and present the conceptual framework. Second, it presents a framework of VIA effectiveness, grounded in the technology mediated learning literature. In other words, we frame the VIA research domain. Finally, it provides the preliminary results of two validation experiences conducted across three business sectors, one for selection and one for developmental purposes. This illustrates some essential VIA design variables, the control process and the consistency across assessors.
Over the workshop the validity and reliability of the VIA is discussed and empirical data presented. Feedback from candidates clearly show there are no significant issues against the use of VIA for assessment purposes.
Bridging the gap: Translating management research for dissemination and impact (1123)
- Kate Cooper, Institute for Leadership and Management
- Arwen Wilcok, Institute for Leadership and Management
- Nicholas Scott, London Metropolitan University
- Kiran Trehan, University of Birmingham
Location: 3X110, Bristol Business School
Overview of the Workshop
Estimates, based on on-line publication lists, suggest that UK Business Schools produce approximately 10,000 research outputs per annum. The Institute of Leadership & Management (The Institute) is a specialist membership organisation whose purpose is to raise the professional standards of leaders and managers. The Institute has an active programme of research and is currently working with University of Birmingham on a two-year project focusing on responsible leadership for, and of, the future. The Institute, previously known as ILM, formed part of the City & Guilds Group, which is the UK's leading awarding organisation for work-based qualifications. ILM separated into two distinct organisations in December 2016. Its awarding and qualification activities moved into the City & Guilds Group retaining the ILM brand. Its membership, thought leadership and research activities separated from the Group and operate independently as a Professional Body organization representing over 30,000 leaders, managers and coaches. It is the Institute’s intention to be a channel for academic research outputs to reach their membership and wider constituency by identifying those papers of most interest to its members and, working with the academics, translate them into accessible media. The Institute publishes a quarterly journal ‘Edge’, delivers approximately 200 webinars each year and organises and contributes to over 100 seminars and conferences.
Organisation of the Workshop
The workshop will be delivered in two parts. The first element will focus on
- Existing channels available to the Institute
- How the Institute seeks to inform practice
The second section will be a discussion structured around the following questions
- What measures might the Institute adopt in order to identify research outputs of most relevance
- How might the Institute assist academics in delivering ‘impact’ through their research
What role might the Institute take in supporting knowledge transfer and learning from research into professional leadership and management settings
SESSION 2 - 11.00 - 12.30
Necessary Condition Analysis (NCA) - Theoretical background and applications for data analysis (522)
- Zsofia Toth, University of Nottingham
- Jan Dul, Rotterdam School of Management
Location: 3X110, Bristol Business School
Are you looking for a novel and promising methodology that can help you developing great research and publications? Join us at the Necessary Condition Analysis (NCA) PDW in Bristol!
What is NCA?
NCA is a novel method, recently published in Organizational Research Methods (Dul, 2016). 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, or disqualifier. 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) even more 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.
What will be covered at the NCA PDW?
We will look into idea of necessary conditions and underlying theoretical assumptions. We will compare traditional hypotheses with necessary condition hypotheses and ways to identify necessary conditions in various fields. We will go through the core steps of how Necessary Condition Analysis can be conducted and will touch upon how NCA can be combined with other methods.
- Dul, J. (2016) Necessary Condition Analysis (NCA): Logic and methodology of “necessary but not sufficient” causality, Organizational Research Methods, 19(1), 10-52.
Where Next For Business Schools? Managing the Demands of Business Education in a Challenging Higher Education Environment (983)
- Moira Fischbacher-Smith, University of Glasgow
- Denis Fischnacher-Smith, University of Glasgow
- Ken Starkey, University of Nottingham
- Alan Irwin, Copenhagen Business School
Location: 3X109, Bristol Business School
Where next for business schools? Managing the demands of business education in a challenging higher education environment.
The demands facing UK business schools are considerable and come in the form of growing expectations of external research income; increased demands on teaching from student satisfaction surveys, league tables and changing student profiles; and the sustained nature of the financial contribution that Business Schools often make to their University. Added to these are reputational demands and accreditation, the need to be theoretically robust and professionally relevant, and the particular demands of the business school labour market such that competition for staff is high and salaries are often skewed when compared with other disciplines. Finally, the notion of a business school and its perceived value is increasingly being called into question as is the expertise that schools claim to offer. All in all, the landscape is increasingly challenging, and is not always readily understood by those who enter the academy as early career academics, or by those who find themselves in management roles within the University setting. This PDW is designed to be conversational in style, and is an opportunity for participants to develop a clearer understanding of the nature of business schools, their future challenges, how they might see and articulate their value to various stakeholders, and the ways in which academic career trajectories within business schools might evolve.
