2023 Conference

Gamification in the form of simulation has proven to yield positive results in its effectiveness in education for developing various skills (Eurso et al., 2017) and coupling positive educational impact and positive student perceptions (Hamzeh et al., 2017). SimVenture Evolution is a cloud-based business simulation package that aims to provide an authentic learning experience to students in terms of managing and growing a business. They can run the business from Year 0 to Year 10 and need to make many different decisions along the way to ensure the survival and growth of the business.

This workshop offers an introduction to entrepreneurship-as-practice (EAP) research (Hill, 2018; Thompson et al., 2020). I am discussing the practice turn in entrepreneurship studies (Steyaert, 2007; Keating et al., 2014) and outline the basic assumptions and methodological approaches. This more concpetual introduction is followed by hands-on application to entrepreneurial phenomena in group work.

The state-level concerns for the sustainability of businesses and products have resulted in high traction for Environment, social and governance (ESG) compliance and reporting. Firms have realized that their long-term success and profitability are dependent on their compliance with ESG standards. Though the realization and awareness of ESG have increased, understanding of how and why ESG is linked to value creation is still underdeveloped. This project intends to address this loophole and identify and leverage ESG elements that can help develop business models and unique value propositions leading to More Sustainable More Profitable business (MoSMoP). Through extensive literature review, expert interviews, workshops, and seminars, we intend to form collaborations and focus groups that shall identify the practices, characteristics, capabilities and(or) competencies that can enable a business to be profitable and sustainable in the long term while complying with the ESG criteria. An essential element to be explored from the project is unearthing consumer-friendly features of an ESG business and reconfiguring business models around these elements. A primary goal of the project is also to shift the perception of sustainability from a cost centre to a profit centre. The project's outcome will benefit both the industrial and academic communities. For industry, identifying value creation mechanisms along with financing means shall be a great value addition. While for academics, this project will open up new avenues of research in terms of business model innovation, the contingent factors that play a role in realising this innovation and extend the research to multidisciplinary streams such as entrepreneurship, supply chains, green technologies, and circular economy, to name a few.  

In order to strive in academia it is vital that (Postgraduate Researchers) PGRs and (Early Career Academics) ECAs learn to build resilience from adversity at an early point in their careers. The proposed PDW aspires to provide attendees with a professional development opportunity to increase their understanding of what resilience is and to learn techniques that can be used to help turn challenging experiences into opportunities for learning and growth. From the PDW, attendees will take away a developed awareness of the importance of building resilience in academia, some useful, applicable tips on how resilience might be embraced in their own day-to-day work practices, and a personal coaching guide that will be developed during the session.

Guest Speakers:

Prof Maureen Meadows

 

Maureen Meadows is Professor of Strategic Management at the Centre for Business in Society at Coventry University. She is co-leader of the research cluster ‘Data, Organisations and Society’. Maureen’s research interests include strategic decision-making relating to ‘big data’; the use of strategy tools (including scenario planning) by management teams; mergers and acquisitions; and the implementation of projects such as relationship marketing and customer relationship management.

Prior to joining Coventry University in 2016, Maureen was Head of Department for Strategy & Marketing at Open University Business School. She was previously Course Director for the MSc in Management Science & Operational Research at Warwick Business School. She is Director (Strategy) of the DBA Programme at Coventry University.

Maureen is a Fellow of BAM, a Fellow of BAM’s Peer Review College, and Associate Editor of Long Range Planning. She is co-author of Strategy: Theory, Practice, Implementation (OUP, 2020; 2nd edition 2023).

Dr Iveta Simera

As a professional development coach and mentor, I work with senior scientists, early career researchers, clinicians, and other professionals across scientific disciplines. I have supported aspiring and established research leaders from a number of universities including Oxford, Manchester, King’s, Imperial, Newcastle, and Coventry. I also work with senior leaders who decided to pivot their career through completing advanced degrees such as MBA, DBA and leadership courses while working in demanding roles.

