2023 Conference

In the evolving landscape of business sustainability, the integration of Environment, Social, and Governance (ESG) standards has transitioned from regulatory compliance to a strategic imperative for achieving long-term profitability. The "MoSMoP Evolved" workshop builds on the foundational discussions initiated at the previous British Academy of Management conference 2023, delving deeper into the actionable insights derived from rigorous analysis and implementation of More Sustainable More Profitable (MoSMoP) principles over the past year. This workshop aims to catalyse a sophisticated discourse on the synergetic relationship between sustainability and profitability, spotlighting pioneering business models that exemplify this convergence.

Through a collaborative examination of seven business cases from the UK, China and Europe, insights are developed on the common characteristics of these firms based on which a synthesized business model is developed. This business model is an initial template of the MoSMoP phenomenon, highlighting the aspects that realize sustainability and profitability hand in hand. Furthermore, important learning from the ongoing research and discussions directs us to an interesting avenue of balancing the triple bottom line across the supply chain.

Building on the synthesized MoSMoP business model and further insights, this workshop intends to explore the mechanisms through which businesses can harness ESG principles not just as a compliance mandate but as a cornerstone for innovation, market differentiation, and enhanced economic value. This workshop will challenge participants to rethink the traditional paradigms of business sustainability, equipping them with the knowledge and tools to pioneer research and practices that align with the principles of More Sustainable More Profitable businesses.

Presented by Fatima Gillani, Nottingham Trent University, UK, Prof Xiao Ma, Nottingham Trent University, UK, Dr Muhammad Mazhar, Nottingham Trent University, UK, Dr Sonnich Sonnichsen, Lund University, Sweden, Dr Jie Chen, Shanghai Jiao Tong University, China, Prof Amandeep Dhir, University of Agder, Norway, Feifei Lu, Shanghai University, China, Prof Roger Maull, Exeter University, UK

This PDW is designed to introduce and promote practice theory as a transformative theoretical tool that could advance the impact of business and management research. Practice theory is best viewed as an evolving theoretical orientation rather than one unified grand theory (see, for example: Nicolini. 2012; Spotswood, 2019). By looking at practices as a unit of study, practice theory offers more objective insights into phenomena and deepens our comprehension of mundane, everyday practices such as the ‘doings and sayings’ of work and management (Schatzki, 2002). This, coupled with the correct policies and strategies, could foster unique opportunities for transformation for the greater good of work, organisations and business. Noticeable applications of the practice theory in business and management studies include those orientated around ‘strategy as practice’ (Whittington, 1996; Jarzabkowski, 2005; Kaplan, 2008); ‘entrepreneurship as practice’ (Thompson et al, 2020; Thompson and Byrne, 2020; Feldman and Worline, 2016); the practices of using and consuming in Marketing (Echeverri and Skalen, 2011; Spotswood, 2019), as well as more critical studies of the ways through which privilege, prejudice and inequalities are played out through normalised management practices (Sliwa et al, 2022; Pecis and Touboulic, 2024).

The PDW will include a keynote by Prof. Nicolini, a practice theory pioneer in the business and management field, on the current state of practice theory as a field of conceptual development, in addition to two talks by esteemed practice theory academics, Prof. Mason and Dr. Spotswood on their experiences of applying practice theory in their respective research. The workshop will conclude in an interactive panel discussion where attendees will have the opportunity to ask our expert speakers questions and discuss their own ideas and thoughts.

Presented by Dr Sahar Bakr, Nottingham Trent University, UK, Dr Katherine Parsons, Cardiff Business School, UK, Prof Davide Nicolini, Warwick Business School, UK, Prof Katy Mason, Lancaster University, UK, Dr Fiona Spotswood, University of Bristol, UK

While existing Equality, Diversity, Inclusion and Respect (EDIR) policies are aimed at improving minority representation in organisations, this Professional Development Workshop (PDW) provides a forum to set in motion critical discussions on existing approaches to achieving EDIR within the Academy and industry. It aims to discuss and shed light on how relatively sparse model minorities shoulder an obligation to support others with whom they share, or are presumed to share, socio-collective characteristics. Fresh debates that challenge widely accepted notions of shared socio-collective identity as a currency to defining mentorship arrangement among minoritized group are initiated to demonstrate how such practices could perpetuate or reinforce the minority’s situated predicament.