Using Case Studies: Bringing the Real World Into Your Classroom (1101)
- Scott Andrews, University of Worcester
Location: 5X108, Bristol Business School
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.
The Challenges Higher Education Academic Scholars Face When Teaching Leadership Courses or Professional Development Workshops to College Students or Mid-Career Professionals and How to Overcome Them (1106)
- Lucinda Parmer, Southeastern Okhlahoma State University
Location: 6X101, Bristol Business School
This professional development workshop (PDW) will focus on the challenges that higher education scholars face when teaching leadership topics, concepts, and theories in a higher education business management or leadership class, and in a community-based leadership professional development workshop or seminar for mid-career professionals. This PDW will address the theoretical, scholarly and research-based approach regarding the discipline of leadership studies and how this transfers over to students and mid-career professionals, particularly when the educator lacks heavy executive level management experience, or a keen knowledge of the leadership studies field.
Teaching leadership is a challenging subject and can be made even more so if the academic professional does not have extensive upper level or mid-level management experience in the corporate sector. It can be tough to convince, for example, a mid-career professional with 25 years of experience as a bank manager, something new about leadership that they do not already believe to know from their professional real-world, hands-on experiences.
Often times, students taking a leadership college class or mid-career professionals attending a professional leadership development workshop or seminar associate management experience with leadership experience. This is a common misconception that has to be taught to the attendees. Management and leadership are two different concepts which provoke different behaviors. It requires almost a paradigm shift to understanding this philosophy.
One main goal of this PDW is to have all delegates discussing and learning from each other regarding techniques and strategies on how to teach such a sensitive topic such as leadership. Leadership studies topics will be highlighted, as well as, leadership teaching materials. Additionally, best practices will be examined through this open forum discussion.
Engaging With Management Consulting (1108)
- Calvert Markham,
Location: Wye, Exhibition and Conference Centre
Engaging with management consulting
The purpose of this workshop is to bring together academics with a shared interest in management consulting to consider how best to develop exchange between academics and practitioners in this area. It will be led by Calvert Markham, the first Director of the Centre for Management Consulting Excellence, which was set up in 2017 to capture and share relevant academic research and practitioner experience.
Calvert is a management consultant well known for his writing and teaching on this topic; he has contributed to post-graduate programmes in management consulting at many business schools.
The workshop will cover:
- Consulting processes and skills. What are these and what is distinctive about them? Is there, for example, a consulting body of knowledge?
- Standards and qualifications in management consultancy; for example, the Chartered Management Consultant award will shortly be introduced in the UK. What relevance are these to academics and the teaching of consulting?
- The focus and application of academic research relevant to management consultancy. Academic research frequently goes unrecognised through application and so, in a world where impact is increasingly assessed, what needs to be done to improve this situation in respect of management consulting?
The workshop will be of interest to:
Those involved in teaching consulting helping to refresh or add to their current knowledge.
Academics providing consulting services, where a practitioner’s view should help to validate or develop their own approaches.
Those interested in greater engagement with the practitioner community. This is a purpose of the Centre and at this early stage there is the opportunity to shape and engage with the activities and services it might offer.
The workshop will be interactive so as to capture contributions from those participating.
Mindfully Responding to Challenges and Uncertain Times: An Experiential PDW Aimed At Stimulating Future Research Interest (1110)
- Jennifer Robinson, Cranfield University
- Sandra Krisberga, Cranfield University
Location: 5X104, Bristol Business School
Please join us for this PDW if you are interested in understanding and experiencing mindfulness either individually or socially. Mindfulness, which for some, is still a contested phenomenon can be activated in a variety of ways, not all relying on meditation.
Our first objective is to make sure that this PDW is of benefit to you. To this end we will explore how mindfulness might be used by you to enhance personal resilience and creativity.
