Management Learning

The Brain Drain: Implications for Regional Economic Integration in the Expanding European Union.

by Matthew Jelavic

Jelavic, M. (2012). The brain drain: Implications for regional economic integration in the expanding European Union. In B. Chapalet, & M. Le Berre (Eds.), Producing New Knowledge on Innovation Management. Presses Universitaires de Grenoble, 99 – 111.

This paper provides a review and conceptual analysis of issues surrounding regional economic integration and the... more This paper provides a review and conceptual analysis of issues surrounding regional economic integration and the potential for inter-country brain drain within the expanding European Union (EU). As the EU expands eastward, it absorbs millions of highly skilled knowledge workers and opens opportunities for western European organisations to capitalise on this workforce. The migration of these skilled workers is a macro-exercise in eastern European knowledge management, and could have far-reaching implications at the regional, industry and organisational levels. This paper explores the context and implications of knowledge worker movement across fading borders.

Tacit Knowledge and Personal Competitive Advantage: An Autopoietic Framework for Knowledge Management in Human Resources

by Matthew Jelavic

Jelavic, M. (2011). Tacit knowledge and personal competitive advantage: An autopoietic framework for knowledge management in human resources. Canadian Manager, 36(3), 22 – 23.

The Neurobiology of Experience: Memory-Prediction and Its Role in the Management Decision-Making Process

by Matthew Jelavic

Jelavic, M., & Vincenti, M. (2012). The Neurobiology of Experience: Memory-Prediction and Its Role in the Management Decision-Making Process. Canadian Manager, 36(4), 26 – 27.

Drinking from the waters of Lethe: A tale of organizational oblivion

by Monika Kostera

Co-authored with Sylwia Ciuk
Published In: (2010) Managament Learning, 41/2, p.187-204.

This article is a reflection on organizational oblivion, viewed as an archetypical antonym of learning. The... more This article is a reflection on organizational oblivion, viewed as an archetypical antonym of learning. The consequences of this kind of forgetting for the organizational identity construction are described as a narrative project. We refer to the image of Lethe, an archetype of forgetting, to depict how forgetting directly affects the process of identity narrative construction. In this perspective, drinking from the waters of Lethe implies not just the loss of knowledge or memories of how things are done, but the loss of identity so that the individuals do not know who they are anymore. In this context, forgetting disrupts organizational narrative which ceases to be a coherent story and results in organizational identity loss.

Haute Cuisine Innovations: the Role of the Master-Apprentice Relationship

by Marc Stierand

Stierand, M, Dörfler, V and Lynch, P (2008) ‘Haute Cuisine Innovations: the Role of the Master-Apprentice Relationship’, British Academy of Management Annual Conference, 9-11 September, Harrogate.

The master-apprentice relationship has a long history in all areas of human education beginning from the old Greek... more The master-apprentice relationship has a long history in all areas of human education beginning from the old Greek Sophists in the West and various traditional schools in the East. Today, however, this form of knowledge transfer seems to have widely disappeared. One of the very few areas in which the master-apprentice relationship still flourishes is the field of Haute Cuisine. This field is also a particularly appropriate area to follow the process of culinary innovation. This paper investigates this unique form of knowledge transfer exhibiting features unavailable in any other form and being crucial for innovation. The present conceptual paper is the prelude for empirical research based on interviews with elite chefs.

Cultural perspectives on knowledge management in central and eastern Europe: The SECI model of knowledge conversion and ‘ba’

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2010). Cultural perspectives on knowledge management in central and eastern Europe: The SECI model of knowledge conversion and ‘ba’. Journal of Information & Knowledge Management, 9(2), 161 – 169.

This research discusses the SECI Model of Knowledge Conversion as it relates to the 10 Central and Eastern European... more This research discusses the SECI Model of Knowledge Conversion as it relates to the 10 Central and Eastern European Countries (CEECs) that are now part of the European Union (EU). The socio-economic conversion from socialism to capitalism of these societies is unique in historical precedence, whereby utilising the contextual models in knowledge conversion are applicable for understanding the implications of such a phenomenon. The results indicate that there is a unique set of variables that need to be considered within this context and for future similar situations.

Keywords: SECI; knowledge conversion; national culture; Ba; central and eastern Europe.

Knowledge Management Views in Eastern and Western Cultures: An Integrative Analysis

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2010). Knowledge management views in eastern and western cultures: An integrative analysis. Journal of Knowledge Globalization, 3(2), 51 – 69.

Traditional eastern and western views of knowledge continue to influence the knowledge management practices in today’s... more Traditional eastern and western views of knowledge continue to influence the knowledge management practices in today’s global workplace. Based on these views, several dominant theories have emerged on how to best manage in the international work environment. This research illustrates contradictions in these theories and extracts a new perspective from the dynamic literature stream. This innovative perspective provides an opportunity to leverage cultures and relationships holistically for effective knowledge transfer and cross-cultural understanding, and hence for effective management

Keywords: Knowledge, Culture, International Management, Knowledge Management, Hofstede Framework

Socio-Technical Knowledge Management and Epistemological Paradigms: Theoretical Connections at the Individual and Organisational Level

by Matthew Jelavic

Jelavic, M. (2011). Socio-technical knowledge management and epistemological paradigms: Theoretical connections at the individual and organisational level. Interdisciplinary Journal of Information, Knowledge, and Management, 6(1), 1 – 16.

