Delighted to be made a Fellow of the British Academy of Management (BAM) at the 2018 annual conference in Bristol
Winner of the Pearson-sponsored 2013 ANZAM Management Educator of the Year
Introducing Henry Mintzberg as the 2012 MED Keynote speaker
Organisational Fit: Key Issues and New Directions is published
Winner of Academy of Management Learning & Education's 2012 Outstanding Reviewer award
Click image for the Principles of Leadership trailer; it'll open in a new tab
Celebrating with my co-organisers (Ken Brown, Amy Kenworthy, and George Hrivnak) after the Research in Management Learning and Education (RMLE) Unconference at Bond University. A wonderful day.
Paper accepted in JMO on teaching leadership from a social constructionist perspective
2012 Erskine Fellow, University of Canterbury, New Zealand: Autumn colours in Christchurch
Paper on business school accreditation has just been accepted by the British Journal of Management
Moving Images: Effective Teaching with Film and TV in Management is available in all good book stores

AMLEAcademy of Management Learning & Education Essay Published

Just before Christmas 2019, our paper on phenomenographic approaches to management education was published in Academy of Management Learning & Education (AMLE); the world's leading journal for management education.

Title: Toward a non-essentialist approach to management education: Philosophical underpinnings from phenomenography

Authors: Jon Billsberry, Veronique Ambrosini, Mariano Garrido-Lopez, and David Stiles

Abstract: The classic approach to management education is managercentric and assumes an essential nature to management. Drawing on ideas from interpretivist epistemologies, the social construction of leadership, phenomenography, and variation theory, we discuss the implications for management education of taking a non-essentialist approach and regarding the nature of management as unknown and unknowable. We focus on phenomenography for two reasons: First, when applied to the task of defining management, it is built on interpretivist roots where the knowledge and understanding of the observer is paramount. Second, it is also a theory of learning with direct application to management research and teaching. Building on these insights, we highlight the importance of students becoming active investigators of management and offer practical teaching implications on how students might be encouraged to engage in experiences that identify variations in the ways that management is conceptualized and performed. We also consider how such an approach brings a fresh perspective on what management education is about, the role of the educator, and how it informs the ongoing debates relating to the institutional pressures that business schools face.