Second, we will invite you to experience the phenomenon of collective mindfulness. We wish to explore and discuss whether social mindfulness is "something different from" rather than "just the sum of" individual mindfulness (Sutcliffe, Vogus and Dane, 2016).
To achieve our objectives, we will use the Lego SeriousPlay© method as a focal activity to experience both individual and social mindfulness. Lego SeriousPlay© exercises stimulate exploration and experimentation in a non-judgemental manner (Hadida, 2013; Hadida, Tarvainen and Rose, 2015). In this way, guided play with bricks can provide novel perspectives from which new avenues of action may appear (Ostafin and Kassman, 2012).
As a result of the PDW, you will learn new skills of mindfulness which is a key tool of individual and collective resilience and a strengthened ability to face challenges and uncertain times (Davidson et al., 2003; Kabat-Zinn, 2013; Roche, Haar and Luthans, 2014).
If at any time in your career you have found yourself stuck, distracted or discouraged this is a workshop for you. To help make the event relevant to you, please come with a current area in your research where you would like fresh thinking, this will help you focus on and benefit in a relevant way from your personal experimentation during this PDW.
Professional Development of Tutors (teaching assistants) in Business Education (1116)
- Valeria Cotronei-Baird, William Centre for Learning Advancement, The University of Melbourne
- Austin Chia, William Centre for Learning Advancement, The University of Melbourne
- Angela Paladino, William Centre for Learning Advancement, The University of Melbourne
- Angelito Calma, William Centre for Learning Advancement, The University of Melbourne
Location: 7X201, Bristol Business School
The Williams Centre for Learning Advancement (WCLA) at the University of Melbourne welcomes and recognises all new tutors (teaching assistants) in the Faculty of Business and Economics (FBE). FBE tutors provide support to a main instructor who oversees all the tutors for a subject. A tutor is responsible for delivering weekly tutorials or workshops and most tutors grade assessment tasks. It follows therefore, that tutors must be effective and efficient in their teaching and assessment practice. In collaboration with the Departmental teaching staff, a practical and discipline-specific tutor development program for all new tutors is delivered to support new tutors to enhance their own teaching practice and increase student engagement.
The purpose of the PDW is to introduce the participants to the WCLA professional development of tutor program that focuses on teaching principles, practice, and peer observation. This session will provide participants the opportunity to discuss the different topics and activities offered in the program with the ability to reflect on the training of tutors in their own institutions. During the reflective process, the presenter(s) will gain insights on what would work in participants’ own institutions. The discussions will allow for a great level of collaboration between all of the participants in an effort for each participant to develop a tutor training action plan of their own OR a list of enhancements to their own tutor training program.
"Bridging the gaps between ideas and constraints - prelimary result of Team Based Learning (TBL) (1117)
- Mahkameh Ghanei, University of Greenwich
- Gabriella Cagliesi, University of Greenwich
Location: 3X114 Bristol Business School
Some preliminary Team Based Learning (TBL) results and reflections from a final year economics course. “TBL application to a third year core economics course in 2017.2018 of the BSc Economics programme offered at the University of Greenwich. (Gabriella Cagliesi and Mahkameh Ghanei)
This workshop will be based on the application of the Team Base Learning (TBL) approach, a well-structured teaching and group-learning pedagogical strategy designed to engage students through individual testing and small-group collaboration.
In the academic year 2017/2018 we piloted the TBL approach to a final year undergraduate course in Economics, with the main intention of “bridging the gap” between new teaching practices and the current constraints we were faced at our institution. We were determined: to preserve TBL’s main features while adapting it to our institution’s assessments and feedbacks regulation; to remain close to the specific demands of our discipline; and to address the distinctive needs of our course.
During the BAM2018 workshop we will explain the main features of TBL approach by presenting the results of our pilot experience, our reflections on effectiveness of TBL approach, and to demonstrate its applications. The workshop will be a highly interactive. Participants will be organized in small groups (not more than 5) and will be asked to solve a short quiz on current facts and events and to solve two group application exercises on the concepts and issues of “Productivity”. All relevant material such as handouts and online references will be provided. No previous knowledge of economics is required.
We consider TBL to be a rewarding and enjoyable learning experience which has drawn us closer to students’ ways of learning.
