Miriam Moeller, University of Queensland

Dana L. Ott, University of Otago

Matevž Rašković, University of Technology Auckland

Sophie Hennekam, Audencia Business School

Timothy J. Vogus, Vanderbilt University

Joy E. Beatty, Eastern Michigan University

Judith Clair, Boston College

Business schools worldwide are reassessing their social purpose while increasingly recognizing that neurodivergence—including autism, ADHD, and dyslexia—affects a significant portion of the population, especially younger generations. Current systems often disadvantage neurodivergent learners and staff by privileging narrow forms of interaction while placing adaptation burdens solely on neurodivergent individuals.

This special issue reimagines how business schools can become genuinely neuroinclusive environments. Rather than focusing on accommodations alone, it invites contributions examining how neurodiversity enriches learning and knowledge creation. The call welcomes conceptual and empirical work from diverse theoretical perspectives and global contexts, particularly from scholars in disability studies, inclusive education, and critical management studies.

Appel publié par Academy of Management Learning and Education. Voir l'appel sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• Neurodiversity in business school design and pedagogy
• Inclusive teaching practices and Universal Design for Learning
• Neuroinclusive curriculum and assessment methods
• Experiences of neurodivergent learners, academics, and professional staff
• Intersectionality of neurodiversity with gender, race, culture, and other identities
• Support systems and accommodations for neurodivergent individuals in higher education
• Transition experiences from secondary school to management education and into the workforce
• Staff training and institutional culture around neurodiversity
• Technology and artificial intelligence applications for neurodivergent learners
• Non-WEIRD (Western, Educated, Industrialized, Rich, Democratic) perspectives on neurodiversity in education
• Social justice, DEI, and equity in business schools
• Neurotypicality assumptions and double empathy problem in management education
• Masking, disclosure, and psychological safety
• Employment outcomes and career readiness of neurodivergent graduates
• Co-occurring neurocognitive conditions and intersecting disabilities
• Leadership development and neurodiversity competencies
• Experiential learning and study abroad adaptations for neurodivergent students

Timeline

• May 13, 2026: Deadline for submitting proposals for optional professional development workshop in May 2026
• November 1, 2026: Submission window opens
• December 14, 2026: Submission window closes

Associate editors

• Katrin Mühlfeld, University of Trier
• María José Murcia, IAE Business School

Valentina Beretta, University of Pavia

Davide Calandra, University of Turin

Charles H. Cho, York University

Chiara Demartini, University of Pavia

Paolo Biancone, University of Turin

Sustainability education has become a crucial component of management studies as businesses and society increasingly recognize the need for sustainable practices in corporate strategy and operations. The shift toward sustainable business models necessitates equipping future managers with the competencies to address environmental, social, and governance (ESG) challenges, fostering long-term value creation beyond financial performance. Consequently, sustainability education in management studies has evolved beyond traditional corporate social responsibility (CSR) courses, incorporating interdisciplinary approaches integrating systems thinking, ethical decision-making, and stakeholder engagement. Integrating sustainability education into management studies is increasingly recognized as essential for developing responsible leaders equipped to address global challenges, with business schools embedding sustainability principles into their curricula, aligning with frameworks like the UN's Principles for Responsible Management Education (PRME) to promote ethical decision-making and sustainable business practices. This shift reflects a broader commitment to preparing students to lead…

Appel publié par Sustainability Accounting, Management and Policy Journal. Lire l'appel complet sur le site de l'éditeur. Fiche de l'appel sur kerostig.

Potential topics

• How does sustainability education influence the development of sustainable, dynamic capabilities among future business leaders?
• What role do digital technologies play in enhancing sustainability education within management studies?
• How should sustainability education be structured across different academic levels to maximize its impact on students' competencies?
• What are the most effective methodologies for personalizing sustainability education for diverse student and professional profiles?
• What interdisciplinary faculty compositions contribute to successfully delivering sustainability curricula in business schools?
• How can sustainability education more effectively align with the SDGs to create a tangible societal impact?
• What institutional and regulatory drivers influence the integration of sustainability education in higher education curricula?
• How can business schools measure the long-term impact of sustainability education on managerial decision-making and corporate strategies?
• How can sustainability education foster entrepreneurial skills and mindsets to drive the creation of sustainable businesses and ventures?

Timeline

• October 1, 2026: Opening date for manuscripts submissions
• October 31, 2026: Closing date for manuscripts submission