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‘Leadership’ as a Project: Neoliberalism and the Proliferation of ‘Leaders’ (2021)
Journal Article
Learmonth, M., & Morrell, K. (2021). ‘Leadership’ as a Project: Neoliberalism and the Proliferation of ‘Leaders’. Organization Theory, 2(4), 1-19. https://doi.org/10.1177/26317877211036708

It is increasingly common for anyone with formal, hierarchical status at work to be called a ‘leader’. Though widespread, this relatively recent change in day-to-day discourse is largely passing by unnoticed. We argue that using ‘leader’ in this way... Read More about ‘Leadership’ as a Project: Neoliberalism and the Proliferation of ‘Leaders’.

Autoethnography (2021)
Book Chapter
Learmonth, M., & Humphreys, M. (2021). Autoethnography. In M. Kostera, & N. Harding (Eds.), Organizational Ethnography (59-73). Edward Elgar Publishing. https://doi.org/10.4337/9781786438102.00009

In this chapter we explore the use of autoethnography as a research strategy in social sciences, and in organisation studies more specifically. Using examples from a range of scholars, including ourselves, we highlight the ideas and methodological de... Read More about Autoethnography.

A different way of looking at things: the role of social science film in organization studies (2020)
Journal Article
Miko-Schefzig, K., Learmonth, M., & McMurray, R. (2022). A different way of looking at things: the role of social science film in organization studies. Organization, 29(4), 653-672. https://doi.org/10.1177/1350508420961526

Despite growing interest in the use of moving images for representing management and organisation research, films are still widely considered as an addendum to the ‘proper’ textual work of the social sciences. Drawing on our own experience in social... Read More about A different way of looking at things: the role of social science film in organization studies.

From administrator to CEO: Exploring changing representations of hierarchy and prestige in a diachronic corpus of academic management writing (2019)
Journal Article
Mautner, G., & Learmonth, M. (2020). From administrator to CEO: Exploring changing representations of hierarchy and prestige in a diachronic corpus of academic management writing. Discourse & Communication, 14(3), 273-293. https://doi.org/10.1177/1750481319893771

We explore the lexical choices made by authors published in Administrative Science Quarterly (ASQ), a major academic journal in business and management studies. We do so via a corpus constructed from all the articles published in ASQ from its first p... Read More about From administrator to CEO: Exploring changing representations of hierarchy and prestige in a diachronic corpus of academic management writing.

Identity work by a non-white immigrant business scholar: Autoethnographic vignettes of ‘covering’ and ‘accenting' (2019)
Journal Article
Fernando, M., Reveley, J., & Learmonth, M. (2020). Identity work by a non-white immigrant business scholar: Autoethnographic vignettes of ‘covering’ and ‘accenting'. Human Relations, 73(6), 765-788. https://doi.org/10.1177/0018726719831070

How do immigrants with multiple sources of identity deal with the identity tensions that arise from misidentification within the workplace? In order to answer this question, we reposition two under-researched self-presentational identity work strateg... Read More about Identity work by a non-white immigrant business scholar: Autoethnographic vignettes of ‘covering’ and ‘accenting'.

How do Quality of Teaching, Assessment and Feedback Drive Undergraduate Course Satisfaction in U.K. Business Schools? A Comparative Analysis with Non-Business School Courses using the U.K. National Student Survey (2018)
Journal Article
Sutherland, D., Warwick, P., Anderson, J., & Learmonth, M. (2018). How do Quality of Teaching, Assessment and Feedback Drive Undergraduate Course Satisfaction in U.K. Business Schools? A Comparative Analysis with Non-Business School Courses using the U.K. National Student Survey. Journal of Management Education, 42(5), 618-649. https://doi.org/10.1177/1052562918787849

How does quality of teaching, assessment, and feedback influence satisfaction with overall course quality for students taking business school (BS) undergraduate courses in the United Kingdom? Are these teaching-related determinants of satisfaction in... Read More about How do Quality of Teaching, Assessment and Feedback Drive Undergraduate Course Satisfaction in U.K. Business Schools? A Comparative Analysis with Non-Business School Courses using the U.K. National Student Survey.

Organizational Readiness: Culturally Mediated Learning Through Disney Animation (2017)
Journal Article
Griffin, M., Learmonth, M., & Piper, N. (2018). Organizational Readiness: Culturally Mediated Learning Through Disney Animation. Academy of Management Learning and Education, 17(1), 4-23. https://doi.org/10.5465/amle.2016.0073

This article develops the notion of organizational readiness, a construct that describes the anticipatory expectations about future organizational life that children develop as they imbibe the cultural influences to which they are exposed. We conduct... Read More about Organizational Readiness: Culturally Mediated Learning Through Disney Animation.