Aside from coaching, I have a longstanding interest in improving the quality, integrity, and usefulness of research. For over 12 years, I played a key role in developing a highly impactful international programme, hosted by Oxford University, aimed at improving the quality of medical research (www.equator-network.org). In 2017 I received the Meritorious Achievement Award for EQUATOR’s work from the international Council of Science Editors.

Prof Mark Saunders

Mark NK Saunders is Professor of Business Research Methods at the Birmingham Business School, University of Birmingham, and currently holds visiting professorships at the Universities of Pretoria (Gordon Institute of Business Science), Mälardalens (Sweden), Surrey and Worcester. He has been awarded fellowships of the First International Network on Trust (2023), the Academy of Social Sciences (2019) in recognition of his contribution to methods and trust research and researcher development. He was elected to Fellow of the British Academy of Management in 2014 and in 2017 was awarded the British Academy of Management Medal for Leadership in recognition of his contribution to doctoral capacity building. In 2021 his textbook Research Methods for Business Students was ranked the most influential business and economics textbook in the World by the “FT (Financial Times) Teaching Power” league table.

Since 2015 Mark has worked at the Birmingham Business School where he has been both Director of Global Engagement and Director of PhD Programmes. He continues to supervise doctoral students and teach research methods and methodology to masters and doctoral students. He has a long-term interest in facilitating research capacity building and doctoral training and supervision having supervised 24 doctorates to successful completion and examined over 30 doctorates.

As the management academy seeks to deliver relevant, applicable knowledge in an ever-changing world, strengthening meaningful relationships is a goal that community-based learning strongly supports.  This session will share pedagogical approaches and lessons from nearly 200 real-life student consulting engagements that bridge the gap between theory, practice and real-life strategies to help faculty think and act not just as educators, but as de facto consulting firm partners.  In doing so, students can develop and hone the adaptive competencies that can make them effective in the VUCA (Volatile, Uncertain, Complex, and Ambiguous) world and sought after by dynamic organizations.  Through such real-life interactions, students and organizations co-create meaningful learning experiences in ever-changing environments.  In this session, seasoned full-time faculty with years of executive experience illuminate how managerial higher education can advance its true purpose, enhance relevance, build brand, and drive impact through term-long consulting firm-equivalent real world challenges.  Student desire to begin or reinvigorate careers through the consulting profession or strategy discipline can be enhanced by projects that go beyond pro bono, many students with few clients, hypothetical exercises, and third-party outsourced client acquisition rendering schools undifferentiated from competitors.  This session will show that quite superlative outcomes are within reach of any experiential-oriented faculty, including client accolades equating output to that of Big 4 firms, obtaining school donations, replicating true consulting firm team sizes, being entrusted with tough – if not wicked – problems, and building true partnership with community clients.   Supported by consultative process theory, deep client engagement, and “pracademic” mentoring, such experiences drive positive win^n outcomes for students, academia and industry alike.  This session integrates audience interaction supported with insights from ‘pracademic’ presenters, concluding with an understanding of needs and innovation agenda for faculty and programs.

The pervasive utility of Chat GPT in post- secondary education has appeared to wreak havoc within the higher education institution. There are obvious opportunities and challenges that come with this disruptive technology. However, Chat GPT is not the only disruptive technology in the realm of higher education, online learning platform, virtual reality and augmented reality, blockchain etc. have also begun to play a role in transforming student learning experiences and enabling global engagement across different spatial dimensions. In this PDW, the presenters – both foresight scholars and practitioners - will share a key foresight practice tool: Scenario Planning, to anchor the group discussion on the purpose of higher education and how disruptive technologies could reshape the future. While our future cannot be predicted nor managed,  we as a collective, can become more attuned to the what-ifs. And it is through both self and collective awareness that we become more aware of the broader implication of policy implementation on equity, diversity and inclusion, sustainability of our society more specifically around the development of our next generation of students, and to minimize surprises from so called black swan events as a result of these disruptions. The format of the session will contain interactive large group discussions, a breakout working session and facilitated concluding discussions. The presenters’ aim is to create a dialogue on the purpose of higher education and the needed evolution of the higher education model to adapt to our changing external environment.

