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Aim/Purpose: The goal of this essay is to critically reflect on the emerging trend for PhDs by Prospective Publication (PbPP) in Australian Business Schools and to explore its appropriateness for fledgling academics. Background: The PbPP is a relatively new and increasingly popular alternative to traditional PhD by monograph (PbM). It is the idea that a doctorate can be completed by writing a series of papers that are published, or close to being published, as journal articles or book chapters. For students, it offers the chance to get a head-start on their publishing careers and helps them find their first academic jobs. For supervisors working in an academic environment increasingly characterized by ‘publish or perish’ dynamics, it guarantees meaningful rewards from doctoral supervision. However, despite the attractiveness of publishing during candidature, it is a very different way to complete a doctorate with many challenges for students, supervisors, and institutions. Methodology: We adopted critical collaborative autoethnography. Through this method, we reflect on our experience supervising and administrating PbPP students and integrate our reflections with the literature on PbPPs to highlight policy concerns and our position on them. Contribution: We argue that the primary goal of the PbPP is to produce students who can conduct research collaboratively after graduation, as opposed to people who can conduct independent research, although the two outcomes are not mutually exclusive. We also argue that assessment of PbPP should be significantly enhanced to determine the nature of the student’s contribution to the thesis, their understanding of research design, and their broader understanding of their subject. Finally, we argue that despite the attractiveness of PbPP, it can only be successfully attempted by students with elite levels of intellect, dedication, critical analytical skills, language skills, resilience, and patience and supervisors with expertise in the field of study, experience of publishing different types of paper, familiarity with the working of the journal publication process, and workload capacity. Findings: PbPP theses should be examined by viva voce. Viva voce examinations of PbPP theses should determine (1) the nature of the doctoral candidates’ contribution to the thesis, (2) whether it is sufficient for the award of a doctorate, (3) the contributions of the papers to advancing the field of research, and (4) the students’ understanding of the theory in their field. Viva voce examinations of PbPP theses should seek to discover the student’s ability to contribute to collaborative efforts of research teams. PbPP students should also sit an examination of their understanding of research philosophy, design, methodologies, and related topics. It should be externally set, administered, and marked by an independent examination board. PbPP candidates need to demonstrate excellent ‘research English’ language skills before commencing. Recommendations for Practitioners: PbPP candidates need excellent intellectual skills – as a rough guide, probably in the top quartile of doctoral candidates. PbPP candidates need to be resilient and able to cope with failure, criticism, and rejection. PbPP candidates need high levels of patience. PbPP candidates should be encouraged to produce their first manuscript early in their candidature. PbPP supervision requires supervisors with advanced levels of subject knowledge, research skills, and publishing outputs. PbPP supervision requires expertise across various forms of research and types of output. Due to the wide range of skills and experience, PbPP supervision is likely to require a team approach. Recommendation for Researchers: As the PbPP grows in popularity, it challenges educational researchers to explore this emerging phenomenon. Does it take a particular type of person to thrive through this process? Does it need supervisors with particular characteristics? How does the experience of PbPP supervisors differ to the experience of PbM supervisors? Do PbPP graduates differ in their abilities to PbM graduates? Impact on Society: People graduating with PhDs typically enter influential and important jobs in society. It is vital that they have the knowledge, skills, and abilities that the qualification confers. In Australia, the PbPP challenges this credibility due to issues of co-authorship, selective study, and shallow assessment. These matters need to be understood and rectified to prevent a loss of credibility in Australia’s Higher Education institutions and its graduates. Future Research: Are there any differences in the knowledge, skills, and abilities of PbPP and PbM graduates? Studies are needed of the characteristics prospective PbPP students need to be successful taking this doctoral route. How does the nature of supervision differ between PbPP and PbM? What is the impact on the skills and abilities supervisors need and the implications for workload? What jobs do PbPP graduates go into and does this differ to PbM graduates? What resistance will the proposals made in this essay meet?

PurposeThe purpose of this paper is to examine the mechanisms that explain the complexities Indonesian higher education (HE) academic leaders (ALs) experience in performing leadership roles. The research addresses the questions: How do Indonesian ALs perceive their roles in HE? What are the challenges facing Indonesian ALs in their roles in the Indonesian HE context? To what extent does gender impact how ALs act and are perceived?Design/methodology/approachIn sum, 35 ALs from six Indonesian universities representing top executive positions were interviewed. Data were analysed thematically using a retroductive process followed by a series of on-site member-checking activities to establish credibility and authenticity of the findings.FindingsThe religious principles ofamanah(the “altruistic calling” of their functions needing dedication, commitment, and passion) unique to the Indonesian cultural experience influence ALs views of leadership. ALs face role constraints due to resource limitations, experiencing a double bind, while harmonising differences due to ascribed social status and position.Research limitations/implicationsSupportive structures effective for academic leadership practice must be created, further studies on male ALs’ roles in promoting the leadership ascent of female ALs and promoting work-life balance will improve ALs’ visibility and salience in steering institutional growth.Originality/valueThis is the first study to focus a critical lens on the complexities of context-based leadership practice as it is influenced byamanah. Layers of constraints confronting female ALs were documented due to exigencies of gender role expectations and resource limitations, yet they exhibited paternal navigational skills beyond the maternal and pastoral calling of their roles.

