Management Learning : Legacies and future possibilities
回顾了《管理学习》期刊45年历史，强调其批判性、反思性学术传统，并展望未来方向，适合关注管理教育、组织学习及学术出版的读者。
Over the last year, we have undergone a number of changes at Management Learning that have prompted us to look back at the journal’s past and think about its future. We, of course, face the pressures of every academic journal editorial team in terms of impact factors and rankings, regardless of the politicized and normalizing nature of these metrics. But the journal’s 45-year-long history and the distinguished and influential scholars who have been part of it provide a far more important reference point that shapes the journal’s current and future intellectual identity and scope. This legacy features prominently as we move toward the journal’s half century and continue to publish papers that “push the boundaries of thinking and challenge us to engage with our roles and responsibilities as educators, researchers, writers and thinkers in new, critical, and socially relevant ways” (Cunliffe and Sadler-Smith, 2015: 4). In reflecting on this legacy and positioning the journal for the future, we changed our strapline in 2015 to The Journal for Critical, Reflexive Scholarship on Organization and Learning. This highlights the type of scholarship Management Learning has always published and continues to value. It positions the journal as distinct from others in the field by granting a wider “licence to think” about learning, “daring to be different” in the perspectives offered, and continuing to provide an outlet for “comparatively unconventional” (Grey, 2009: 353)—and more interesting (Bartunek et al., 2006), research articles. Articles published in the journal are often highly creative and innovative, both methodologically, for example, using visual methods or taking an autoethnographic approach, and also stylistically, through the pursuit of non-esoteric and engaging styles of writing that draw the reader in by telling a good story. We firmly believe that Management Learning plays an increasingly important role in the face of the pressures of today’s neoliberal educational and learning environment by maintaining an intellectual space where authors can explore ideas in thoughtful and provocative ways. “Learning” and “organizing” are terms which are understood broadly within this journal to refer to a wide range of macroand micro-level practices that are not confined to courses, curricula, and programs