People Analytics - Pathway to Organisational Enlightenment or Ethicial Minefield? (1119)
- Claudia Pagliari, University of Edinburgh
- Aizhan Tursunbayeva, University of Molise, Italy
- Gilda Antonelli, University of Sannio, Italy
Location: 5X101, Bristol Business School
While most organisations have already entered the digital era, recent innovations in data analytics are beginning to herald a tipping point for major transformational change. This workshop focuses on “People Analytics” (PA) – an area of innovation and practice aimed at capturing and analysing data about employees, teams and the workforce, to increase organisational intelligence, responsiveness and efficiency. It uses techniques such as data mining, visualisation, predictive analytics and machine learning to inform HR practices, such as hiring, monitoring, measuring or tracking personnel, and strategic objectives, such as reorganising services, enabling smarter outsourcing, tailoring remuneration and predicting future capacity needs.
While these innovations promise many benefits for organisations, they are also giving rise to significant ethical challenges associated with privacy, fairness and employee rights. With public awareness of data risks rising and privacy regulations becoming more stringent – particularly with launch of the new European General Data Protection Directive – the misuse of these new capabilities could lead to significant financial and reputational damage for organisations. Building ethical awareness and finding new ways of balancing business value and social responsibility are therefore imperative. As such, this interactive workshop aims to bring together multi-disciplinary researchers and practitioners engaged in the study, use or evaluation of PA and related innovations, to share perspectives and experiences on PA initiatives and related ethical and trust issues, and to consider their implications for stakeholders, society and the future of work.
Possible topics to cover include, but are not limited to:
- The value of PA for organisational strategy
- How PA is changing the nature of HR Management
- Privacy, ethics and transparency in the use of PA
- How to integrate ethics into PA curricula
Potential presenters should submit a structured abstract (max=300 words) for consideration to firstname.lastname@example.org
Gender and History as an Analytical Lens for Management and Entrepreneurship Research (1120)
- Hannah Dean, University of Durham
- Stephanie Decker, Aston University
- Linda Perriton, University of Stirling
- Scott Taylor, University of Birmingham
Location: 5X102, Bristol Business School
Our PDW aims to explore new approaches to research on gender in management and entrepreneurship by engaging history. This PDW seeks to illustrate how historical research carried out by academics, practitioners and feminist activists can bring to light new insights into the role of gender in organization and entrepreneurship studies.
The adoption of historical approaches to the studies of gender within organizational context is invaluable to our understanding of gendered notions, stereotypes and assumptions about the experiences of women in management and entrepreneurship. Gendered notions of working life are rooted in the past and shaped by historical processes. Archives allow researchers’ access to organizational settings and events that can reveal how gendered notions of work and careers evolved over time. However, archives can also reflect the relative exclusion and silencing of women in corporate settings or as entrepreneurs. Oral history offers an alternative by allowing women’s voices to be heard and write their own stories as a way of reinserting themselves into the historical record.
The speakers at this PDW are scholars, practitioners and feminist activists with backgrounds in gender and historical research whose contributions represent a variety of methodological approaches.
Digital Transformation Across The Disciplines - Insights From European Projects (1121)
- Kevin Reuther, Westsächsische Hochschule Zwickau
- Eric Forkel, Westsächsische Hochschule Zwickau
- Uta Kirschten, Westsächsische Hochschule Zwickau
- Christoph Laroque, Westsächsische Hochschule Zwickau
- Matthias Richter, Westsächsische Hochschule Zwickau
- Christian-Andreas Schumann, Westsächsische Hochschule Zwickau
- Martin Sterzel, Westsächsische Hochschule Zwickau
- Angela Walter, Westsächsische Hochschule Zwickau
- Bernd Zirkler, Westsächsische Hochschule Zwickau
Location: Frome, Exhibition and Conference Centre
The Professional Development Workshop (PDW) ‘Digital Transformation Across the Disciplines – Insights from European Projects’ introduces a variety of different views on the highly topical issue of digital transformation, how it shapes different research disciplines in the Management field and, vice versa, how it is influenced by these disciplines. The PDW is interactive and provides the opportunity for inter and transdisciplinary discussions. It is divided into two parts. The first part provides a condensed overview of a variety of topics examining the digital transformation from the perspective of a variety of disciplines. Short keynotes held by experts in these fields introduce the topics and share insights from various related European research projects. The PDW includes presentations on nine disciplines that are Interoperable Logistics Management, Human Resource Management, Decision- Support Management, Innovation Management, Traffic Management, Transformation Management and Education, Effectuation and Gamification. This wide range of topics emphasizes the variety of impacts that digital transformation has throughout the disciplines and, respectively, how these disciplines might shape the digital transformation itself. The second part of the PDW 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 topics and the impacts of digital transformation on research and society.