This workshop aims to explore and discuss the phenomenon of competitive and conspicuous consumption, drawing on scholarly work in economic and consumer psychology. The workshop aims to provide an overview of these concepts, and will engage  the participants in a series of reflective exercises and discussions to explore and consider the drivers, consequences, and implications of competitive and conspicuous consumption.

The workshop will be divided into four parts: Part 1 will offer an overview of the concepts of competitive and conspicuous consumption, part 2 will examine and discuss the factors that drive these types of consumption behaviours, while part 3 will explore and consider the consequences of these consumption types. The closing section, part 4, will explore competitive and conspicuous consumption from marketers’ and policymakers’ perspectives.

We believe that the workshop will be of interest to BAM delegates since it is linked to a theme that has been looming large in the management literature: The social responsibility agenda in organisations, in particular ethical marketing

In recent years, issues related to equality, diversity and inclusion (EDI) have been increasingly placed at the forefront of many organisational agendas. The powerful business case outcomes from hiring a diverse workforce, such as greater innovation and creativity, is indeed a tempting prospect. Given vast technological advances, increasing globalisation and movement of people in the past decade alone, diversity management scholars have highlighted many salient workplace and societal EDI issues which organisations need to confront to keep pace with these extensive environmental changes. We ask, How can EDI research revolutionise traditional and current management practices to create positive organisational culture change for a more sustainable future? How can businesses co-create responsible, innovative solutions with academics to build a sustainable workforce? How best can we create sustainable careers for our intergenerational workforce? In addressing these questions, this workshop aims to share knowledge, experience and best practice in developing EDI research with real-world organisational impact. Combining both a panel discussion and group activities, this workshop will be in two parts. The panel will share research insights which have transformed organisational EDI practice, and attendees will engage in collaborative brainstorming activities to develop innovative solutions to complex EDI challenges. Post-pandemic, organisations are increasingly faced with numerous barriers to achieve sustainable business success and researchers desire opportunities to present and implement EDI recommendations with profound organisational impact. Join our workshop for thought-provoking discussions on how we can disrupt current management practices to create more inclusive and progressive organisations.

Credibility and authenticity in leadership have become central concepts in contemporary approaches to understanding organisational behaviour; yet the shape of ethical development for practice – whether through ethical skills development or ethical behavioural interventions – remains somewhat enigmatic for staff in management and non-management roles (Buskirk et al. 2015). The central purpose of this professional development workshop is to provide a framework for participants to explore their leader identity and values and to ‘find’ and/or ‘reimagine’ their ethical leader voice through ‘found poetry’ in a reflective and creative experience. Producing poetry opens a unique space for exploring identity and values, gives voice to feelings, perceptions and genuine concerns, and fosters human connection (Armitage, 2015), which has the potential to support moral reasoning and moral action. To promote the enhancement of authenticity and credibility, this PDW proposes to facilitate a deeper exploration of ethical identity and values as forces for positive change in organisations. The activities tap into creative-emotional thinking toward the discovery and development of ethical voice through poetic engagement: both producing and reflecting on poetry in organisational and leadership contexts.

The third sector is all around us. We engage with it in various ways as volunteers, donors, or beneficiaries especially in the domains of social services, culture/recreation, and religion. Given its emotional and economic value though it may seem underrepresented in postgraduate course curriculum at business schools today. Most curricula appear to focus on for-profit sectors and public policy equipping students with skills to succeed in these environments. During our panel, we would like to explore if the third sector gets a ‘fair’ share of the postgraduate business education curriculum. What are options to enhance its visibility and attractiveness to students and faculty? What specifically can students learn when immersing themselves in the sector? Where can they apply these learnings? In this PDW, we would like to share our experience with not-for-profit sectors, and specifically the ‘Non-governmental Organisation (NGO) Marketing Clinic’ at King’s Business School (KBS). This is a two-term educational project spanning three compulsory and elective teaching modules in an MSc International Marketing programme. The panel will feature representatives of selected NGOs, faculty members, and graduate teaching assistants.

