AMLE examines pressing issues in the fields of management learning and education by presenting theory, models, research, critiques, dialogues and retrospectives that address the learning process and the practice of management education.
The DSJIE is a peer-reviewed journal published by the Decision Sciences Institute. Its mission is to publish significant research relevant to teaching and learning in the decision sciences - quantitative and behavioral approaches to managerial decision making.
The JDM publishes papers that significantly contribute to the understanding of how to create and maintain a positive work environment where the similarities and differences of individuals are valued, so that all can reach their potential and maximize their contributions to an organization’s strategic goals and objectives.
The Journal of Management Education, a leading voice in the scholarship of teaching and learning (SoTL) for over 40 years, is dedicated to enhancing teaching and learning in the management and organizational disciplines. Our published articles reflect changes and developments in the conceptualization, organization, and practice of management education.
The aim of the JSME is to further new advances and understanding in strategic management education in universities and the corporate sector worldwide. The JSME is achieving this aim through the publication of specially selected high quality refereed research papers and case studies in the area of strategy. The goal is to attract contributions from innovative business leaders and academics who have developed exceptional teaching material and new approaches in the field.
Management Learning is a fully peer-reviewed journal which welcomes contributions from management and organization studies and related fields and disciplines, as well as papers adopting multi-disciplinary or interdisciplinary perspectives. Papers may address a variety of topics but the link with learning and managing organizations must be made explicit. Papers on specific topics which do not consider implications for learning would not be appropriate.