Role of Leaders' Values In Resolving Tension between Economic Objectives and Social Values: A Paradigm Shift (1122)
- Candice Chee Wing Chow, Henley Business School, Canada
Location: 5X103, Bristol Business School
Skepticism of corporate intentions in sustainable and responsible practices remains high. There is no sign of waning as long as the notion of corporate responsibility is being contemplated largely as an instrumental approach for businesses with an ultimate objective of maximizing financial gains. While many business practitioners and observers believe such a pragmatic approach could vastly assist businesses in resolving the tension between economic, social and environmental interests, scholars argue the intrinsic values of CR warrant considerations in their own regard. Research shows that CR motivations can embrace both normative and instrumental values. A paradoxical frame towards CR allows for more extensive innovation effort that could transform business thinking, leading to breakthroughs releasing legacy beliefs, renewing dated business models and stimulating stagnant practices.
This workshop’s aim is twofold: to encourage an inter-disciplinary approach to leadership and business management by linking normative theories with practice; and to create a movement that encourages boldness in leaders to take an authentic, values-based approach in their strategy development and business practice. The workshop is designed to stimulate open dialogue amongst participants on the merit of rethinking the relevance and importance of leaders’ values in adopting corporate responsibility and sustainability. The workshop is divided into three parts:
Provides an overview to key concepts: Strategic Leadership and Leaders’ Values, as well as Corporate Responsibility, Sustainability and other adjacent concepts.
Opens discussion, seeking participants’ perspectives of the role of leaders’ values in enabling a sustainable, equitable and harmonious future, and;
Concludes by integrating and summarising key insights and suggestions from the participants. The workshop findings initiate an on-going effort to develop a conceptual approach to incorporate values in organisational strategy development.
Progressing Our Understanding of Project and Portfolio as Building Blocks for Strategy Execution (1124)
- Darren Dalcher, University of Hertfordshire
- V.K Narayanan, Drexel University
- Abby Ghobadian, Henley Business School
- Nicholas O'Regan, University of the West of England
- Joseph Lampel, University of Manchester
Location: Thames, Exhibition and Conference Centre
Bridging the gap between strategy and execution requires a new form of inclusive transdicsiplinary engagement. This interactive PDW is proposed as a way of developing and enhancing the on-going dialogue around the key concepts and perspectives.
It builds on an extremely successful session delivered during BAM 2017.
The primary objectives of the PDW are to construct a dialogue between strategy scholars and those in related disciplines and applied fields (e.g., logistics, supply chain, change management, innovation) to deepen strategists¹ awareness of the role of projects in strategy execution; to continue to explore the possibility and impact of adding one more instrument of execution to the strategist¹s theoretical arsenal; and to chart and advance a future agenda highlighting projects as a critical building block of strategy execution.
Starting with the findings from earlier work, we will explore the emerging key themes and questions within groups facilitated by leading researchers drawn from strategy and related fields. Participants will work in organised discussion groups exploring the different dimensions and impacts related to the repositioning of projects as building blocks for effective strategy execution. Each group will focus on a specific aspect, theme or key question that need to be addressed to bring projects into the centre stage of strategy execution. A plenary stage will integrate the specific insights into a wider conversation around the theoretical/empirical issues as well as the potential problems and solutions in furthering the research agenda. The final stage will identify the pertinent perspectives, research themes and major concepts that emerge from the conversations and map the way forward.
The session will sensitise strategy scholars to the importance of projects; open a window into the scholarship on projects from varied perspectives, literatures and applied disciplines, which may enrich the future theorising and research by strategy scholars; and, continue the process of progressing the dialogue and creating the basis for building a community of scholars exploring the nexus of strategy execution and projects.
