AMLE’s mission is to contribute to management learning and education by publishing theory, empirical research, reviews, critiques, and resources that address the processes of management teaching and the learning that results from it. Additionally, AMLE publishes work that addresses important issues in the institutional environment and administration of business schools and their stakeholders. The journal’s emphasis is on the study of management learning and education in all types of settings—schools and universities as well as businesses and public and non-profit organizations.    AMLE is quarterly in March, June, September, and December.

The mission of the Academy of Management Learning and Education is to contribute to management learning and education by publishing theory, empirical research, reviews, critiques, and resources that focus on the processes of management teaching and the learning outcomes that result from it. Additionally, the journal publishes work that addresses significant issues in the institutional environment and administration of business schools and their stakeholders. The emphasis is on studying management learning and education across various settings, including schools, universities, businesses, and public and non-profit organizations. The journal is published quarterly in March, June, September, and December.

《Academy of Management Learning and Education》的使命是通过发表理论、实证研究、评论、批评和资源，促进管理学习和教育，关注管理教学过程及其带来的学习成果。此外，该期刊还发表与商学院及其利益相关者的制度环境和管理相关的重要议题。期刊强调在各种环境中对管理学习和教育的研究，包括学校、大学、企业以及公共和非营利组织。该期刊每年出版四期，分别在三月、六月、九月和十二月。

Academy of Management Learning and Education

This study explores how positive and negative role models (PRMs and NRMs) of business affect students' attitudes, expectations, and behavioral intentions relating to their future business behavior. A thematic analysis of student reflections (N = 96) based on their experience of material presented in their Business Ethics/Corporate Social Responsibility modules, interpreted through the framework of Ajzen's theory of planned behavior, revealed that while negative role models led to intentions to avoid unethical behavior and engage in ethical practices such as ethical purchasing, they also increased cynicism and undermined students' self-efficacy in the ethical business domain. Exposure to positive role models offset the negative consequences arising from negative role models, protecting against reduced self-efficacy by showing that unethical behavior is neither necessary nor inevitable in business, thus undermining the common justification for unethical behavior that "everybody does it." PRMs increased awareness that business can be both ethical and profitable and provided inspirational role models that led to increased intentions to engage in ethical business practices. With reference to social–psychological literature, these results suggest that positive role models are necessary to counter the impression created by negative role models that ethical business is unachievable or unlikely, as such beliefs can become self-fulfilling.

Denise Baden

Look on the Bright Side: A Comparison of Positive and Negative Role Models in Business Ethics Education

看看光明面：商业伦理教育中正面与负面榜样的比较

Negative experiences are pervasive and consequential in entrepreneurship: on the one hand, they have the potential to unlock higher-order learning; on the other, they can lead an entrepreneur to retreat. This presents a tension for experiential entrepreneurship education: how to expose students to negative experiences to promote their learning while mitigating the risks of this exposure. We investigate this puzzle through a longitudinal, inductive field study of undergraduate students in a yearlong experiential entrepreneurship course. We find that students experienced an array of circumstances that triggered negative emotions—or critical incidents—related to developing their venture idea and to the interpersonal dynamics associated with this process. Planned elements of the course pedagogy—planned pedagogical scaffolds—as well as elements that emerged from students' engagement in the learning process—emergent individual buffers—facilitated students' ongoing sensemaking of critical incidents. In the moment, such sensemaking contributed to the de-escalation of negative emotions and to the cognitive reframing of given critical incidents. Over time, ongoing sensemaking promoted the development of an entrepreneurial mindset and of resilient behaviors. By explaining how students learn from critical incidents in an experiential entrepreneurship course, we contribute to research on experiential learning, experiential entrepreneurship education, and entrepreneurial mindset.

Eliana Crosina

Erin Frey

Andrew Corbett

Danna Greenberg

From Negative Emotions to Entrepreneurial Mindset: A Model of Learning Through Experiential Entrepreneurship Education

从负面情绪到创业心态：体验式创业教育学习模型

Business schools throughout the world are pursuing national and international validation by seeking accreditation such as AACSB, EQUIS, and/or AMBA. The issue of accreditation of African universities, in general, and of business schools, in particular, is only now beginning to be addressed on a continental level. There is also a growing concern about the quality of higher education in Africa. We examine international business school accreditation from a post-colonial theory perspective. We argue that simply applying Western accreditation standards in a post-colonial context does not address relevant African business problems, nor does it examine educational needs in this environment. Our discussion focuses on these issues as well as on recommendations to assist many, if not most, African business schools in meeting the needs of their stakeholders given the socioeconomic and cultural realities of Africa.

