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Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory


Although the volume of business and management education (BME) research has expanded substantially, concerns remain about the field’s legitimacy and its ability to attract new and dedicated scholars. An obstacle that may impede field development is lack of knowledge about influential works and authors to frame topical areas of inquiry and future research questions. We used citation analysis to track the development of BME research by uncovering 100 highly cited articles that revolve primarily around four research topical areas: (a) Entrepreneurship Education, (b) Distance Education/Online Teaching and Learning, (c) Business Student Ethics, and (d) Characteristics/Critiques of Business Schools. We then used legitimation code theory to categorize these articles on the basis of richness of knowledge ideas (Knowledge Code), the reputation of scholars (Knower Code), the combination of knowledge and reputation (Elite Code), or some other qualities (Relativist Code). Both Entrepreneurship Education and Online Teaching and Learning had articles in Relativist Code, Elite Code, and Knowledge Code categories, with other topical areas primarily populating the Knower Code and Relativist Code categories. We conclude by discussing potential implications for the development of BME research topics, BME scholars, and future applications of legitimation code theory.

Republication of "On Becoming a Critically Reflexive Practitioner"


Critically reflexive practice embraces subjective understandings of reality as a basis for thinking more critically about the impact of our assumptions, values, and actions on others. Such practice is important to management education, because it helps us understand how we constitute our realities and identities in relational ways and how we can develop more collaborative and responsive ways of managing organizations. This article offers three ways of stimulating critically reflexive practice: (a) an exercise to help students think about the socially constructed nature of reality, (b) a map to help situate reflective and reflexive practice, and (c) an outline and examples of critically reflexive journaling.

Taking Your Talents to Business Communications: Analyzing Effective Communication Through LeBron Jamess Career Moves


We describe an in-class activity that helps students improve their skills in media selection and use to reinforce effective communication. The activity builds on media richness and channel expansion theories through an examination of the media selection and use of NBA athlete LeBron James and Cleveland Cavaliers majority owner Dan Gilbert during James’s career moves. We utilize three minicase studies highlighting James’s and Gilbert’s videos and open letters. We provide guidelines for preparing and implementing the activity and present students’ reactions through their in-class participation and quantitative survey responses. Student evaluations, collected from both a required undergraduate course and a graduate elective course, indicate that students found this activity engaging and effective in achieving the learning objectives. In addition to business communication courses, this in-class activity may be used in other courses including organizational behavior, introduction to business and management, leadership, human resources management, introduction to public relations, and crisis management.

Threshold Concepts and Culture-as-Meta-Context


This article explores the use of threshold concepts and their application to teaching culture. While there is clear recognition of the importance of preparing students to succeed in a global and multicultural world, the way we teach students about the importance and role of culture is often disjointed, narrowly focused, and does not always address key underlying issues that could help them grasp, retain, and apply the concept. After reviewing the literature on threshold concepts, and providing a quick overview of the ways in which culture is usually taught, I propose teaching culture-as-meta-context as an alternative approach that leads students to cross a conceptual threshold that allows them to gain a previously inaccessible perspective and develop the cultural mindset that is key to managing and working across cultures, nationally and globally. I further present some guidelines and ideas for teaching students culture-as-meta-context and a cultural mindset.