The Sublime Object of Desire (for Knowledge): Sexuality at Work in Business and Management Schools in England

This paper explores why and how sexuality intertwines with gender in the organizational context of academic institutions. Drawing on insights from the work of psychoanalyst post‐structuralist feminists Luce Irigaray, Hélène Cixous and Julia Kristeva, we explore the institutionalized abjection of the real and imagined (woman's) body as the root cause of her relative exclusion from knowledge (creation) and her subordinate position in it. The project is analytical as well as political: it both unravels and opposes the ways gender is superimposed on sexuality and how we as academics might collude, legitimize and perpetuate and gendered sexualized (and therefore exclusionary) ways of organizing in/of society. The findings of an empirical study of a sample of women academics in management and business schools in England are discussed in the light of the proposed theory.     

Making and Mending your Nets: Managing Relevance, Participation and Uncertainty in Academic–Practitioner Knowledge Networks

Making and mending your nets is concerned to examine, from an actor–network theory perspective, how the relevance debate concerning research and teaching is a significant non‐human actor in the development and management of industry–academic networks associated with UK business schools. By significant, we do not imply the most important because it is only one of many human and non‐human actors that may arouse interest, be problematized, enrolled and/or mobilized for such networks to become ‘obligatory passage points’ and ultimately irreversible collective assemblies. The paper then utilizes actor–network theory as a framework for examining our primary empirical research on academic–practitioner knowledge networks – nets that require a continuous making and mending in managing relevance, participation and uncertainty. We argue that the actor–network framework is more compatible than alternative knowledge diffusion or transfer models with the data we have collected on academic–practitioner knowledge networks in the UK. In accounting for the dynamic instability and precariousness of knowledge networks, it avoids raising false expectations about business knowledge and its relevance or effectiveness. If knowledge in the physical sciences and engineering unfolds slowly and unevenly in the face of many disputes, disruptions and setbacks, as actor–network theory has claimed, then how much more likely is this to be the case in the social sciences? Consequently there should be no expectations of one‐to‐one, direct causal chains between knowledge production and application, as some business school critics seemingly demand.     

Gender in Management: Theorizing Gender as Heterogender

Research on gendered identities in management has exploded over the past three decades. The focus on gender obscures the place of sexuality in gendered theory. In this article theories of gender as ‘object’, ‘subject’ and as social processes are used as interpretative frames to explore the ways in which gender and sexuality are enacted by lesbian managers. Their narratives demonstrate that managing gender was experienced primarily as managing heterosexuality. Disjunctions in identity positions revealed that heterosexual assumptions provide the foundation of gender. Reframing gender as ‘heterogender’ foregrounds heterosexuality and gender as intertwined and provides another layer to understanding how gender is ‘done’ in management.     

What Influences Business Academics’ Use of the Association of Business Schools (ABS) List? Evidence From a Survey of UK Academics

The development of the Association of Business Schools (ABS) list in 2007 and its rapid adoption by UK business schools has had a profound effect on the nature of business and management academics’ ways of working. Using a large‐scale survey of UK business academics, we assess the extent to which individuals use the Academic Journal Guide (AJG/ABS) list in their day‐to‐day professional activities. In particular, we explore how their perceptions of the list, the academic influence of their research, academic rank and organizational context drive the varied use. Building on prior research on the importance of univalent attitudes in predicting behaviour, we find those who have either strong positive or negative views of the list are more extensive users than those who are ambivalent. We also find that the extent of use of the AJG/ABS list is greatest among those academics who have lower academic influence, in the middle or junior ranks within business schools and in middle and low‐status universities. We explore the implications of these findings for the value of journal rankings and for the management of business schools.     