Multiple motivations lie behind the creation of this special issue on the rhythms of academic life and academic careers. First and foremost, anyone who has been in academia for any length of time will appreciate how working in the industry has changed. The second motivation for this special issue was to commemorate the 20th anniversary of the much cited and fondly remembered compendium of contemplations on academic life entitled, Rhythms of Academic Life: Personal Accounts of Careers in Academia.

In this, my last editorial, I want to reflect on how my own teaching has changed during the 5 years I have been involved with the Journal of Management Education as either an associate editor or an editor-in-chief. And changed, it has. These changes, which I shall describe later, are partly due to being exposed to many new and exciting ideas in these pages, partly due to joining a university where experimentation, risk, and academic freedom are celebrated and encouraged, and partly due to the increasing managerialism in business schools (White, Carvalho, & Riordan, 2011; Winter, 2009). I have found myself propelled toward more effective and exciting teaching, but this is strongly tempered by the need to entertain students. Although I fully acknowledge that learning and entertainment are two sides of the same coin, I have begun to wonder if the emphasis is shifting too far toward entertainment. I have written this editorial in the hope of stimulating discussion on this topic that goes to the core of our pedagogic and andragogic philosophies.

One of my greatest sorrows as editor is that so many manuscripts we receive are rejected at the first hurdle. About half of all submissions that come in are immediately “desk rejected” by me or one of the associate editors. Contrary to popular belief, editors do not like rejecting submissions. We are not sadistic monsters who thrive on the misery of others. Instead, we tend to be sympathetic souls who give up their time because we want to help people develop their manuscripts to publishable standards. We love reading new and interesting ideas, and we live in fear of “White Page Fever,” the terrible dread that one day there will be nothing to print. Our main concern is to find papers to publish, and the fact that half of our submissions so miss the mark that they cannot even be sent out for review means that a huge pool of talent is misdirecting its efforts. There is already a lot of advice available on how to prepare an interesting manuscript. Our website supplies guidance on our requirements and what we are looking for. We regularly present at conferences and workshops, and the associate editors and I are always happy to give advice on email or over the phone. Despite all of this, as just mentioned, we still desk reject half of the submissions that come in. This advice clearly is not connecting with many authors. In reflecting on why this might be, I find myself thinking that telling people what to do might come across as both patronizing and a little abstract. So I think it is time to change tack and make it easier for those determined to receive a rapid negative decision. Describing the real reasons why papers are instantly rejected might be a stickier way of getting the message over. So, based on our immediate rejection decisions over the past 2 years, here are my Top 10 Tips to ensure that your beloved manuscript is returned to you posthaste. I hope you find these useful.

Looking back over the year that was 2013, one subject dominated management education discussion like no other topic has ever done so before. That subject, of course, is the MOOC, or to give it its full name, Massive Open Online Courses. Over the past 12 months, MOOCs have arrived like an alien invasion threatening to overturn centuries of tradition in education. And just like a scene from Mars Attacks! there are supporters waving “Welcome to Earth” banners while others are lining up the tanks. Yet there is one strange feature of MOOCs, despite the cacophony in the corridors and at conferences; there has been silence in the academic journals. This is simply because data are scarce and only just becoming available, and the necessary time required for thinking, writing, reviewing, and production. Next year, and probably for several years after, MOOCs are likely to dominate the pages of education journals and the Journal of Management Education in particular. In this editorial, I want to explore the initial hype and hyperbole about MOOCs as a way of setting the scene for the future.

Clothing businesses have given considerable attention to the way in which clothes “feel” on the body (Sun, Fan, Wu, Wu, & Wan, 2013). They invest hugely into developing fabrics that are cheap yet still provide a high-quality finish that will give consumers a sense of pride in wearing the garment (Farzandi, Razipour, Mousazadegan, & Saharkhiz, 2013). Such an approach is undermined when the fabric frays, is too abrasive, or molts. A key indicator of clothing molting is the buildup of lint in wearers’ navels (Steinhauser, 2009). Accordingly, the phenomenon of the buildup of navel lint is attracting increasing levels of research and an understanding of the factors influencing its sedimentation is emerging. A review of the material engineering, clothing and fabric sciences, human biology, and nanofiber literatures reveals that there are two gaps in our knowledge. First, no one has conducted longitudinal studies of navel lint deposition. All studies published to date are cross-sectional providing limited insight into its sedimentation. Second, a similar review reveals that the author’s own navel lint has never been studied in a rigorous or scientific manner. This study addresses these two gaps with a longitudinal empirical study of the buildup of my navel lint. Taking note of previous criticisms (e.g., Steinhauser, 2009), air pressure, temperature, and humidity were controlled for, and new and old garments were employed. To give confidence that the differing garments were the prime causal factors (T. Albert, 1984, cited in

