Jill Woodilla

Artefacts of Management Academe A discourse analysis of temporality in journal titles

Drawing on discursive approaches of stylistic linguistics and linguistic analysis, we explore ways in which temporality is an invoked and represented aspect in management journal titles. We analyze the titles of scholarly articles from three interdisciplinary organizational journals published in 2000: Administrative Science Quarterly, Group and Organization Management, and the Journal of Management Studies. We note manifestations of temporality in punctuation and word choice, in research interest, the use of academic terminology or keywords, and in underlying assumptions of temporality or timelessness. We conclude that journal titles may tell us about the speech community of management scholarship manifest through discipline-based constructions of temporality, but little about the individual experience of temporality in contributing to such a construction.

Dialogues and decisions: moral dilemmas in the workplace

In this exercise, participants explore moral dilemmas in the workplace and use ethical frameworks for decision making to support a particular plan of action. Participants read a scenario, propose courses of action in response to the moral dilemma, and engage in dialogue with others who propose alternative decisions. The exercise format allows individual participants to present and evaluate contradictory arguments. Competition for the most persuasive arguments occurs among individuals within teams of 5 participants and subsequently among all teams. During the dialogues and activities, underlying beliefs, values, and assumptions surface and are linked to ethical theories.In this exercise, participants explore moral dilemmas in the workplace and use ethical frameworks for decision making to support a particular plan of action. Participants read a scenario, propose courses of action in response to the moral dilemma, and engage in dialogue with others who propose alternative decisions. The exercise format allows individual participants to present and evaluate contradictory arguments. Competition for the most persuasive arguments occurs among individuals within teams of 5 participants and subsequently among all teams. During the dialogues and activities, underlying beliefs, values, and assumptions surface and are linked to ethical theories.

Starting with Howard Gardner's Five Minds, adding Elliott Jaques's Responsibility Time Span: Implications for Undergraduate Management Education

This article offers a perspective on management education derived from Howard Gardners five minds framework and Elliott Jaquess responsibility time span. We describe the five minds (disciplined, synthesizing, creating, respectful, and ethical) and discuss some of the criticisms raised about Gardners approach. We introduce Jaquess time span concept and suggest its applicability to the structuring of roles in a school of management. Putting Jacques together with Gardner allows us to explore questions about the five minds that could be addressed by deans, department chairs, and faculty members, each with a different responsibility time span.

Bridging design and management for sustainability: Epistemological problems and possibilities

This chapter considers problems and opportunities for design and management to contribute to creating a sustainable world. We consider the epistemology of two discourses bridging design and management, design management and design thinking, and that of appreciative inquiry, which we suggest has much in common with design thinking. We discuss problems with combining discourses from different paradigms, and highlight opportunities when paradigms are similar. We illustrate these opportunities with examples of three projects lead by designers, and comment on ways these discourses contribute to the concept of sustainability and ways in which practitioners create sustainable value.

Making Sense of Late Academic Careers: Stories, Images, and Reflections

Four late-career academics take a “first person” view of their careers over time, using written autobiographies. These stories were coded for common phases, themes, and tensions, retold as narratives, reimagined as metaphors, and recreated as visual stories. A brief overview of relevant career theory and identity theory is presented, and various activities undertaken during the self-discovery process are described and linked to storytelling or narrative theory. Interpretation focuses on similarities and differences in the four late academic careers and identity work during role transitions. Connections are made to career theory and identity theory. The authors believe this article might serve as a catalyst to others wondering about their careers, their identities, and future possibilities.