Who is it That Would Make Business Schools More Critical? Critical Reflections on Critical Management Studies

We suggest in this paper that whilst exploring how to make business schools more critical we must also turn a critical and reflexive lens upon ourselves, critical management thinkers. Our endeavour is outlined here as a 'reflexive journey' in which we turn upon ourselves, academics who identify as 'critical' thinkers, the theories we use to analyse others. Our focus is upon critical management education. We use three vignettes drawn from our previous research. One is of graduands from the postgraduate programmes on which two of us teach, the second an analysis of knowledge transfer programmes in which we have participated, and the third a study of the construction of academic identities. The first study shows the academic teacher may become an internalized, judgemental gaze, the second that what we see as a critical approach may be construed by our students as another 'truth' that fails to encompass the complexities of organizations and management, and the third encourages us to ask some questions about our own positions. This causes us to ask some uncomfortable questions about our own positions as critical management scholars and the ways in which we conceptualize business schools and our colleagues who work in them.     

Narcissus Revisited: The Values of Management Academics and their RoleinBusiness School Strategies in the UK and Canada*

The myth of Narcissus provides an appropriate metaphor for the continuing debate over the relationship between academics, business and other stakeholders; most recently expressed in terms of Mode 1 and Mode 2 knowledge and academic entrepreneurialism. Both myth and debate are based partly on conflicts over identity. However, surprisingly little empirical work has been conducted on the identity of management academics. A step towards this is made here by exploring the role of embedded and enduring values as a primary element of academic identity in business schools. Contextualized in the Mode/entrepreneuralism debate, a layered metaphor of academic organization is adopted, in which values are located among deep‐set constructs and a comparative and longitudinal perspective employed. A value‐ranking instrument is devised, applied and retested over five years in two business schools in Britain and Canada. This reveals values that are widely held by management academics and those that are more pervasive in each institution. Understanding such values helps provide insight into the strategic role of academic identity, grounded in ontological and epistemological frameworks.     

Don't Screw the Crew: Exploring the Rules of Engagement in Organizational Romance

Thirty years ago sociological research began to discover what workplace romance might mean for the participants. Since then management research has tended to adopt a functionalist approach, using survey methods, or third‐party approaches to ask about company policy and negative consequences of workplace romance, warning of the dangers and consequences of romance and offering solutions for managers on how to deal with this potential problem. Drawing on the sexuality of organization and critical literature, and adopting a position of constructivist structuralism with a qualitative research method, this research looks at how the concept of workplace romance is defined and negotiated within a public‐house setting. It examines the ‘rules of engagement’, the personal experiences and views of both managers and workers, as well as first‐hand stories of workplace romance. Romance was conceptualized as ‘natural’ and something that could not be legislated for, where unwritten rules were defined but often ignored. However, the ‘rules of engagement’ emerged as favouring particular groups depending on gender, position in the hierarchy and sexual identity. Subjective value judgements are made, often resting on gendered assumptions of male and female behaviour.     

Promoting Scholarship that Matters: The Uselessness of Useful Research and the Usefulness of Useless Research

Our ambition in this essay is to challenge received wisdoms about the importance of ‘useful’ management scholarship. Suggesting that usefulness and uselessness are contingent on issues of temporality and power, we advocate caution in assigning terms such as useful and relevant – they are inherently problematic, we argue, and should be viewed more as ideology than as empirical statements. We conclude by a call for reflexivity about what it is we are doing when we do ‘useful’ research, along with a greater concern for the values for which business schools stand.     

Making the Business School More 'Critical': Reflexive Critique Based on Phronesis as a Foundation for Impact

This paper explores how the business school can become more critical by advancing the notion of reflexive critique . Drawing on diverse literatures propounding a critical perspective, this paper integrates the various interpretations of 'what it is to be critical' and proposes phronesis as a foundation for responding to and extending the relevance and rigour debate by articulating what it means for business schools to have a critical impact on management practice. A phronetic analysis of management education provides an innovative lens for understanding the power of critique in engaging academics and business practitioners in the co-creation of knowledge. This is illustrated by distilling the main insights from the experience of introducing an innovative course entitled 'Critical Thinking' offered to MBA students over a five-year period. The paper discusses the importance of critique in the business curriculum and explains the rationale for introducing the course and its objectives, as well as the learning and teaching techniques employed. The analysis considers how reflexive critique can be a platform for integrating a critical analysis of management informed by management research and academic thinking in relation to business practitioners' practical experiences of managing. The paper concludes with a review of the main lessons learned and the implications for future initiatives intended to foster engagement of theory and practice and the collaboration of academics and business practitioners.     

