Seeing and Being Seen as a Management Learning and Education Scholar: Rejoinder to "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory"

Autor/inn/en	Bridgman, Todd; Bell, Emma
Titel	Seeing and Being Seen as a Management Learning and Education Scholar: Rejoinder to "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory"
Quelle	In: Journal of Management Education, 40 (2016) 6, S.692-699 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/1052562916662103
Schlagwörter	Stellungnahme; Business Administration Education; Theories; Educational Research; Classification; Success; Periodicals; Citations (References); Citation Analysis + Suchen Sie Ihr Suchwort? Theory; Theorie; Bildungsforschung; Pädagogische Forschung; Classification system; Klassifikation; Klassifikationssystem; Erfolg; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Citations; Zitat; Citation; Zitatenanalyse
Abstract	In this rejoinder to Arbaugh et al. (2016), the authors write that they want to reflect critically on two assumptions Arbaugh et al. make about what constitutes successful academic fields. They suggest: (1) such fields have taken-for-granted knowledge that forms the foundation that future research can build on; and (2) they have a high degree of scholarly impact. By holding these assumptions up to critical scrutiny, those who undertake Business and Management Education (BME) research might think differently about how to engage with existing knowledge in the field. This could have implications for how BME educators think about research currently and in the future. [For "Identifying Research Topic Development in Business and Management Education Research Using Legitimation Code Theory," see EJ1118407.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01