This article demonstrates the importance of studying insecurity in relation to identities at work. Drawing upon empirical research with business school academics in the context of the proliferation ...of managerialist controls of audit, accountability, monitoring and performativity, we illustrate how insecurities in the form of fragile and insecure academic selves are variously manifested. Emerging from our data were three forms of insecurity—imposters, aspirants and those preoccupied with existential concerns, and we analyse these in the context of psychoanalytic, sociological and philosophical frameworks. In so doing, we make a three-fold contribution to the organization studies literature: first, we develop an understanding of identities whereby they are treated as a topic and not merely a resource for studying something else; second, we demonstrate how insecurity and identity are more nuanced and less monolithic concepts than has sometimes been deployed in the literature; and third, we theorize the concepts of identity and insecurity as conditions and consequences of one another rather than monocausally related. Through this analysis of insecure identities, insightful understandings into the contemporary bittersweet experiences of working in academia, and specifically in business schools are developed that could prove fruitful for future research within and beyond this occupational group.
Full text
Available for:
NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Un ensemble des défis rend éminemment critique le rôle des écoles de gestion dans la société. Cet essai adopte une perspective critique visant à mettre en évidence, soutenir et légitimer la capacité ...des acteurs académiques à se réapproprier, tout en les renouvelant, leur identité professionnelle et leur métier, dans une visée émancipatrice. Cela s'exprime dans les contenus, les formes et les modalités de production de l'enseignement et de la recherche, en lien avec un ensemble élargi d'acteurs au sein et autour de l'institution académique. Trois axes permettent de repenser les écoles de gestion et leurs activités : la temporalité, la spatialité et la dialectique domination/émancipation.
Full text
Available for:
CEKLJ, IZUM, KILJ, NUK, PILJ, SAZU, UL, UM, UPUK
Guest EditorAlexeis Garcia-Perez, Centre for Business in Society, Coventry University, UK
Supported byAnitha Chinnaswamy, Aston Business School, Aston University, UKVahid Jafari-Sadeghi, Aston ...Business School, Aston University, UK
This paper seeks to identify the contributions of artificial intelligence (AI) to supply chain management (SCM) through a systematic review of the existing literature. To address the current ...scientific gap of AI in SCM, this study aimed to determine the current and potential AI techniques that can enhance both the study and practice of SCM. Gaps in the literature that need to be addressed through scientific research were also identified. More specifically, the following four aspects were covered: (1) the most prevalent AI techniques in SCM; (2) the potential AI techniques for employment in SCM; (3) the current AI-improved SCM subfields; and (4) the subfields that have high potential to be enhanced by AI. A specific set of inclusion and exclusion criteria are used to identify and examine papers from four SCM fields: logistics, marketing, supply chain and production. This paper provides insights through systematic analysis and synthesis.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPUK, ZAGLJ, ZRSKP
Business schools, defined as educational institutions that specialize in teaching courses and programs related to business and/or management, are facing major challenges. These challenges stem from a ...number of major shifts in the business education landscape, including the rising importance of rankings and accreditations, the increased weight placed on ethical decision making, the ongoing debate on rigor vs. relevance in research, the digital revolution, and the significant decrease in public funding. In fact, they are so fundamental that the coming decade is likely to represent a new era in the history of business education, the fourth since the concept of the business school was created in 1819 with the establishment of ESCP Europe. The purpose of this article is to outline these main changes (TASK: T—from tower to Twittersphere, A—from auditorium to anti-café, S—from stakeholder to shareholder, K—from knowledge to know-how) and to discuss how they impact the different AS-SE-TS of a business school (alumni & students, staff & equipment, teachers & scholars). The article ends with a proposed classification of schools along four corners (culture, compass, capital, and content) and a discussion of which types of schools are best suited to adapt to these changes.
Full text
Available for:
GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPUK, ZRSKP
PDF