Religious Social Identities in the Hybrid Self‐presentations of Sikh Businesspeople

This paper explores the identity work practices of Thai Sikh businesspeople. The paper focuses on two important social identities in participants’ self‐presentations – those derived from religious (Sikh) and western business discourses – and identifies powerful tensions in their hybrid identity work. Conducting discourse analysis on identity work practices within interview settings, the authors explore how participants resolve, accommodate or reject these discursive tensions while attempting stable and coherent hybrid self‐presentations. They identify several different forms of hybridity, including what they term ‘equipollence’, which occurs when two equally powerful, contradictory discourses are incorporated in self‐presentations, producing potentially irresolvable intersections and leading to a lack of coherence. Contributions are made to the literatures on religion and work, hybrid identity work processes and social identities.     

Exploring the use of virtues to facilitate identity construction among management students

This paper explores the challenges and opportunities facing educators who wish to facilitate management students’ identity construction as a means to foster their students’ emergent professional identities and post-graduate career attainments. We look to medical and law schools’ recent advancements, alongside their traditional dissemination of knowledge and technical skills, in better aligning students’ developing identities and related behaviors with respective professional ideals. Drawing on insights from these professional schools, we examine whether the concept of “professional virtues” that’s proven valuable in these contexts might also be used to facilitate students’ professional identity construction within management education.     

‘Female Heroes’: Celebrity Executives as Postfeminist Role Models

This paper explores the significance of contemporary celebrity businesswomen as role models for women aspiring to leadership in business. We explore the kind of gendered ideals they model and promote to women through their autobiographical narratives, and analyse how these ideals map against a contemporary postfeminist sensibility to further understand the potential of these role models to redress the under‐representation of women in management and leadership. Our findings show that celebrity businesswomen present a role model that we call the ‘female hero’, a figure characterized by 3Cs: confidence to jump over gendered barriers; control in managing these barriers; and courage to push through them. We argue that the ‘female hero’ role model is deeply embedded in the contemporary postfeminist sensibility; it offers exclusively individualized solutions to inequality by calling on women to change themselves to succeed, and therefore has limited capacity to challenge the current gendered status quo in management and leadership. The paper contributes to current literature on role models by generating a more differentiated and socially situated understanding of distant female role models in business and extending our understanding of their potential to generate sustainable and long‐term change in advancing gendered change in management and leadership.     

Globalization and Its Challenges for Business and Business Ethics in the Twenty‐first Century

The global expansion of free enterprise has been underway for some time, and the challenges for global companies are well‐known. Companies often operate in economically blighted communities and in corrupt environments without a rule of law. At the same time Western‐based global corporations are under increasing public pressure to take on responsibilities to these communities that are often beyond their expertise or economic purview. For example, at the 2008 Davos meetings Bill Gates proposed the idea of “creative capitalism, challenging business to ‘meet the needs of the poor in ways that generate profits’...” In what follows I shall argue that while there have been many successful global ventures, the Gates’ challenge requires academics and managerial leaders to rethink their mind sets and expand their thinking about what we mean by globalization, poverty, and the multiple dimensions of free enterprise.     

Critical Business Ethics: From Corporate Self‐interest to the Glorification of the Sovereign Pater

Research in critical business ethics has demonstrated how economic self‐interest is the primary reason that businesses adopt nominally ethical practices. After reviewing this body of research, the authors propose that it can be further developed by questioning its conception of self‐interest, by exploring its non‐economic dimensions and by reconsidering the meaning of the ‘self’ that is said to have such interests. Drawing insights from feminist theory and political theology, the paper interrogates corporate business ethics as a public glorification of corporate power based on a patriarchal conception of the corporation. Genealogically rooted in early Christian ceremonial practices used to glorify God the Father, this is a glorification for the sake of glory rather than just for the sake of commercial ends. The authors further argue that corporate business ethics is rendered as the feminized servant of the sovereign corporate patriarch, always at hand to glorify the master. The meaning of corporate business ethics is hence one where the feminine is not absent, but rather is servile to a masculinity conceived in relation to domination, greatness and sovereignty. Collectively, this shows how the power wielded and desired by corporate business ethics far exceeds the pursuit of financial self‐interest; it is also related to modelling the corporation on a male God. The paper concludes by considering how research in critical business ethics can be extended through forms of inquiry that destabilize the ethical glorification of the corporation, and displace its masculinist privilege.     

