****Apologies for cross-posting****

*Call for Papers*





*Guest Editors for the Special Issue*

R. Greg Bell, University of Dallas

Igor Filatotchev, City University of London and WU, Vienna

Ryan Krause, Texas Christian University

*Advisory Editor:*

Michael Hitt, Texas A&M University and Texas Christian University

The topic of this Special Issue is strategic management education.
Strategic management courses today are criticized for being “repositories
of multiple frameworks that are not tightly integrated and are aging
rapidly” (Mahoney & McGahan, 2007, p. 86). Others have voiced concerns with
regard to the lack of effectiveness of strategic management education
& Kaplan, 2015; Porter & McKibbin, 1988; Mintzberg & Gosling, 2002).
Mintzberg (2004) argues that MBA faculty have too readily reduced strategic
management to a kit bag of analytic techniques that are often inadequate
and irrelevant to effective strategic thinking itself. Some observers note
that “practitioners increasingly judge the field as irrelevant, and that
judgment is reflected in student assessment” (Bower, 2008; p. 274).

This Special Issue is devoted to addressing the increasingly frequent calls
for more relevant and practically applicable strategy education (e. g.
Bower, 2008; Mintzberg, 2004; Greiner, Bhambri, & Cummings, 2003; Rynes,
Bartunek, & Daft, 2001; Starkey & Madan, 2001).  Its aim is to assess the
learning and knowledge transfer implications of different philosophies,
designs, and approaches to strategic management education based on both the
cutting edge research in the field and its highly relevant practical
implications. Empirical and conceptual pieces are welcome in the following


There is an ongoing debate about the role and place of theory in strategy
education.  On the one hand, the *theory acquisitive approach *(Grant 2008
*)* argues for an emphasis on theory, built on the assumption that applying
a set of pre-established steps allows the student who knows little about
the topic to learn more efficiently and economically. Alternatively,
advocates of the *practice based approach *(Bower 2008; Jarzabkowski &
Spee, 2009) contend their approach develops more fully the students’
capacity for more innovative, blue ocean approaches to strategy formulation
and implementation.  It is important that strategy educators address the
role and place for theory because some (e.g., Ghoshal, 2005) assert that
what we teach is actually bad for practice. These debates raise a number of
relevant questions:

In what ways can theory improve strategy education and learning?

Are there alternative approaches to teaching strategic management beyond
the *theory acquisitive* and *practice based* approach extremes?

How can we reconcile rigor in learning with practical relevance of
strategic management concepts and frameworks?


There is an increasing awareness of societal and environmental issues
affected by business activities, especially those of multinational
companies (MNCs). Thus the quest for enhancing corporate focus on business
ethics and corporate social responsibility (CSR) is not only an answer to
recent corporate scandals and the recognition that business leaders may be
acting irresponsibly more often than previously thought, but also a result
of the changes and new demands in the global marketplace, such as increased
stakeholder activism and scrutiny (e.g., Filatotchev and Stahl, 2015).
Although it is still contested whether corporations and their leaders have
social responsibilities that extend beyond their wealth-generating
function, in light of growing socio-political and environmental challenges
around the world, there is increasing pressure from stakeholders – among
them governments, local communities, NGOs and consumers – for corporations
and their leaders to self-regulate and contribute to the “triple bottom
line” of social, environmental, and economic sustainability (“people,
planet, profits”). Possible discussion questions include:

Should strategic management education integrate elements of business ethics
and CSR?

How can strategy education include both the market environment and the
social, political, and legal nonmarket environments in which firms operate?

How can academics raise awareness among future business leaders of the
importance of corporate strategic objectives that go beyond mere compliance
with laws and regulations and embrace wider societal objectives?


Since decision-making quality is the key to effective strategy formulation
and implementation, there are increasing calls for strategic management
education to place greater emphasis on what students are being taught about
the “how” of strategic management.  This leads to a number of important
discussion questions:

Are there ways in which decision-making styles can be integrated with
popular strategy tools including Porter’s five forces and value chain
analyses, SWOT (strengths, weaknesses, opportunities, threats) and VRIO
(value, rarity, imitability, organization) frameworks, portfolio matrices,
and strategy clocks, among others?

Students today are criticized for their inability to handle the ambiguity
of high rates of change facing many industries.  How can strategy educators
prepare students to think critically and creatively while taking into
account multiple perspectives and cultures?

How can strategic management students develop an ability to cope with
paradoxes and ambiguity, given the complexity and contradiction now
implicit in strategy making (Schneider & Lieb, 2004).

Strategic management courses are dominated by the scientific paradigm
(Bennis & O’Toole, 2005; Pfeffer & Fong, 2002). As a result, business
schools produce plenty of “technocrats” and “craftsman” but few “artists”
(Maranville, 2011).  How can strategy courses integrate the artistic

How can strategic management courses be designed to fully integrate
analysis and implementation, and what are the roles of non-academic tutors
in achieving this?