AI is conquering all areas of social life and is penetrating higher education, too. To ensure the success of AI applications in higher education in the future, holistic concepts have to be developed. They should not only include AI-supported integration of content and methods as well as teaching and learning processes, but also include solutions that incorporate social, economic, and ecological aspects of ecosystems in higher education institutions up to issues of ethical-moral challenges. Due to the dynamic nature of science and technology, AI in higher education ecosystems is pushed by technology. Ergo, stakeholders in higher education institutions must work together to address the challenges, for which technical, social, economic, environmental, and ethical-moral competencies have to be developed. This complex task should be solved in an interdisciplinary or transdisciplinary way, which requires new forms of collaboration between different member groups of universities. New scientific and technological fields are developed, which is associated with diverse learning processes for all participants. It is predictable that corresponding project activities lead to positive, but also negative results and effects as well as new insights. However, the enormous pressure that comes from technology development and application is problematic. It leads to economic, ecological, social and ethical-moral effects processed usually reactively instead of getting in a position of proactively influencing AI in higher education. The only remedy is to use multiple dimensions and factors explored in complex case studies and development projects. Based on a university-wide project on the use of AI in higher education, strengths and weaknesses as well as opportunities and risks of the development will be discussed, taking into account the multiple influencing factors based on the current state of knowledge. In sum, the progress of understanding will be promoted through knowledge transfer regarding different points of view and expert opinions.

Most diversity training efforts are ineffective and even counterproductive in increasing the number of women and minorities in managerial positions and often undertaken mainly with an eye to avoiding liability in discrimination lawsuits or to fulfill public relations goals, rather than to embrace real change.

Despite of the rapid growth of interest in diversity and diversity training, organizations are scrambling to develop training programs. What they fail to realize is the most important factor which is leadership commitment.

Diversity management initiatives are not easy ones to implement. They normally entail emotionally charged responses and are met with resistance. In such uncertain scenarios, managers take cues from top tier management and accordingly exercise discretion in implementing diversity management practices based on their perceptions of top managements’ commitment to diversity.

Hence, top management make and create sense of the outside environment to prioritize diversity management and signal their commitment to other organization members and managers interpret these signals in implementing organizational diversity practices. Diversity management strategies and goals are established at the top hierarchical level, incorporated in organisational strategies but its social and practical aspects are enacted at the functional or work unit levels.

Strategic diversity initiatives are translated into top administration policies which are then dispersed to various departmental groups to help them manage diversity in their workgroup. Even with grand strategic diversity initiatives there can be a dilution at the senior and lower levels thus resulting in only a minor change impact on the existing diversity climate.

The concept of shared leadership is relatively an emerging concept and there has been a shift from leader centric to collective leadership models which focus on more shared influence and the joint leadership actions. Here is where the team leads and managers at various levels can play their part in effective diversity management.

Through modern history, humanity has generated for itself existential threats and challenges. In the 20th century, a generation was fearful of the nuclear war. In the 21st century it is climate. The climate change challenge generates much angst, particularly amongst younger people who feel threatened and betrayed. As professionals – often with the responsibility of teaching the younger generation – we must embrace all of our disciplines to arrest the decline and build a future fit for next generations. Whilst we can teach sustainability through economics, human resource management, finance, etc., we equally need to enrol the natural sciences and the humanities. On the latter, we may ask, what is the role of the arts – whether it be fine art, ceramics, textiles, literature or music?

In this workshop we will take two art forms and consider how they can be used to, on the one hand, mitigate the angst and, on the other, facilitate a just transition to a sustainable future. In the first of two activities, participants will work together and act as art critics looking for climate messages in paintings through time and consider how their messages can be communicated and shared. In particular, artworks will be classified into broad categories of, for example, faithful representation, abstract representation and/or call to action. In the second, participants will build a playlist of music – again, through the ages – that may act as a call to action, awareness raising and/or concede the narrative (some genres are doom-focused). There will be a need to confront unfamiliar genres and at the same time have fun in the arts.

