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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.

Conventional approaches to leadership in sport management regard leadership as a leader-centric phenomenon. Recent advances in the generic leadership literature have highlighted the way that people construct their own understanding of leadership and shown that these influence their assessment and responses to people they regard as leaders. This observer-centric perspective is collectively known as the social construction of leadership. In this conceptual paper, we demonstrate how this emerging theoretical approach can reframe and invigorate our understanding of leadership in sport management. We explore the research implications of this new approach, reflect on what this might mean for teaching, and discuss the practical ramifications for leadership in sport management that might flow from the adoption of this approach.

In this editorial, that accompanies this special issue “Experiencing fit and misfit: Process views, dynamic interactions and temporal considerations”, the guest editorial team reflects on the press...

We make a contribution to the debate on the theory–practice gap by examining how management educators define ‘theory’ and then exploring how differing definitions lead to variation in the way that ...

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.

Traditional approaches to leadership assert that leadership is a definite quality of leaders. In contrast, the social constructionist approach conceptualises leadership as a quality of observers. The goal of this paper is to show how this philosophical base can be used to create a teaching strategy for leadership. In this strategy, there are three learning objectives: understanding the philosophical approach; revealing students’ lay theories of leadership; and, skill development. The lessons revolve around understanding how leadership perceptions form so that students appreciate how they are influenced and, in turn, how they might influence other people's perceptions of themselves.

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

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.

Most leadership theories assume that leadership is a quality of leaders (e.g., trait theory), or a response to environments (e.g., situational theory), or a combination of both (e.g., contingency theory). In all these approaches leadership is something knowable and definite. However, after years of research there is no agreed definition of what leadership is or any universal agreement about who might be regarded a leader. This paper outlines an alternative approach in which leadership is a contested construct and describes two engaging teaching techniques that align pedagogic approach with the underlying theory. In doing so this paper makes a case for the adoption of socially-constructed theories in leadership education.

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 contributes to the current debate regarding management education and research. It frames the current business school critique as a paradox regarding the arguments for ‘self-interest’ versus ‘altruism’ as human motives. Based on this, a typology of management with four representative types labeled: unguided, altruistic, egoistic, and righteous is developed. It is proposed that the path to the future of management education and research might be found by relegitimizing the ‘altruistic’ spirit of the classics of the great Axial Age (900-200 BCE) and marrying those ideas with the self-interest ideal of mainstream management theories based on economics. By advocating this, a business school agenda that is simultaneously rigorous, relevant, and righteous is promoted.

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.

An exploratory model is presented as a heuristic to indicate how individual perceptions of corporate reputation (before joining) and corporate ethical values (after joining) generate specific individual organizational senses of fit. The paper suggests that an ethical dimension of person-organization fit may go some way in explaining superior acquisition and retention of staff by those who are attracted to specific organizations by levels of corporate social performance consonant with their ethical expectations, or who remain with them by virtue of better personal ethical fits with extant organizational ethical values. Specifically, the model suggests that individual misfits that arise from ethical expectations that either exceed or fall short of perceived organizational ethical performances lead to problematic acquisition and retention behavioural outcomes.

Much of the existing leadership literature is underpinned by the view that leadership is a vertical process, whereby one leader exerts influence over a number of followers. Regardless of the particular perspective from which leadership is studied, the assumption that leadership divides leaders from followers and that it is the leader who shapes the process from which collective social action emerges is still very prevalent in the leadership literature (Rost, 1993; Yukl, 2002; Pearce and Conger, 2003). Even the literature on team working has still put considerable emphasis on the role of formal team leaders in shaping team effectiveness (Day et al., 2006), even though the role of formal leaders in shaping collective outcomes is often greatly overestimated (Meindl et al., 1985).

Academia has changed over the last decades and so have academic careers. In this symposium, we look at different facets of work in academia that influence academic careers in management. We explore...