We invite participation from all members of the Academy including— PhD students, academics across all stages of career, and practitioners— to join this 90-minute interactive panel discussion, and collective debate, that draws on lived and living experiences of model minorities to conceive new ways of pursuing our collective efforts to achieving EDIR in the academy as well as industry.

Presented by Prof David Sarpong, Aston University, UK, Dr Derrick Boayke, Aston University, UK, Prof Mairi Maclean, University of Bath, UK, Dr Mabel Torbor, University of Glasgow, UK

Up to 1 in 6 of the UK’s population is likely to have one or more forms of neurodivergence. The Neurodiversity Spectrum encompasses a variety of conditions, including Autism, ADHD, Dyslexia, and Tourette's Syndrome. Each condition presents unique challenges but also offers positive attributes such as analytical thinking, creativity, adaptability, empathy, attention to detail, and the ability to hyper-focus. 

Historical figures like Alan Turing, Albert Einstein, and Henry Ford were innovative problem solvers whose neurodivergence enabled them to devise novel solutions to complex issues. Many neurodivergent individuals possess the attributes needed to become the change-makers of the future, provided they have the opportunity to learn in an accessible setting. However, neurodivergent students are currently more likely to achieve outcomes below their potential and less likely to complete university courses. Common difficulties faced by neurodivergent students include connecting with learning materials, needing additional time to process information, feelings of anxiety in social situations, and sensory fatigue from noise and bright lights. 

The interactive workshop aims to significantly contribute to improving inclusion for neurodivergent students within Higher Education. The workshop will challenge stereotypes of neurodivergent individuals, identify the challenges they face in Higher Education, and celebrate their strengths. Attendees will be encouraged to share best practices for inclusive learning, focusing on teaching materials and classroom settings. Participants will leave with a deeper understanding of the neurodivergent student experience and practical ideas and resources to incorporate into their future teaching practices.

Presented by Janine Dixon, University of Manchester, UK

The National Teaching Fellowship (NTF) Scheme is the UKs foremost teaching award. It stands alongside the general Advance HE Fellowship scheme that a great many academics are a part of. With the NTF scheme, however, each university can only submit 3 applicants each year, and only 55 awards are made (resubmissions are most definitely accepted, encouraged even). As a result, all applicants are excellent in so many ways, but only the very best receive the award each year. 

Over the years, relatively few Business and Management academics have received this accolade, despite the incredible teaching being delivered. The purposes of this session are to introduce the award and the application process to participants; and to highlight key features that distinguish the successful applications. The session will be led by Professor Rob Ackrill, from Nottingham Business School, who was awarded a National Teaching Fellowship in 2014 and is also a reviewer for the scheme. 

This session will begin with an introduction to the scheme and an overview of its main features. After receiving my award, I was surprised to discover how few colleagues had even heard of the scheme. Many confused (and some still confuse) the NTF scheme with the general Fellowship scheme. The key difference between the NTF and, especially, Senior and Principal Fellows, is the focus on students, teaching, and teaching related activities. The latter awards, as senior awards, focus more on policy than direct teaching practice and they are sometimes seen as being more readily available to staff in certain senior management positions, whose day to day role involves informing and influencing policy. The NTF scheme is much wider than that. Importantly, it is also open to colleagues who are not lecturers but who, in other roles, can also have a profound impact on students. Moreover, it pays particular attention to what colleagues do above and beyond their core role and duties. 

The principal part of the application, that will be the focus of the second part of the session, has three sections, which can be summarised as impact on students; impact on colleagues; impact on self. Unsurprisingly, given the wording used here, a critically important part of any successful application is the clear demonstration of that impact. In my experience of reviewing – and this is something routinely emphasised in the regular refresher training we go through – this is what distinguishes the successful applications. This part of the session will be informed by examples, based on actual applications but generalised to ensure data protection compliance. 

The third part of the session will be to get participants to start to think about their own practice, and possible examples that they might wish to bring into a draft application. Moreover, and perhaps more importantly, this activity will be driven by the simple fact that a strong application can take years to develop, given the need to identify key activities and build up the necessary evidence base. The main takeaways will therefore be a clear sense of the value of the NTF award, and what colleagues will need to be thinking about should they wish to develop an application. These will usually be supported and made through their home institution, but it will also help to have a sense of disciplinary community within the BAM network.

