Title
An analysis of highly-cited scholarship in business and management education: Findings and future agendas
Document Type
Article
Publication Date
11-9-2020
DOI
https://doi.org/10.1016/j.ijme.2020.100447
Abstract
Numerous events have fostered the increased legitimacy of business and management education (BME) scholarship in recent years. These include the rise of the scholarship of teaching and learning (SoTL) expectations in various key BME journals, and new AACSB International – The Association to Advance Collegiate Schools of Business standards regarding pedagogical research, assurance of learning, and teaching impact. An important next step in furthering BME scholarship is exploring the domain's prominent topics and identifying attendant future research opportunities and issues. Using the TxtViz® textual cluster analysis software, this paper investigates the content, sizes, and relative positions of the 15 key BME themes identified by Arbaugh et al. (2019) as well as derives Kuhnian-based (1962) implications for the field's future growth and development. In so doing, this study seeks to help scholars gain a finer-grained understanding of the state of the field and identify key domain-level research agenda issues as the BME domain continues to evolve.
Language
English
Recommended Citation
Hwang, Alvin; Fornaciari, Charles J.; Asarta, Carlos J.; Arbaugh, J. Ben; and Ferrara, Zachary, "An analysis of highly-cited scholarship in business and management education: Findings and future agendas" (2020). Management and Leadership Faculty work. 67.
https://digitalcommons.lasalle.edu/mgtl_faculty/67
Comments
This article is the authors' final published version in The International Journal of Management Education on Science, Volume 19, Issue 1, March 2021, Article number 100447.
The published version is available at https://doi.org/10.1016/j.ijme.2020.100447. Copyright © Elsevier