Advancing Gendered Analyses of Entrepreneurship: A Critical Exploration of Entrepreneurial Activity among Gay Men and Lesbian Women

This paper advances contemporary gendered analyses of entrepreneurial activity by exploring self‐employment amongst gay men and lesbian women. Within current entrepreneurial debate, heterosexual women have become the visible embodiment of the gendered subject. Our contribution is to queer this assumption when focusing upon the entrepreneurial activity of gays and lesbians. Our core question investigates if ‘there is evidence of differences between homosexuals and heterosexuals in their likelihood of being entrepreneurially active’. To address this question, we contrast competing notions of gender stereotypes and discrimination whilst drawing on findings from a large‐scale population‐based study of 163,000 UK adults. We find few differences between homosexuals and heterosexuals; this persists after examining intersectional patterns and considering if gay and lesbian entrepreneurs choose particular sectors, geographies or forms of self‐employment. As our discussion highlights, the value of this study lies within its critique of contemporary analyses of gender which assume it is an end‐point rather than a foundation for analysing gender as a multiplicity.     

Pluralism in Project Management: Navigating the Crossroads of Specialization and Fragmentation

Project management is a rapidly expanding subfield of management and organization studies. This paper seeks to make sense of this development and the current state of project management research. It reviews the literature published over the last five decades in 30 leading management and organization journals. In total, 305 articles were included in the data set. The paper proposes a categorization of the published articles into seven ‘schools of thought’: Optimization School, Factor School, Contingency School, Behaviour School, Governance School, Relationship School and Decision School. The schools vary in terms of their main focus and use of the project concept, major research questions, methodological approaches and type of theorizing. It is suggested that a better awareness on how to make use of the schools and the identified perspectives would stimulate cross‐fertilization, unification and thus enhance a pluralistic understanding of projects and project management at the same time as it would prepare research to frame more accurately the problems of contemporary projects. In that respect, the paper offers ideas on how to navigate at the crossroads between specialization and fragmentation, between the search for novel topics and improvements of existing knowledge.     

In pursuit of a new 'enterprise' and 'entrepreneurship' paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledge

The paper argues for a new approach to the study of entrepreneurship and a new paradigm as a basis for entrepreneurship education. It also argues that such an approach is unlikely to come from university business schools. It needs an organisational revolution which, however, can be managed within a university as a whole. The paper is divided into two parts. The first explores the political imperative in Europe for development of the ‘enterprise culture’ and attributes this mainly to pressures for greater international competitiveness. The educational response is then examined and, with the help of a number of recent surveys, some of the key issues pertaining to the development of entrepreneurship education in higher education institutions in the UK and Europe are reviewed. The second part attempts to address the imperative at a more conceptual level. The pursuit of entrepreneurial behaviour is seen as a function of the degree of uncertainty and complexity in the task and broader environment and/or the desire of an individual, in pursuit of an opportunity or problem solution, to create it. It is argued that the key trigger for the growing interest in entrepreneurship is globalization. The way in which this has impacted on the role of the state, the organization of business activity and public services and on individuals to create greater uncertainty and complexity in the environment is explored. This leads to a conclusion that a wide range of stakeholders are being confronted with the need for entrepreneurial behaviour, for example, priests, doctors, teachers, policemen, pensioners and community workers and, indeed, potentially everyone in the community. Entrepreneurship is therefore not solely the prerogative of business. It follows that the traditional focus of entrepreneurship education on business, and new venture management in particular, provides an inadequate basis for response to societal needs. Moreover, the pervasive ideology of the ‘heroic’ entrepreneur can be seen as a dysfunctional when viewed against the needs of a wider community. The wider notion of ‘enterprise’ is therefore introduced as a means of moving away from the hitherto narrow paradigm. How this relates to the development of the individual and the design of enterprising organizations is explored. The paper explores the challenge of this broader context by reference to a number of issues central to the globalization debate including: culture, market liberalization, forms of governance and democracy. It then links these with the ontological and epistemological challenge to education. It concludes with discussion as to how this relates to the traditional concept of a university and argues that universities as a whole are in a much better position to respond to the challenge than are business schools.     

