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Scholarly impact is typically conceptualized and measured as an internal exchange that occurs among researchers in the form of citations in journal articles. We offer an expanded conceptualization and measurement of scholarly impact by investigating knowledge transfer to a critical management education constituency: students. To do so, we investigated which sources (e.g., peer-reviewed journals, business periodicals); individual items (e.g., journal articles, book chapters); and authors are most frequently cited in 38 widely used organizational behavior, human resource management, strategic management, and general management undergraduate-level textbooks. By extracting all endnotes and references, we created a database including 7,445 sources, 33,719 articles and book chapters, and 32,981 authors (and their affiliations) cited at least once. Results showed a weak relationship between journals, articles, and authors cited most frequently in journals and those most frequently cited in textbooks. We also found that students are exposed to knowledge and content originating both in academic and non-academic outlets. Results have implications for theory and practice regarding the science–practice gap and a consideration of students as stakeholders, the conceptualization and measurement of scholarly impact and the design of academic performance management and reward systems, and choices regarding what knowledge academics create and disseminate. [ABSTRACT FROM AUTHOR]

The Academy of Management Learning & Education (AMLE) has ascended the heights of management journals in a mere decade. How that happened, and whether perils attend it are the subjects of this essay, I begin by briefly reviewing institutional isomorphism, arguing that academic journals, as actors in a field operating toward similar ends, are subject to coercive, mimetic, and normative forces. I continue by analyzing how these contextual forces factored into AMLE's founding form and functioning, I conclude by remarking on how AMLE's unique mission rendered it especially susceptible to a headlong hunt for legitimacy, and add a cautionary note for all its constituents-editors, reviewers, authors, and readers alike-that differentiation may not be key to surviving, but remains key to thriving. [ABSTRACT FROM AUTHOR]

This article discusses various reports published within the issue, including "Mission Statements in U.S. Colleges of Business: An Empirical Examination of Their Content With Linkages to Configurations and Performance," "The Nature of Knowledge in Business Schools," and "Peer Coaching: A Relational Process for Accelerating Career Learning."

The article presents an interview with Walt Nord, professor at the University of South Florida and the recipient of the Academy of Management's Distinguished Educator Award. Nord was born in Mount Kisco, New York in 1939. He took up economics and political science at Williams College. His interest in trade unions and labor market economics led him to the Industrial and Labor Relations School at Cornell for his Masters degree. By chance, his graduate assistantship was with an organizational psychologist, Ned Rosen. Rosen served as an important mentor to Nord and encouraged him to pursue a doctorate in psychology. At Washington University, Nord was fortunate to receive a fellowship at the community mental health program that was led by John Glidewell. Following his student days at Washington University, he continued on there as a teacher in business school. With respect to the personal dimension, Nord's first paper, which emerged from his dissertation on conformity and exchange theory and was published in an issue of the "Psychological Bulletin," was very important to him.

The essay focuses on three dimensions in business education and the editor refers to articles in this issue of "Academy of Management Learning & Education." In the author's experience as a professor, the teaching, research, and service elements have been compartmentalized. Research, such as Loyd, Kern, and Thompson (2005), suggests that these elements can be integrated and add value to business school coursework. Topics in this issue include the dynamics of action learning which can lead to leadership behavior, instructor intuition, and the value of the MBA degree as an institution.

The editorial comments on the Academy of Management Learning & Education (AMLE) mission statement and articles in this issue. The mission statement, which was examined and revised by a task force and the editorial board, was approved in December 2005 by the Board of Governors. The focus of AMLE is on education and learning in business. The lead article in this issue is by Boyatzis, Smith and Blaize, and argues that leadership can be sustainable through coaching. An article by Sanchez, Bauer, and Paron is a longitudinal study on peer mentoring. Clayson, Frost, and Sheffet offer a "reciprocity" hypothesis for the student evaluations-grades relationship.

The article discusses various reports published within the issue, including one from James Westerman and Sita Vanka on the prediction of cross-cultural performance and satisfaction in management training and education.

This section introduces several articles and topics discussed in the March 2005 issue of the "Academy of Management Learning & Education."