There are several additional areas in which we welcome submissions that
advance strategic management teaching and education

While the primary focus of the special issue is on teaching strategy in the
academic environment, we also seek to examine approaches to strategy
education and training that are practiced by other profit and nonprofit

We also welcome papers devoted to innovation in strategic management
education. For example, such papers might explore combining field
experiments with class discussions, or integrating diverse media in the
strategy courses.

We also echo the call of others to determine how alternative modes of
learning beyond the teacher-student exchange, such as peer review and
peer-to-peer exchange, as well as the development of specialized student
expertise, can advance students’ understanding of the complexity of
strategic decision making (Mahoney & McGahan, 2007).


Initial submissions should be received by *March 31, 2017* and should be
designated for either the Research & Reviews section or the Essays,
Dialogues, & Interviews section.  Authors are encouraged to visit AMLE’s
website ( for detailed guidance on these sections.
Submissions should be accompanied by an assurance of originality and
exclusivity. Papers should adhere to the “Information for Contributors”
guide for authors that can be found at

All submissions will be subject to a rigorous double-blind peer-review
process, with one or more of the guest editors acting as action editor, and
final approval coming from the *AMLE *journal editor. Invitations to revise
and resubmit will follow initial submissions in approximately 3 months.
Final acceptances will be made by May 1, 2018. Please direct any questions
regarding the Special Issue to Igor Filatotchev ([log in to unmask]),
Greg Bell ([log in to unmask]), and Ryan Krause ([log in to unmask]).


Bennis, W. G., & O’Toole, J. (2005). How business schools lost their
way. *Harvard
Business Review*, *83*(5), 96-104.

Bower, J. L. (2008). The Teaching of Strategy: From General Manager to
Analyst and Back Again? *Journal of Management Inquiry*, 17(4), 269-275.

Filatotchev I., & Stahl, G. (2015). Towards transnational CSR: Corporate
social responsibility approaches and governance solutions for multinational
corporations', *Organizational Dynamics*, 44, 121-129.

Ghoshal, S. (2005). Bad management theories are destroying good management
practices. *Academy of Management Learning & Education*, 4(1), 75-91.

Grant, R. M. (2008). Why strategy teaching should be theory based. *Journal
of Management Inquiry*, 17(4), 276-281.

Greiner, L. E., Bhambri, A., & Cummings, T. G. (2003). Searching for a
strategy to teach strategy. *Academy of Management Learning & Education*,
*2*(4), 402-420.

Jarzabkowski, P., & Kaplan, S. (2015). Strategy tools‐in‐use: A framework
for understanding “technologies of rationality” in practice. *Strategic
Management Journal*, 36(4), 537-558.

Jarzabkowski P., M. Giulietti, B Oliveira & N. Amoo (2013), 'We don’t need
no education’. Or do we: Management education and alumni adoption of
strategy tools
*Journal of Management Inquiry*, 22(1), 452-472.

Jarzabkowski, P., Spee, A. P. (2009), 'Strategy as practice: A review and
future directions for the field
*International Journal of Management Reviews*, 11(1), 69-95.

Mahoney, J. T., & McGahan, A. M. (2007). The field of strategic management
within the evolving science of strategic organization. *Strategic
Organization*, *5*(1), 79-99.

Maranville, S. (2011). The Art of Strategic Management: A Case-Based
Exercise. *Journal of Management Education*, *35*(6), 782-807.

Mintzberg, H. (2004). Managers, not MBAs: A hard look at the soft practice
of managing and management development. Berrett-Koehler Publishers.

Mintzberg, H., & Gosling, J. (2002). Educating managers beyond
borders. *Academy
of Management Learning & Education*, 1(1), 64-76.

Pfeffer, J., & Fong, C. T. (2002). The end of business schools? Less
success than meets the eye. *Academy of Management Learning & Education*,
1(1), 78-95.

Porter, L. W., & McKibbin, L. E. (1988). Management Education and
Development: Drift or Thrust into the 21st Century?. McGraw-Hill Book
Company, College Division, PO Box 400, Hightstown, NJ 08520.

Rynes, S. L., Bartunek, J. M., & Daft, R. L. (2001). Across the great
divide: Knowledge creation and transfer between practitioners and
academics. *Academy of Management Journal*, *44*(2), 340-355.

Schneider, M., & Lieb, P. (2004). The challenges of teaching strategic
management: Working toward successful inclusion of the resource-based
view. *Journal
of Management Education*, *28*(2), 170-187.

Starkey, K., & Madan, P. (2001). Bridging the relevance gap: Aligning
stakeholders in the future of management research. *British Journal of
Management*, *12*(s1), S3-S26.

Dr. R. Greg Bell
Associate Professor
Satish & Yasmin Gupta College of Business

University of Dallas

Accredited by AACSB International
1845 E. Northgate Drive | Irving, Texas 75062 | USA
[log in to unmask] | 972-721-5167 |

AIB-L is brought to you by the Academy of International Business.
For information:
To post message: [log in to unmask]
For assistance:  [log in to unmask]
AIB-L is a moderated list.