Driving productivity in uncertain and challenging times? Diversity challenges for early-career academics (1125)
- Olivier Ratle, University of the West of England
- Sarah Robinson, University of Glasgow
- Alexandra Bristow, The Open University
Location: Thames, Exhibition and Conference Centre
Rapid economic, political and social changes, and disruptive events such as Brexit represent a major challenge for organisations, who are faced with increasing uncertainty and complexity. Whilst management and business schools can play a major role in helping articulating a response to those challenges, they are not immune to such societal change and they often have to find their own responses to those challenges. The driving emphasis on productivity in the form of ‘academic excellence’ can be one such response which, we argue can have detrimental effects on academics’ workplace experiences which can be particularly acute at the early career stage. In this workshop, we draw on our past and on-going research into the experiences of early-career academics (Robinson et al., 2017; Bristow et al., 2017; Bristow et al. (under review)) to enable productive conversations on the predicament of early-career academics (ECAs) in light of such changes. Our research suggests that ECAs are currently facing three main overarching challenges that threaten the diversity of academic practices, identities and career paths: 1) issues of diversity in the face of intellectual homogeneity; 2) issues of diversity in the face of identity insecurity and academic arrhythmia, and 3) issues of diversity in the face of external shocks. The aim of this workshop is to explore collectively how we can respond to these challenges in our own contexts and develop coping and developmental practices and responses as a result.
The Nature of Resilience in the Creative and Cultural Industries (1126)
- Sara Jones, Cass Business School
- Claire Pattison, Manchester Metropolitan University
- Tamara McNeill, Manchester Metropolitan University
- Amanda Brown, Cass Business School
Location: 5X107, Bristol Business School
The topic of resilience is currently of interest in a broad range of contexts, and nowhere more so than in the creative and cultural industries. The creative and cultural industries currently play a key role in the UK economy, and understanding how resilience can be achieved in this context is therefore important in and of itself. It can also be argued that the creative industries are particularly well-placed to maintain resilience, and that studying how resilience is already being achieved in some areas here could be helpful in thinking about how to achieve resilience in other sectors; and finally that supporting resilience in the creative industries is important because they have a potential role to play in supporting other sectors.
In this workshop we will provide an overview of both current research and findings from ongoing work with arts and cultural organisations that can inform our understanding of the nature of resilience in the creative and cultural industries. We will also invite discussion of the similarities and differences between the characteristics of resilience in the creative and cultural industries, and those in other sectors. Our aim is to develop both practical understanding of what can be done now to develop resilience in various contexts, and a tentative agenda for future research on the nature of resilience, in the creative and cultural industries and beyond.
The workshop will be delivered by colleagues from the Centre for Creativity in Professional Practice at Cass Business School, Manchester Metropolitan University Business School, and The Culture Capital Exchange, as part of the Arts Council funded Boosting Resilience project. This is part of the two year flagship Building Resilience programme, aimed at helping arts and culture organisations throughout the country to build their financial and business resilience.
Sponsored By European Management Journal
The BAM2018 Professional Development Workshops have been kindley sponsored by the European Management Journal.
The European Management Journal (EMJ) is a flagship scholarly journal, publishing internationally leading research across all areas of management. EMJ articles challenge the status quo through critically informed empirical and theoretical investigations, and present the latest thinking and innovative research on major management topics, while still being accessible and interesting to non-specialists. Grounded in scientific, peer-reviewed research, the journal provides highly relevant insights to industry and a broad range of societal stakeholders.
EMJ articles are characterized by their intellectual curiosity and diverse methodological approaches, which lead to contributions that impact profoundly on management theory and practice. We welcome interdisciplinary research that synthesizes distinct research traditions to shed new light on contemporary challenges in the broad domain of European business and management.
Cross-cultural investigations addressing the challenges for European management scholarship and practice in dealing with global issues and contexts are strongly encouraged.