This paper provides an evaluation of the literature pertaining to the autopoietic, connectionist, and cognitivist... more This paper provides an evaluation of the literature pertaining to the autopoietic, connectionist, and cognitivist epistemological paradigms. These paradigms exist at the individual and organisational level through diametrically opposed functionalist versus interpretive and integrative socio-technical knowledge management perspectives. The alignments of individual and organisational epistemologies are essential to the effectiveness of a knowledge management system. Knowl-edge management should consider the roots of knowledge theoretically in order to share or man-age knowledge dissemination successfully in organisations. The term ‘knowledge sharing’ has been emphasised and discussed comprehensively through its epistemological influential factors. This paper concludes the development of a Knowledge Management Epistemological Synthesis Model (KM-ES Model) and a comprehensive discussion and conclusion section focussing on the implications of epistemological influences on the knowledge management system of an organisa-tion. The results from this study provide both researchers and academicians with a clear under-standing of the interplay between epistemologies and a foundation for establishing an effective organisational knowledge management system.

Keywords: socio-technical, knowledge management, knowledge sharing, epistemology, cognitiv-ist, connectionist, autopoietic, functionalist, interpretive, KM-ES Model

Multidisciplinary Technical Teams: A Case Study

by Matthew Jelavic

Ogilvie, K., & Jelavic, M. (2009). Multidisciplinary technical teams: A case study. Canadian Manager, 33(3), 18 – 19.

Interorganizational Macrocultures in the North American Automotive Manufacturing Industry

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2009). Interorganizational macrocultures in the North American automotive manufacturing industry. Canadian Manager, 34(2), 20 – 21.

Maslow and Management: Universally Applicable or Idiosyncratic?

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2010). Maslow and management: Universally applicable or idiosyncratic? Canadian Manager, 34(4), 16 – 17.

Globalization, Knowledge Workers and the Expanding European Union: A Lesson for North America?

by Matthew Jelavic

Jelavic, M., & Ogilvie, K. (2010). Globalization, knowledge workers and the expanding European Union: A lesson for North America? Canadian Manager, 35(1), 26 – 27.

Social Network Mapping and Analysis in the Global Aerospace Community

by Matthew Jelavic

Ogilvie, K., & Jelavic, M. (2010). Social network mapping and analysis in the global aerospace community. Canadian Manager, 35(2), 20 – 21.

Competence Management in High-Technology Organizations

by Matthew Jelavic

Jelavic, M. (2011). Competence management in high-technology organizations. Canadian Manager, 36(1), 21 – 22.

Management Consulting: Understanding the Process Using Concepts in Neuroscience

by Matthew Jelavic

Vincenti, M., & Jelavic, M. (2011). Management consulting: Understanding the process using concepts in neuroscience. Canadian Manager, 35(4), 22 – 23.

Critical Management Education and Action-Based Learning: Synergies and Contradictions.

by Russ Vince

Published in: Academy of Management Learning and Education. 3 (4) 2004 pp. 442-456

We propose that management education, and therefore managers, could benefit from a bringing together of two distinct... more We propose that management education, and therefore managers, could benefit from a bringing together of two distinct traditions within management learning: the recent interest in applying critical perspectives to management theory and practice, and the longer standing tradition of action-based learning. The characteristics of such an approach would be that it would emphasize learning that is questioning of structures and organizational practices, would be situated in the workplace, and would encourage a focus on collective learning and reflection. In developing these propositions we draw on examples from our organizational experience as well as on current debates within management education. In dealing with the implications for management educators, we acknowledge that our proposed merger would not be without criticism from proponents of both traditions.

Anxiety, Politics and Critical Management Education

by Russ Vince

British Journal of Management, March 2010

The focus of this paper is a discussion of anxiety and politics as they relate to Business School pedagogy. Using... more The focus of this paper is a discussion of anxiety and politics as they relate to Business School pedagogy. Using ideas from Critical Management Education (CME), the paper explores why and how to engage with the anxiety mobilised through attempts to learn. The aim is to discuss emotional and political dynamics that are generated, and too often avoided, in management education. Making these dynamics overt in the classroom can help managers to comprehend the political context within which management takes place. Examples informed by CME are presented, as well as reflections from the author on the anxiety and politics that emerge for the critical management educator in a Business School context. The contribution in the paper is to show the way that anxieties and politics within the Business School classroom offer opportunities to change how Business Schools approach the teaching of managers. CME adds value to management education because it challenges what and how individuals and groups expect to learn, and consequently it challenges assumptions about how learning takes place within Business Schools. Such challenges are seen as an important and integral part of ‘making the Business School more critical’.

The Spatial Psychodynamics of Management Learning

by Russ Vince

This paper is in press with the journal Management Learning for 2011

This paper addresses the question: how can we help managers to understand the emotional and political dynamics that... more This paper addresses the question: how can we help managers to understand the emotional and political dynamics that surround and permeate their managerial roles? A conceptual framework is presented that is based on the integration of literature on space with literature that has taken a psychodynamic approach to management learning. The term spatial psychodynamics describes the way in which juxtapositions of material, relative and relational space in the management classroom can reveal dynamics that help managers to perceive the emotions and politics that are part of their roles. Three characteristics of spatial psychodynamics are presented: unconscious dynamics and the interpretation of learning space, the political effects of fantasy in learning space, and how juxtapositions of space create distinctiveness of place. An extended example from the author’s practice is used to illustrate how this concept can improve our ability to engage with emotional and political dynamics in the management classroom. The final section of the paper contains a broader discussion that connects spatial psychodynamics with current themes in management learning.

Watch Your Back

by Peter Case

Wall Street to Main Street: Economic Disparity has One Common Concern

by Dhiman Chowdhury

The continued anti-corporation protests that now sprung around the world lacks contemplation of one common concern:... more The continued anti-corporation protests that now sprung around the world lacks contemplation of one common concern: the undertow that ostensibly wafts in corporations exist in our society too.  In fact, we are in part responsible. Solution to this predicament is to instigate behavioral change. The OCBS (Organizational Citizenship Behavior towards Sustainability) formulation is pragmatic and judicious to this aspect and shown promising result.