Every instructor is beset with the problem of keeping up-to-date with an everincreasing body of literature, to both the syllabi taught and innovations in the scholarship of teaching and learning. Remaining current in the management and organizational behavior syllabi is greatly helped by the presence of review articles in the various literatures. But such devices are uncommon in the field of scholarship of teaching and learning reflecting the emerging and still-maturing nature of our field. Recognizing the value of review articles, the Journal of Management Education (JME) is taking a lead in encouraging their production covering all aspects of management education (Billsberry, 2012). Many topics in the field of management education have now become sufficiently mature, large, rich, and complex that scholars will benefit from review articles that identify the salient, the innovative, and the cutting-edge ideas. The purpose of this short article is to create a typology of review articles, explain the nature of the various types of review article, and focus attention on review articles in the field of management education. Ultimately we hope that you might be inspired to write a review article in the management

My first encounter with the use of film in management teaching came in 2000 at the Academy of Management meeting in Toronto. Joseph (Joe) E. Champoux ran a professional development workshop on the use of film in management education. About 40 people were dotted around a large, spacious room listening intently to what Joe had to say. He showed clips from four or five films and explained how he used them to illustrate theory in his teaching. It was an interesting and engaging session, as Joe’s sessions always are. At an appropriate moment, probably when Joe was changing tapes over, I introduced myself to the chap sitting behind me. I asked him if he used films in his teaching. His response succinctly captured my own situation: “No. I’d love to, but I wouldn’t be taken seriously by my colleagues. I’m hoping no one saw me come in.” As I looked around the room, I sensed furtiveness in the rest of the audience as if the people were attending some form of illicit entertainment. Everyone seemed to sitting individually, quietly, desperately trying not to attract attention to themselves. This attitude toward the use of film in management education was replicated in the articles of the time. In these, judging by the published output

In management education, 2013 is the Year of the Daring; a year for those daring to be different. “Daring to Be Different” is the bold theme of this year’s Organizational Behavior Teaching Conference (OBTC) taking place in Asheville, North Carolina, in June. Compared with other conferences, OBTC has always had a different edge to it, but this year they are turning up the amp to 11 and creating an innovative and supportive space for management educators to explore new ideas (http://obtc.org/content/2013). The Academy of Management is similarly daring to be different this year with the launch of a new conference focused on management teaching. Called the “Teaching and Learning Conference at the Academy of Management,” or more catchily, the TLC@AOM, the one-day conference is situated on the Sunday between the professional development workshops and the scholarly program. The press release says that the “2013 TLC@AOM will (1) focus on practice to improve teaching and learning, addressing the needs of both novice and veteran members, and (2) represent all disciplines in AOM Divisions and interest groups with interdisciplinary topics and sessions.” In addition to these two daring innovations, 2013 saw the first “unconference” in management education. The Research in Management Learning and Education (RMLE) Unconference was held on February 1, 2013 at Bond

This paper contributes to the debate regarding whether or not management is, or should become, a profession. Using the principles of dialectic logic, arguments for the thesis that management is a profession and the antithesis that management is more akin to an art or a craft are critically reviewed. Aristotle's intellectual virtues episteme (science), techne (skills) and phronesis (practical wisdom) are introduced as a synthesis to this debate. Rather than characterizing management as a profession, it is argued that management is a contextual practice that requires a blend of all three intellectual virtues.

Strategic matters are extraordinarily complex and involve many different and interlinked processes and influences. This makes the subject difficult for students lacking managerial experience as they are unaware of the intricacy of the problems being discussed. Strategy requires not just a theoretical understanding of the subject, but also a practical feel for business and organisation. We argue that films can help the instructor because they offer elaborate multidimensional and multi-layered contexts which mirror the reality of business. Moreover, their powerful narratives aid the retention of ideas and encourage engagement with issues. To illustrate the appropriateness of films in teaching strategic management, we review the strategy curriculum, highlight some of the teaching difficulties and show how using films could help students’ learning.

This paper reports on a qualitative study exploring how distributed patterns of leadership manifest themselves in project teams within a Higher Education institution. The emphasis is on both the ‘what’ and the ‘how’ of distributed leadership, thus providing an account of the nature of distributed leadership in higher education and the factors which were found to enhance and inhibit its occurrence and effectiveness. The findings are presented in a model of distributed leadership which seeks to provide an integrative account and a framework for further study. The conclusions focus on both the theoretical implications for the study of distributed leadership and the practical implications for HE institutions wishing to promote effective leadership.

This article makes a case for using Roald Dahl's children's fantasy and morality tale Charlie and the Chocolate Factory to teach recruitment and selection. It draws attention to its relevance in illustrating and explaining three different recruitment and selection paradigms: psychometric, social process, and fit. It argues that the use of this fantasy is particularly useful because its unusual nature causes students to approach the analogy in a critical fashion. Moreover, it offers a compelling approach that will stay long in students' memories. The article begins with a discussion of different recruitment and selection paradigms, which is followed by a critical explanation of how the plotlines in Charlie and the Chocolate Factory map onto these paradigms. The article ends with specific guidance to recruitment and selection teachers on different ways of using the 2005 film version of the story in the management classroom.