Making History Critical: Recasting a History of the “Management” of the British National Health Service (2017)
Journal Article
Learmonth, M. (2017). Making History Critical: Recasting a History of the “Management” of the British National Health Service. Journal of Health Organization and Management, 31(5), 542-555. https://doi.org/10.1108/jhom-11-2016-0213

Purpose: This article explores a possible discursive history of NHS ‘management’ (with management, for reasons that will become evident, very much in scare quotes). Such a history is offered as a complement, as well as a counterpoint, to the more tra... Read More about Making History Critical: Recasting a History of the “Management” of the British National Health Service.

Doing management education with Free jazz and Derrida (2016)
Book Chapter
Learmonth, M., Humphreys, M., & Griffin, M. (2016). Doing management education with Free jazz and Derrida. In T. Beyes, M. Parker, & C. Stayaert (Eds.), The Routledge companion to reinventing management education (178-190). Routledge

Whistle while you Work? Disney Animation, Organizational Readiness and Gendered Subjugation (2016)
Journal Article
Griffin, M., Harding, N., & Learmonth, M. (2017). Whistle while you Work? Disney Animation, Organizational Readiness and Gendered Subjugation. Organization Studies, 38(7), 869-894. https://doi.org/10.1177/0170840616663245

This paper introduces the concept of ‘organizational readiness’: socio-cultural expectations about working selves that prepare young people (albeit indirectly and in complex and multi-faceted ways) for their future life in organizations. This concept... Read More about Whistle while you Work? Disney Animation, Organizational Readiness and Gendered Subjugation.

Is Critical Leadership Studies ‘Critical’? (2016)
Journal Article
Learmonth, M., & Morrell, K. (2016). Is Critical Leadership Studies ‘Critical’?. Leadership, 13(3), 257-271. https://doi.org/10.1177/1742715016649722

‘Leader’ and ‘follower’ are increasingly replacing ‘manager’ and ‘worker’ to become the routine way to frame hierarchy within organizations; a practice that obfuscates, even denies, structural antagonisms. Furthermore, given that many workers are ind... Read More about Is Critical Leadership Studies ‘Critical’?.

Moving critical performativity forward (2016)
Journal Article
Learmonth, M., Harding, N., Gond, J., & Cabantous, L. (2016). Moving critical performativity forward. Human Relations, 69(2), 251-256. https://doi.org/10.1177/0018726715620477

In this rejoinder, we draw attention to some of the possible performative effects of Spicer et al.’s (2016) commentary and reaffirm the importance, in our eyes, of the fundamentally political and material dimensions of performativity.

Critical Essay: Reconsidering critical performativity (2015)
Journal Article
Cabantous, L., Gond, J., Harding, N., & Learmonth, M. (2016). Critical Essay: Reconsidering critical performativity. Human Relations, 69(2), 197-213. https://doi.org/10.1177/0018726715584690

In recent years, we have witnessed the emergence of ‘critical performativity’, a concept designed to debate relationships between theory and practice and encourage practical interventions in organizational life. Notwithstanding its laudable ambition... Read More about Critical Essay: Reconsidering critical performativity.

Against evidence-based management, for management learning (2015)
Journal Article
Morrell, K., & Learmonth, M. (2015). Against evidence-based management, for management learning. Academy of Management Learning and Education, 14(4), 520-533. https://doi.org/10.5465/amle.2014.0346

Evidence-based management has been widely advocated in management studies. It has great ambition: all manner of organizational problems are held to be amenable to an evidence-based approach. With such ambition, however, has come a certain narrowness... Read More about Against evidence-based management, for management learning.

What Do We Mean by Performativity in Organizational and Management Theory? The Uses and Abuses of Performativity (2015)
Journal Article
Gond, J., Cabantous, L., Harding, N., & Learmonth, M. (2016). What Do We Mean by Performativity in Organizational and Management Theory? The Uses and Abuses of Performativity. International Journal of Management Reviews, 18(4), 440-463. https://doi.org/10.1111/ijmr.12074

John Austin introduced the formulation ‘performative utterance’ in his 1962 book How to Do Things with Words. This term and the related concept of performativity have subsequently been interpreted in numerous ways by social scientists and philosopher... Read More about What Do We Mean by Performativity in Organizational and Management Theory? The Uses and Abuses of Performativity.