This special issue focuses on the governance and management of artificial intelligence applications within business education settings. The call addresses concerns related to risks associated with AI use and explores preventive measures and strategies for responsible AI governance in educational contexts.

Appel publié par The International Journal of Management Education. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Timeline

• December 31, 2026: Submission deadline

Leff Bonney, Florida State University

Jessica Ogilvie, Marquette University

Professional sales education faces mounting pressures from evolving student expectations, institutional demands for demonstrable value, and rapid industry transformation. This special issue addresses how sales educators can effectively bridge theory and practice by developing rigorous curricula while equipping students with career-ready skills across diverse learning contexts, from university degree programs to corporate training and entrepreneurial ventures.

The journal seeks empirical, conceptual, and methodological contributions examining foundational questions and contemporary challenges in sales education. Topics span pedagogical innovation and curriculum design, assessment of learning outcomes and career trajectories, sales management and leadership development, industry-academic partnerships, and ethical and global dimensions of sales instruction.

Appel publié par Marketing Education Review. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Effectiveness of different teaching modalities (in-person, online, hybrid, asynchronous) in sales courses
• Impact of experiential learning tools such as role-plays, live sales call exercises, case studies, and sales competitions on student outcomes
• Optimal design of sales curricula, including structure, course sequencing, and integration of core concepts
• Development and validation of instruments and rubrics to assess sales skills and competencies
• Longitudinal studies connecting sales education to career outcomes, employment rates, and performance metrics
• Factors driving student engagement, motivation, and success in sales, including mentorship and role models
• Pedagogical approaches for teaching sales management topics including compensation, territory alignment, and performance management
• Educating sales leaders on technology selection, ROI evaluation, and strategic implementation of sales technology
• Teaching coaching skills and frameworks for developing effective sales managers
• Integration of sales management with overall business strategy
• Impact and best practices of university sales centers and industry partnerships
• Effectiveness of corporate advisory boards, guest speakers, and industry mentors in sales education
• Role of organizations like SEF and USCA in establishing sales as a legitimate academic discipline
• Innovative pedagogies for embedding ethical decision-making in sales curricula
• Preparing students for international sales careers and cross-cultural negotiation
• Developing and assessing cultural intelligence in sales students through immersive experiences and case studies
• Fostering student resilience, managing performance pressure, and supporting mental health in sales education

Timeline

• January 15, 2026: Manuscript Submission Portal opens
• August 1, 2026: Manuscript Submission Deadline
• September 30, 2026: Manuscript deadline

Torkild Thanem, Stockholm University

Shoaib Ul Haq, University of Greenwich

Sara Zaeemdar, Newcastle University

Iain Munro, Newcastle University

Alice Wickström, Aalto University

Farooq Mughal, University of Bath

This special issue addresses an underexplored concern in Management Learning and Education (MLE): the contradictions between the emancipatory ideals espoused by business schools and the institutional, ideological and economic logics they reproduce. Critics have charged MLE with neoliberal, colonial, racist, and sexist practices, which reproduce the harms and injustices of capitalism. However important such work is, these critiques have largely been mounted from a position external to the institutions they target. Less examined is how transformation may be pursued from inside MLE itself, by holding business schools accountable to the very ideals they profess.

Appel publié par Management Learning. Lire l'appel complet sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Theoretical contributions developing immanent critique for MLE contexts
• Scholarship examining how management education's contradictions relate to broader transformations in capitalism, knowledge production, and subjectivity formation
• Efforts to rework immanent critique through decolonial, indigenous, and/or feminist epistemologies to address its Western/male-dominated philosophical origins
• Efforts to develop conceptual frameworks for understanding emancipatory learning within constrained institutional contexts
• Analyses of how business school commitments to sustainability, EDI, or social responsibility play out in curricular design, pedagogical practice, and institutional governance
• Ethnographic investigations of alternative management education programs that attempt to embody different values while operating within conventional accreditation and funding structures
• Studies of alternative institutional forms of management learning, such as cooperatives, free universities, worker-owned schools, platform-cooperative training programs, indigenous-led and faith-based business education
• Critical investigations of the effects of the rise of far-right political leaders on progressive initiatives in education, such as EDI initiatives, equal pay and promotions, sustainability and ESG measures, and campus protests
• Participatory research approaches that engage educators and learners as co-researchers in identifying and addressing educational contradictions
• Arts-based methods for surfacing and representing the affective dimensions of educational contradictions and their role in reproducing or challenging institutional norms
• Digital ethnographies examining online management education platforms and their claims versus experiences
• Studies of the pedagogy of growth taught alongside curricula on planetary boundaries, ecological economics, and post-growth alternatives
• Analyses of sustainability and ESG modules as moments of managerial absorption rather than ecological reckoning
• Engagements with climate-justice movements as sources of immanent normative reconstruction inside the business school

Timeline

• January 31, 2027: Submission of extended abstracts for the PDW
• March 1, 2027: On-line PDW
• August 15, 2027: Papers may be submitted electronically
• September 15, 2027: Paper submission deadline