This topical PDW will provide an opportunity to learn more about the benefits, opportunities, risks and challenges associated with digital futures at work that is theoretically informed, empirically evidenced and policy relevant. The PDW leaders are involved in the Digital Futures at Work Research Centre (Digit). Digit is based at the University of Sussex Business School, and Leeds University Business School, and funded by the Economic & Social Research Council. This PDW will draw especially on two of Digit’s research pathfinding projects.

Co-Chairs

Prof. Greg Bamber, Monash Data Futures Institute & Monash Business School, Monash University, Melbourne, Australia; Associate Fellow, Digital Futures at Work Research Centre & Prof. Jacqueline O’Reilly, Director, Digit Research Centre, University of Sussex Business School

1. How AI is used to support or automate Human Resources (HR) processes

Dr Zahira Jaser, Assistant Prof., University of Sussex Business School; Deputy Director, MBA; Digital Futures at Work Research Centre & Dimitra Petrakaki, Prof. of Technology and Organization; Director of Research and Knowledge Exchange, Department of Management, University of Sussex Business School; Digital Futures at Work Research Centre

2. Survey of employers' digital management practices

Dr Danat Valizade, Associate Professor, Leeds University; Digital Futures at Work Research Centre

3. Discussant: Hayfa Mohdzaini, Senior Research Adviser in Data, Technology and AI, Chartered Institute of Personnel Development (CIPD)

Abstract:

First, we will discuss findings of how Artificial Intelligence (AI) and other algorithms have increasingly been used to support or, even entirely, automate Human Resources (HR) processes including job interviews. Online interviews vary in their degree of automation; they can rely on AI to schedule, track, conduct and even assess interviews with job applicants. Although much discussion has focussed on the effectiveness of these technologies in making accurate decisions and on their embedded bias, little is known about how job-seekers, especially those who enter the labour market for the first time, experience this AI-mediated process and the impact it has on their perceptions of themselves and of work.

Second, we will discuss findings from a major, nationally representative survey of employers' digital management practices. The potential impact of digitalisation on the future of work and employment is high on policy agendas. Drawing on this research, we will explore different types of digital investment by employers and consider how these impact on HR practices, employer provided training, employee autonomy and the extent of algorithmic control in workplaces. We will include three issues: the extent of employer investment in AI-enabled digital innovation and employers’ use of data analytics; the impact of such investment on management strategies regarding worker control and autonomy; and the impact on jobs and employee voice.

As academics strive to achieve a professorship, their career path is often relatively clear, well guided and supported. However, once the level of professorship is achieved, abide after the initial celebrations, the future might be less clear on how to build on the professorship and develop their careers going forward. Often new professors are unclear of what the possible professorial career trajectories are and how they might achieve them.

This workshop is designed to support new professors in developing their careers. The workshop will draw on the experience of established professors who have chosen different career pathways and then provide time for reflection, discussion and peer support/networking. This workshop is aimed at individuals who were promoted to a professorial position within business and management within the last five-years, but others are welcome to attend, as they feel appropriate.

This workshop should be of interest to BAM delegates, particularly those seeking to become or have recently become professors. This workshop will provide insights and bring new professors together with a view of developing a network of support for them. We anticipate that the workshop will attract an audience of academics who have an interest in managing their career pathways. Participants will come from a range of disciplines within the area of business and management as well as ancillary discipline areas management and leadership.

This Professional Development Workshop (PDW) aims to provoke thinking and generate discussion on the current and emerging trends in innovation studies and innovation management. It includes editors of the leading innovation journals and questions them regarding the current ‘state of the innovation nation’ and where the field is heading. Innovation has grown from a niche interest to a concept that is referred to throughout the management areas and is one of BAM’s largest communities. With success comes plurality. What is the core of innovation at this point? How is it distinguished from entrepreneurship or strategy? What are the emerging trends in topics as milestone interests like disruption and open innovation mature? How is innovation interpreted in differing international contexts, with frugal innovation and eco innovation challenging the traditional Anglo-American notions of new value? What are the research opportunities for ‘dark innovation’ or new forms of social value across diverse local and national systems?  