William K. Darley

Denise J. Luethge

Management and Business Education in Africa: A Post-Colonial Perspective of International Accreditation

非洲管理与商业教育：国际认证的后殖民视角

In this paper, we investigate how PhD management students build individual resilience in the face of difficulties encountered during their PhD journey. While extant studies show that success in the doctoral journey is influenced by tenacity, hard work, and self-awareness, the potential pitfalls that PhD management students may face in building individual resilience have been relatively less explored. Addressing this gap is even more critical because of the increasing expectations embedded in the competitive culture of business schools, which expose PhD management students to unique challenges such as isolation, lack of solidarity, and dehumanization. Based on an exploratory empirical study of PhD management students, we theorize how these students respond to adversity through two types of practices: bright and dark. We argue that while bright practices improve individual resourcefulness that might be mobilized the next time adversity is encountered, dark practices do not contribute to this aspect and can even be damaging for individuals who engage in them. Dark practices may be destructive, cause suffering, and make resilience less likely in the future. Our study contributes to the ongoing discussion of management education by providing practical recommendations that focus on fostering PhD management students' resilience. Dans cette étude, nous examinons comment les doctorants en gestion développent leur résilience face aux épreuves liées au parcours doctoral. Bien que des recherches antérieures soulignent l'importance de la persévérance, du travail assidu et de la conscience de soi dans leur réussite, elles omettent d'aborder certains écueils liés au développement de la résilience individuelle chez les doctorants en gestion. Ces lacunes sont d'autant plus préoccupantes que les attentes issues de la culture compétitive des écoles de commerce sont grandissantes. Elles exposent les doctorants à des obstacles spécifiques, tels que l'isolement, le manque de solidarité et la déshumanisation. S'appuyant sur une étude empirique exploratoire, notre recherche théorise leurs réponses à l'adversité à travers la distinction entre des pratiques « lumineuses » et « sombres.» Les pratiques « lumineuses » renforcent les capacités individuelles, mobilisables face à de futurs défis, tandis que les pratiques « sombres » peuvent être préjudiciables à celles et ceux qui les adoptent. Les pratiques « sombres » peuvent être destructrices, engendrer de la souffrance et rendre moins probable la résilience future. Cette étude contribue au débat sur l'éducation en gestion par la formulation de recommandations pratiques pour renforcer la résilience des doctorants de la discipline.

Maral Muratbekova-Touron

Tristan Dupas Amory

Diana Garcia Quevedo

Anna Glaser

Matilde Guilhon

Catherine Lespérance

Sophie Geneste

When Bouncing Back Is Harmful: Exploring the Dark Side of Resilience in PhD Management Students

反弹有害时：探索博士管理学生在韧性中的阴暗面

Duncan N. Angwin

Hongqin Li

Leading a Business School

领导商学院

Jean M. Bartunek

How to Do Nothing: Resisting the Attention Economy

如何无所作为：抵制注意力经济

Wladislaw Rivkin

Research Methodology: Best Practices for Rigorous, Credible, and Impactful Research

Abbreviation	AMLE
Journal Impact	4.63
Quartiles(Global)	MANAGEMENT(Q1)

ISSN	1537-260X, 1944-9585
h-index	95

Publication Information	Publisher: George Washington University，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 2005，Proportion of original research papers: 100.00%，Self Citation Rate:14.60%， Gold OA Rate: 0.00%

Academy of Management Learning and Education

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Look on the Bright Side: A Comparison of Positive and Negative Role Models in Business Ethics Education

From Negative Emotions to Entrepreneurial Mindset: A Model of Learning Through Experiential Entrepreneurship Education

Management and Business Education in Africa: A Post-Colonial Perspective of International Accreditation

When Bouncing Back Is Harmful: Exploring the Dark Side of Resilience in PhD Management Students

Leading a Business School

When Bouncing Back Is Harmful: Exploring the Dark Side of Resilience in PhD Management Students

How to Do Nothing: Resisting the Attention Economy

Research Methodology: Best Practices for Rigorous, Credible, and Impactful Research

Leading a Business School

Developing Leader Character: Finding a Way Forward