Presented by Prof Rob Ackrill, Nottingham Trent University, UK

Gender inequality patterns in Business and Management (B&M) Schools show little signs of diminishing and, in some cases, have been increasing (Fotaki, 2013; Śliwa et al., 2022). Academics in B&M Schools from a wide range of disciplines with different epistemological and ontological perspectives and research approaches in knowledge production have also increased the complexity of advancing gender equality in B&M Schools. While B&M Schools are responsible for shaping equal and inclusive cultures in organisations as they are at the forefront of fostering prospective business and organisational managers, leaders, and entrepreneurs and influencing research agendas and policy practices. To advance gender equality in Higher Education Institutions (HEIs), integrating the gender dimension in research, innovation, and pedagogy are important building blocks in gender equality planning (European Commission, 2021).

This PDW will build on exploring and exercising two bespoke guides developed by the Lancaster University Management School’s (LUMS) TARGETED-MPI Project team: The Guide to Developing a Gender-Aware and Inclusive Curriculum (GIC) and The Guide to Developing Gender-Aware and Inclusive Research (GIR). It will also reflect the team’s experiences, as a case study, of moving forward with the agenda to integrate the gender dimension into teaching and research. These discussions, knowledge exchange, and exercises will pave the way for starting more open conversations and inform actionable plans for developing gender-awareness and inclusivity in teaching and research to advance equality, diversity, and inclusion in different organisational contexts.

Presented by Yunyan Li, Dr Sophie Alkhaled, Nikita Mehta, Prof Valerie Stead, Lancaster University, UK

As identity becomes an increasingly salient construct within societal discourse, Management and Organisation scholars from different disciplines and fields are approaching identity as a possible concept for investigating research problems or analysing research data. The purpose of this workshop is therefore to offer delegates both a theoretical and a practical “way in” to the diverse and sometimes complex identity field. As well as providing an overview of the field and comparing and contrasting three distinctive and popular theoretical approaches to identity - Social Identity Theory, psychodynamic approaches and narrative identity work - the workshop will also be highly practical. Each theoretical approach will applied to the same data excerpt to both demonstrate its efficacy and to illustrate the alternative and complementary insights that different theories can bring to the same MOS context.

Delegates will also be offered the opportunity to bring some of their own data and to practice applying one or more identity theory to explore what insights might be leveraged. Alternatively, delegates will be able to practice analysing another excerpt themselves either individually or in small groups. This workshop offers important opportunities for delegates to identify potential collaborations for current and future research programmes.

Presented by Dr Ali Rostron, University of Liverpool, UK, Prof Kate Black, Northumbria University, UK, Joanne Conway, Cranfield School of Management, UK

Generative AI holds the potential to significantly transform academic publishing by enhancing the writing process, optimizing peer review, and broadening research dissemination. However, this promise is accompanied by notable risks related to accountability, integrity, and bias (Májovský et al. 2023). To date, the dialogue surrounding the potential and perils of AI has predominantly been spearheaded by the natural sciences, particularly medicine (Misra et al., 2023). Several publishers have issued policies on AI use in publications and Journal of Management Studies has launched their own manifesto on responsible use of generative AI (Gatrell et al. 2024). The advice offered follows the general lines of first order principles such as accountability and responsibility, rather than hard lines, which is unsurprising given the novelty and ever-changing nature of the topic. This Professional Development Workshop (PDW) seeks to extend the conversation to explore specific implications of generative AI in the realm of management studies publishing (Budhwar et al., 2023; Gatrell et al. 2024). 

The session will commence by exploring the advantages offered by AI tools, such as aiding non-native English speakers in manuscript preparation (Kacena et al., 2024), delivering instantaneous feedback (Lund et al., 2023), and automating the initial screening of manuscripts (Lund et al., 2023). The ability of AI to democratize access to scientific knowledge is contrasted with urgent ethical considerations like the question of authorship (Lee et al., 2023), concerns of plagiarism, and preserving the integrity of scientific communication (Májovský et al., 2023), intellectual property rights (Inam et al., 2024), as well as the potential for ingrained biases (Lund et al., 2023).  