We envisage attendees of early, mid and senior career levels taking away inspiration and new ideas and directions for their research, having engaged with the leading editors in the innovation field. We plan a panel format with lightning talks from our Editor guests, followed by questions and comments from the audience. We also plan social and networking time following the session. We expect a strong attendance of 40-50 attendees across the Innovation SIG as well as drawing from others such as strategy, entrepreneurship, creative industries etc.

The current exponential technological innovations with extensive use of Artificial Intelligence (AI) seeks continuous attention to the social value of AI adoption focus on value resulting from responsible AI implementation by various stakeholders of an organization. In this workshop we aim to explore further the importance of responsible use of technology and impactful AI at individual and organisational level in today society. The proposed workshop will involve both PhDs and early career scholars and will provide opportunities to network, learn from their peers and established scholars in the field of Organisational Transformation, Change and Development; eBusiness and e-Government; Strategy; International Business and International Management.

This expert-led workshop run by The Case Centre is an invaluable opportunity for delegates to find out more about case writing. It is suitable for those who are new to case writing as well as more experienced case writers who are looking for fresh ideas and insights. 

Participants will learn what makes a good teaching case, tools and techniques of case crafting to enhance the learning experience of their students and the benefits of writing a teaching note. The instructor will illustrate best practice and provide useful hints and tips on the secrets of successful case writing. The session will be interactive and participants will be encouraged to share their case writing experiences. 

The Case Centre is the independent home of the case method. We are dedicated to advancing the case method worldwide, sharing knowledge, wisdom and experience to inspire and transform business education across the globe.

This in-person PDW will support you to discern your educational impact for the purposes of career progression-promotion.

We will examine the nature of educational impact, drawing upon both Boyer’s (1991) scholarships and the BAM MKE “SEEL model” (Anderson and Mallanaphy, 2020) with the intention of co-constructing enriched understanding of how we might define, identify, create, and nurture opportunities for educational and scholarly impact, to support career-progression.

Following an overview of the “SEEL model” and Boyer’s (1991) scholarships, we will collectively focus upon these models while also considering our collective experiences of educational impact and scholarship.  We will then discern how we might individually or collectively contribute within these areas, reflecting on these discussions to consider future actions.  Such actions will help shape the agenda to advance a broader definition and understanding of the nature of, and activities/outputs that generate, educational impact in global Business Schools.

The workshop will be of value to all colleagues that are interested in how we might generate impact through our educational activities, and those interested in the theory and practice of education scholarship.  The PDW will therefore be relevant to colleagues on a teaching/education-focused career track/pathway, a research-focused track/pathway or academic managers with responsibility for academic progression/promotions.

INNOPLAY aims to CO-CREATE and promote a culture that can foster PLAY. Their aim is to make the University a place where learning is created and nurtured through joy, engagement, and play, where learning to solve problems and overcome obstacles is a reward in its own right. Play-enabled teaching has proven to be beneficial in improving students’ perception of learning and subsequently their learning experiences and outcomes (Cardenas-Moncada et al., 2020; Mohamad et al., 2020; Thi Van Pham et al., 2021;).

Higher Education is subject to increasingly stressful and demanding workloads and expectations in a hypercompetitive and performance-based system. This, alongside various other environmental stressors, may arguably lead to a reduction in creativity whilst promoting stress, mental ill-health, poor time management, and performance. This holds true for both students and educators. Playful learning is increasingly recognized as both a fundamental part of the human experience and a paradigm to improve pedagogical practice. INNOPLAY aims to co‑create and promote a culture that can foster play within the University by creating capacity for awareness, uptake, and exposure of play and playful learning.

Their programs are designed to help explore and learn by doing how play and design mindset can be used to make in-person and online learning more engaging. Participants will be challenged to develop a positive and open mindset, while simultaneously practicing and activating their creative confidence. The idea is to ‘explore entrepreneurship through the practice of play’, thus, INNOPLAY runs playful sessions throughout the year with a wide variety of themes and uses many different types of games. Through the activities, participants get to practice creativity, teamwork, and communication skills and have fun.