|Session 1 Choice 09.30 - 11.00|
|Open BAM Fellows Session - Celebrating Women in Business Schools|
|The Challenges and Enablers of Active Teaching Approaches to Achieve Critical Thinking Outcomes for Business School Students (220)|
|"Reality Learning" Via Executive Video Cases: A Possible New Teaching Approach for Business Management (257)|
|Speed Dating For Productivity: Get That Paper Written (321)|
|Showcasing the Use of Student Videography in the Leadership and Management Classroom (416)|
|Staff-Student Engagement Model Workshop (617)|
|Organizational Neglect: the toxic triangle of deficits (647)|
|Enterprise Skills For All - Using Role-Play to Develop Emotional Resilience and Employability Skills in the Classroom (757)|
|Professional Reflexivity through Structured Story Creation/Telling (773)|
|Preparing a Management and Business History book proposal: Meet the Editors (1107)|
|A Briefing And Debriefing Tool For Making Key Leadership Decisions (1111)|
|What Have The Identity Scholars Ever Done For Us? Starting Critical Conversations About Productivity (1114)|
|Coaching: A Skill For Challenging Times (1115)|
|Web-Based Virtual Assessment for Talent Selection and Development: A Research Framework and a Preliminary Assessment of Effectiveness (1118)|
|Bridging the gap: Translating management research for dissemination and impact (1123)|
|Session 2 Choice: 13.30 - 15.00|
|I will not be attending the 11.00 - 12.30 PDW session||£ 0.00|
|Necessary Condition Analysis (NCA) - Theoretical background and applications for data analysis (522)||£ 0.00|
|Where Next For Business Schools? Managing the Demands of Business Education in a Challenging Higher Education Environment (983)||£ 0.00|
|Using Case Studies: Bringing the Real World Into Your Classroom (1101)||£ 0.00|
|The Challenges Higher Education Academic Scholars Face When Teaching Leadership Courses or Professional Development Workshops to College Students or Mid-Career Professionals and How to Overcome Them (1106)||£ 0.00|
|Engaging With Management Consulting (1108)||£ 0.00|
|Mindfully Responding to Challenges and Uncertain Times: An Experiential PDW Aimed At Stimulating Future Research Interest (1110)||£ 0.00|
|Professional Development of Tutors (teaching assistants) in Business Education (1116)||£ 0.00|
|"Bridging the gaps between ideas and constraints - prelimary result of Team Based Learning (TBL) (1117)||£ 0.00|
|People Analytics - Pathway to Organisational Enlightenment or Ethicial Minefield? (1119)||£ 0.00|
|Gender and History as an Analytical Lens for Management and Entrepreneurship Research (1120)||£ 0.00|
|Digital Transformation Across The Disciplines - Insights From European Projects (1121)||£ 0.00|
|Role of Leaders' Values In Resolving Tension between Economic Objectives and Social Values: A Paradigm Shift (1122)||£ 0.00|
|Progressing Our Understanding of Project and Portfolio as Building Blocks for Strategy Execution (1124)||£ 0.00|
|Driving prodcutivity in uncertain and challenging times? Diversity challenges for early-career academics (1125)||£ 0.00|
|The Nature of Resilience in the Creative and Cultural Industries (1126)||£ 0.00|
|Session 3 Choice: 17.30 – 19.00|
|Necessary Condition Analysis (NCA) - Theoretical background and applications for data analysis (440)||£ 0.00|
|Bridging the Cultural Divide: Engaging International Chinese Students in Western Classrooms (1194)||£ 0.00|
|The Discursive Micro-practices of Leadership That Enable High Performance in Uncertain Times (1204)||£ 0.00|
|What Academics And Consultants Can Learn From Each Other (1206)||£ 0.00|
|Learning Through the Lens: Using Film To Foster Innovation And Creativity In Research & Teaching (1212)||£ 0.00|
|Academic Identity of Business School Educators: What an I expert in? (1218)||£ 0.00|
|Reinvigorating Research Interest in Research Methodology (1223), NO AGENDA, NO PARTICIPANTS||£ 0.00|
|Rigour and Relevance in Management Education for Enhancing Impact of Business Schools (1229)||£ 0.00|
|Contract Engineering, Public-Private Partnership, Foreign Investment (1230), NO PARTICIPANTS YET||£ 0.00|
|Exploring the Impact of Sustainable and Responsible Business Research on Policy (1232)||£ 0.00|
|Distributed Leadership in Transformation Initiatives: The Emergence of Network Leadership (1237)||£ 0.00|
|What makes a Duck a Duck? A workshop on Equality & Diversity using the Lego Serious Play method and materials (1239)||£ 0.00|
|Why and How Can Business Schools Bridge the FinTech Skills and Diversity Gap? (1241)||£ 0.00|
|Engaged scholarship at twenty-two: Explorations of Methodological Challenges in Management Practice Fields (1242)||£ 0.00|