This workshop will delve into these complex issues, aiming to provide attendees with a comprehensive understanding of the influence of AI on academic publishing and the ability to ethically navigate its use. Participants will examine the latest guidelines from academic publishers in the field of management and discuss the ethical integration of AI into scholarly communication, thereby ensuring the quality and integrity of academic outputs.

Presented by Dr Anna Morgan-Thomas, Adam Smith Business School, UK

The hybridisation of strategies, concepts, models, and methods has been used for many years. However, it became particularly evident when online approaches were increasingly pursued during the pandemic, which had to be harmonised with traditional approaches. This raised awareness of the principle of hybridisation.

The motivation to investigate and apply hybrid models and methods in research and development was increased. As a result, the expansion of hybridisation also encompassed all areas of management, e.g. from project and corporate management to education management.

After a phase of hype during the pandemic, the topic of hybridisation is being brought back to a normal level but remains on the management agenda. It has been recognised that the hybridisation of systems enables a more flexible response to change. Adaptive management approaches are promoted by multidimensional hybrid models and methods.

Scientific research on the hybridisation of management and the developments and applications based on it are promoted and shaped differently in the individual regions and countries of Europe. The workshop will therefore provide an overview of the role of hybridisation in management in the turbulent times following the pandemic.

Based on a theoretical approach of multidimensional hybrid models, which are suitable for realistically simulating and better controlling complex conditions in the management of complex systems and processes, selected case studies on research work on new models and methods based on hybrid management approaches from the European region will be presented and discussed. Application scenarios complement the case studies to document the applicability of the research.

Presented by Prof Dr.-Ing Christian-Andreas Schumann, Westsächsische Hochschule Zwickau, Germany, Dr Kevin Reuther, University of Leipzig, Germany, James Johnston, University of the West of Scotland, UK, Emelie Schwill, University of Applied Sciences Zwickau, Germany, Fabienne Schützner, Universität Leipzig, Germany

In the last decade, significant advancements have been made in fostering research impact more broadly than the traditional academic-only orientation. The new orientation of non-academic impact is considered in the Research Excellence Framework (REF), which aims for research to achieve an impact “beyond the academy” and that can also address global “grand challenges” through sustainable development. For instance, the United Nations Sustainable Development Goals (SDGs) framework provides a context where research themes tackle challenges faced by individuals and institutions all over the world.

Nevertheless, there is still much that remains overlooked in the debate about how to measure the non-academic impact of business and management research in more concrete and feasible ways. Discussing the impact of research on society involves developing frameworks and theories capable of identifying societal benefits from scientific research results. Besides, measuring this impact is an indispensable condition for knowing the actual benefits of our research.

This PDW discusses how contexts may lead to missing significant opportunities to address pressing problems, such as increased inequality and unsustainable growth, and how high-quality and impactful business and management research can help find solutions to these issues. The workshop is designed to create and implement ways to identify the impact of research from different perspectives and with different purposes. It will draw on the experience of established faculty who have worked with these themes and then provide time for reflection, discussion, and collective creation. This PDW is aimed at individuals concerned with societal issues who intend to collaborate to find solutions to some of these issues.

Presented by Prof Flavio Hourneaux Junior, University of São Paulo, Brazil, Dr Simon Williams, Service Insights, UK, Dr Luisa Huaccho Huatuco, University of York, UK

Pedagogic approaches used to introduce the SDGs are diverse, especially around whether to embed across all teaching or focus on selected modules. This fundamentally affects theories used to frame the concepts. Tomasella et al. (2024) argue that a mixed approach to teaching and learning is needed to recognise, navigate and engage with this discourse. Tomasella et al. (2024) examined ways in which the SDGs have been embedded in the curriculum of Marketing degree programmes at UK universities. The research led to the development of the 3Es framework: Engage, Expand and Enact. The researchers have later applied this model and extended it into an exploration of the pedagogy better suited for enterprise education, such as the sustainable mindset principles (Rimanoczy, 2020). Painter-Morland et al. (2016) talk of the systematic integration of sustainability into schools, which goes beyond the curriculum, and the 3Es framework adds to this by considering ‘how to’ from the perspective of a course, level and module and how sustainability is articulated through, for example, the SDGs. 