Considering the sustainable development issues facing our world, it has become increasingly clear that leaders with holistic skill sets are in scarce supply. Our education system is struggling to equip young learners with the breadth of skills they need to navigate uncertain times. Following this trend into adulthood, the need for creative and impactful skills development is well documented across various education disciplines and in the workforce. A recent Microsoft report emphasizes the gap in ‘sustainability skills’ that are needed to empower the next generation of leaders to support sustainability transformations. The skills needed include developing systems thinking, future thinking, circular thinking, design thinking, sustainability science, digital skills, transdisciplinary, and change management. The United Nations Principles for Responsible Management Education (PRME) initiative is building on The LEGO Foundation research to apply lessons focused on translating these skills for a business and management school context in pedagogical development. The Impactful Five (i5) Pedagogy is centered on five characteristics that can be used to infuse more joy, meaning, active engagement, social inclusion, and iteration into pedagogy and praxis. The (i5) pedagogy seeks to bridge the skills gap that exists in graduates who have experienced ‘business education as usual’ in the hopes of implementing the sustainability skills needed in today’s workforce. In this PDW, participants will have the opportunity to learn the (i5) process for integrating values of creativity in their pedagogy and praxis, and learners will be invited to join the global community of PRME (i5) educators actively making changes in their classrooms, business schools, research, and practice.

Collaborations and partnerships across multiple stakeholders have become important mechanisms for achieving Sustainable Development Goals (SDGs) (UN, 2015). As one of the UN SDGs, Goal 17 (Partnership for the Goals) targets strengthening of the collaborative approaches and partnerships in driving and providing resolutions to sustainability challenges.

This PDW is a collaboration between three BAM SIGs, Sustainable and Responsible Business SIG, Inter-Organisational Collaboration SIG, Performance Management SIG, and offers an opportunity to learn a cutting-edge approaches and techniques for multi-stakeholder collaboration towards SDGs.

The PDW will provide an opportunity to showcase the best practice in supporting collaboration towards SGDs through: (a) aligning diverse perspectives of stakeholders; (b) measuring performance and impact of collaborations as a pathway for SDGs; (c) learning approaches through collaboration and impacts towards suitability. The event will have a number of short illustrative presentation of the techniques and approaches to support partnership for goals. The PDW will conclude with an interactive session where the workshop participants will be asked to consider a number of practical scenarios and to develop effective collaborative strategies for impact. 

Audience: Academics, Early career researchers, doctoral students, practitioners

Facilitators:

Dr Polina Baranova

Associate Professor of Strategy and Sustainability, Derby Business School, University of Derby, UK

Co-Chair of Sustainable and Responsible SIG at BAM

 

Professor Paresh Wankhade FRSA, FCMI

Professor of Leadership and Management, Edge Hill University Business School, UK

Deputy Chair of Performance Managment SIG at BAM

 

Dr Sanne Bor

Postdoctoral researcher, LUT University, School of Business

Mikkeli University Consortium, Finland

Co-Chair of Inter-Organisational Collaboration SIG at BAM

This PDW aims to create connections between management scholars and the field of social and environmental accounting and finance scholarship. While accounting and finance scholars will be within many business school communities, our literatures are not well connected (something that this PDW aims to overcome). In brief, accounting scholars focus on organisations and how information provision creates possibilities for goal setting, planning and executing activities and providing information on the outcomes of those actions to interested parties. This includes providing information to capital markets (here is the link to corporate governance and finance studies) as well as to those who have a stake in the outcomes of organisational activities. This latter group might include stakeholders as well as citizens and communities who experience the outcomes of organisational activity. Likewise, accounting has a role in creating links between organisations that will allow them to come together in common purpose, for example along supply/value chains or in multi-stakeholder initiatives. Accounting itself also creates accountability: if accounting does not incorporate social and environmental outcomes then new forms of accountability are less likely to emerge. Accounting and finance, therefore, forms part of sustainability ‘organising’ activities alongside aspects of organising studies by business and management scholars. The best scholarly introduction to the functionality of accounting (aimed at management scholars) is from Peter Miller & Michael Power in their 2013 paper “Accounting, Organizing, and Economizing: Connecting Accounting Research and Organization Theory”, published in the Academy of Management Annals.  To link to this article, see here: http://dx.doi.org/10.1080/19416520.2013.783668