Leadership in the Academic Field of Business and Management and the Question of Country of Origin: A Commentary on Burgess and Shaw (2010)

With globalization in business academia expanding and deepening, it is timely to question the validity and utility of the concept of country of origin as a base category for comparative cross‐cultural research and theory development. In their contribution in the British Journal of Management, Burgess and Shaw (2010) rank the most productive institutions and countries contributing to board membership of top ranked journals on the basis of their country of origin. Taking their findings as a starting point for our discourse, we re‐analyse their database, in addition to our own investigations. We contend that while country of origin may be an appropriate category for between‐countries comparison of multinational entities, it is of little use when comparing meta‐national institutions, such as top tier refereed journal boards and the globalized business/management schools from which they are drawn. Our findings point towards the need for finer differentiation of what constitutes the concept country of origin, but also that its relevance should be questioned in, at least, globalized contexts. The question we pose extends to any pertinent ‘globalized’ topic within and without business and management.     

CONSTITUENCIES OF JOURNALS IN PRODUCTION AND OPERATIONS MANAGEMENT: IMPLICATIONS ON REACH AND QUALITY*

I analyzed the contributions made by members of the following constituencies in terms of the number of articles published in the Journal of Operations Management (JOM), Manufacturing and Service Operations Management (M&SOM), and Production and Operations Management (POM): the top 20 U.S. business schools and the top 7 non‐U.S. business schools as ranked by Business Week or U.S. News and World Report, business and government organizations, U.S. business schools ranked between 21 and 50, non‐U.S. business schools not included above, and U.S. business schools not included above. I also analyzed the contributions made by U.S. business schools with top 10 programs in production and operations management; 9 of which are also in the list of top 20 U.S. business schools. Authors from the schools with top 10 programs in production and operations management contributed 20.2% of the articles published in POM and 3.5% of the articles published in JOM during 1997‐2001. They contributed 24.6% of the articles in the eight issues (from July 2000 through June 2002) of M&SOM. During these periods, authors from the top 27 schools contributed 29.3% of the articles published in POM, 9.4% of the articles published in JOM, and 37.4% of the articles to the eight issues of M&SOM. Also during the same periods, authors from business and government organizations contributed 6.6% of the articles published in POM, 1.9% of the articles published in JOM, and 5.8% of the articles published in the eight issues of M&SOM. The findings reported in this paper reflect the reach of the three journals and the perceptions of various constituencies regarding journal quality. The findings about POM and JOM have a very high degree of validity because both journals are more than 10 years old and have well‐established constituencies. The conclusions about the M&SOM constituencies are tentative because it is about 3 years old, and it is still developing its constituencies.     

Unpacking the Mechanism by which Corporate Responsibility Impacts Stakeholder Relationships

Most research on corporate responsibility (CR) has investigated CR from the perspective of organizations, often focusing on how organizations define, manage and implement CR to gain benefits or competitive advantage. The benefits of CR for organizations are, however, often said to be achieved through increased support of stakeholders. Despite this, limited attention has been given to understanding CR from the perspective of stakeholders and, in particular, the mechanism by which CR drives stakeholder support. This study addresses this deficit. Building on advances in the application of psychological theories to the field of management, the research develops and empirically tests a theoretical model of how CR‐related experiences and beliefs drive stakeholder trust and positive intent. The research is conducted with customers (n = 708) and employees (n = 359) of a service organization in the UK that introduced a range of CR‐related activities into their business. The findings contribute to literature by empirically demonstrating (a) the impact of CR‐related experiences on the development of beliefs about, and trust towards, the organization; (b) the importance of ‘others‐related’ CR experiences even in the presence of ‘self‐related’ CR experiences; and (c) the role of beliefs as partial mediators in how experiences of CR, both ‘self‐related’ and ‘others‐related’, translate into trust and positive intent.