This workshop with academics from a range of Business disciplines will introduce, explain and explore the 3Es framework and examine suitability for generalisability from Marketing and Enterprise to other disciplines, gathering views, sharing good practice and working together to find solutions to any potential issues around embedding the SDGs in our teaching and assessment. Delegates will be asked to consider how they could use this framework in their own practice, while also considering the opportunities and challenges around embedding the SDGs at different levels – individual, module, programme, school, college/faculty and university.

Presented by Dr Alison Lawson, University of Derby, UK, Barbara Tomasella, University of Derby, UK, Richard Howarth, Nottingham Business School, UK

The objective of this Professional Development Workshop is to shed light on some of the common methodological concerns while conducting leadership research and to provide recommendations and perspectives that can serve as best practices towards rigorous research. As a field, leadership is an ever-growing area of research in management and applied psychology. Scholars have extensively studied how leader traits and behaviours influence individual, organizational and societal outcomes. Related studies from organizational psychology have established moderators, mediators, and processes such as social learning and social exchange that can explain the trickle-down effects of various leadership styles, both positive and negative.

Despite these advancements, scholars note several methodological concerns in studying leadership such as research designs being overwhelmingly common-source (using follower-rated measures), lacking strong theoretical rationale, mediation variables based on leadership approaches rather than theory, viewing measurement constructs as static and collecting isolated (versus nested data) from organizations. With this PDW, attendees will learn from three internationally highly renowned professors the importance of overcoming some of the methodological concerns and errors in studying leadership which can inspire thorough research in the leadership landscape.

Presented by Dr Preethi Misha, Nottingham Trent University, UK, Prof Lynda Jiwen Song, University of Leeds, Prof Dr Marius van Dijke, Rotterdam School of Management, Netherlands

This PDW caters to researchers, academics, and practitioners aiming to refine research methodologies, especially within digital lab environments. Participants will explore the synergy between gamification and research methodology, discovering how game design principles—such as point scoring, rewards, and time-bounded challenges—can revolutionize participant engagement and data quality. Practical tools like jsPsych and lab.js will be introduced to streamline the development of gamified questionnaires. Through interactive discussions, case studies, and hands-on exercises, attendees will learn to design and implement gamified research tasks while ensuring the validity and reliability of findings.

The workshop culminates in a group activity, utilizing VR headsets (Meta’s Oculus headsets provided) to collaboratively design a tourism and hospitality-focused lab experiment.

Presented by Hamid Shaker, Nottingham Trent University, UK, Dr Suresh Malodia, Mudra Institute of Communications (MICA), India

In many higher education institutions, applying for and being awarded competitive research funding has become a requirement for recruitment, progression, and the ability to conduct research and attend conferences. Yet, applying for research funding is very time consuming, success rates are often very low and the ability to rework and resubmit an application are limited. Moreover, changes to the funding landscape in recent years have prioritised large grants over smaller schemes through which researchers can build a track record of funding.

The aim of this Professional Development Workshop is to enable early career scholars and those new to pursuing research funding to better understand the benefits and limitations of applying for funding, gain insights into what makes a good application and learn more about the British Academy of Management’s research grant portfolio. The timing of this session coincides with the launch of the six small grant schemes offered by BAM and Partners in the 2025 funding round, which will give delegates sufficient information to decide whether to develop an application.

The session will be facilitated by the BAM Chair of Research Grants and the BAM Grants Administrator to help delegates to:

• share any experiences with applying for and receiving research funding

• gain insights into how research grant applications are assessed

• hear from a former BAM grant holder

• ask any questions about the BAM and Partner grant offering

• reflect on their work and the potential for applying for research funding

Presented by Prof Steffanie Reissner, Durham University Business School, UK, Stuart Hull, BAM, UK

This panel will explore the challenges facing the workplace over the next decade and beyond, examining implications for management scholars and management education.

The panel will consider a range of topics including:

• Changes in ways of working e.g. global virtual teams (working any time anywhere);
• The digital world, digital monitoring and AI;
• Sustainability and the development of ‘green’ leaders;
• Implications for employee wellbeing.