War and conflict have a destructive impact on the wellbeing, development, and resilience of societies. Living under the adverse conditions of protracted violence has an imprinting effect on society members as they strive to adapt to an environment characterised by unpredictability, and division, leaving deep psychic and social scars related to the conflict. These scars continue to have impact during the transition from violence to peace as often legacy issues remain unresolved, continuing to be triggered by traces of conflict.  Conducting qualitative research in such settings can be challenging for the researcher as even mundane topics can trespass into sensitive territory when society is in a state of socio-political flux. However, helping societies transition to peace is a key UN sustainability goal and researchers have a key role to play in this process. Yet, preparing for research in such fragile contexts is not the mainstay of research methods training for researchers. This PDW explores the range of ethical and emotional challenges encountered throughout the various stages of the research process by researchers in transitional settings. Additionally, the PDW puts forward a series of strategies to better equip researchers for such settings. Such development is necessary to ensure that qualitative researchers do not eschew transitional research in favour of other contexts. It is therefore anticipated that this PDW will be of interest to those business and management scholars who are currently conducting qualitative research in such contexts and those who are planning to conduct research in transitional settings.

Reviewing is a critical scholarly role that enables the academic knowledge creation system to work. The PDW will help participants to:

• gain insights on how to prepare a professional, developmental and constructive review 
• hear from journal editors and board members what makes a review effective and impactful
• become a better author by learning how reviewers think and act
• learn how to enhance your critical analysis skills   
• become a more effective contributor in the knowledge creation process  

Apart from the general perspective of reviewing, we will have specific distinct perspectives, covering reviewing of refereed papers in general, grant applications, research methodology reviewing, and special focus on BAM and other leading journals.  

Networking in conferences is often daunting for PhDs and Early Career Researchers due to the lack of established connections and status in the field. In addition, the intersection of their early career stage with gender, class, ethnicity, race, and immigrant status may inhibit them from approaching certain academics at the expense of widening their academic circle. To counteract these barriers and create an inclusive networking space, the BAM Gender in Management Special Interest Group (GiMSIG) is excited to propose a unique Professional Development Workshop (PDW) at the upcoming BAM 2023 conference. The PDW, titled “Connecting Minds: Fostering Inclusion, Diversity, Equity and Respect through Collaborations in Gender and Management Research” aims to provide a platform for academics, doctoral students and early career researchers interested in gender and management research to connect, collaborate, and promote diversity in the field. The event is structured to provide one to one networking platform between academics, PhDs, and Early Career Researchers and offers equal opportunities for networking amongst all the participants.

The PDW will feature an engaging in-person speed networking format where participants will have the opportunity to engage in focused conversations with a diverse group of academics representing various backgrounds, including research expertise and ethnicity. Through this format, we aim to provide and facilitate meaningful connections, foster collaborations, and promote diversity in gender and management research.

As an outcome, we envision participants taking away not only new research ideas and insights but also an expanded network of colleagues from diverse backgrounds, promoting interdisciplinary and inclusive research in the field of gender and management. We believe that this PDW will contribute to the professional development of attendees by fostering connections, promoting diversity, and facilitating collaborations.

This Professional Development Workshop seeks to develop organisation and management scholars’ practical ability to use creative, visual methodologies in organisation and management research. We will be using the theme of inclusion and exclusion at work as an illustration. In this workshop we will introduce and work with ‘Participant-led Photography’ (Shortt and Warren, 2019). We will provide practical examples of this type of research approach from our research project ‘Leadership, Language and Visual Interpretation’ funded by the SAMS/BAM Research and Capacity Building Grant. Our main concern is to give participants an opportunity to have a go at using these visual methods and analytical approaches during the workshop and to exchange practical advice and reflections based on their own research projects.