OLKC2017

Pre-conference activities

<h1 style="text-align: justify;">
 DOCTORAL WORKSHOP - DEADLINE EXTENDED</h1>

 OLKC 2017 Doctoral Workshop - April 26, 2017 (full day)

 Congratulations to the seven Ph.D. students whose thesis proposal have been finally accepted for joining us in the 2017 Doctoral Workshop. Here you can find the<a href="http://eventos.uva.es/file_manager/getfile/12901" target="_blank"> programme</a> for the day!

 OLKC is committed to supporting doctoral students as within the wider community of researchers who share an interest in the central themes of organizational learning, knowledge and capabilities. The one-day doctoral workshop will focus on discussing doctoral students’ research. Paper sessions will be limited to doctoral students who have had an extended abstract describing their thesis research reviewed and accepted by the workshop faculty.The workshop is therefore well supported by senior members of faculty and it provides a unique opportunity to discuss work with key members of the community and others at a similar stage in their work. We encourage and actively welcome applications for this stimulating and inclusive event.

 Purpose

 The OLKC 2017 Doctoral Workshop begins on the evening of Tuesday 25 April, with a pre-workshop dinner (not included in the workshop fee), followed by a full day workshop on Wednesday 26 April. The purpose of the workshop is to help doctoral students further develop their research in a community of peers and academic mentors.  Students whose proposals are accepted for the workshop are expected to register for and participate in the main OLKC conference as well as the doctoral workshop. This provides a valuable opportunity to learn about what is current in the area of organizational learning and knowledge research and to network with other academic colleagues.

 Therefore aims of the workshop are:
<ul>
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 to review and provide constructive feedback on each participant’s submission</li>
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 to increase the participants understanding of how to give and receive feedback</li>
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 to discuss particular concerns shared by each participant</li>
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 to explore the writing process for creating good papers</li>
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 to discuss publishing in the OLKC community</li>
</ul>

 Format

 The workshop is designed to facilitate constructive feedback and discussion on the submitted work that each student is developing. This will be done in a highly participative way, where you will work in small groups with at least one member of senior faculty in each, and the entire group in plenary sessions, for a high quality academic experience overall.

 The workshop faculty for 2017 will be:
<ul>
 <li>
 Professor <a href="https://scholar.google.es/citations?user=km1rnJcAAAAJ&hl=es" style="font-family: tahoma, geneva, sans-serif; font-size: 14px;">Joaquin Alegre</a>, Valencia University, Spain</li>
 <li>
 Professor <a href="http://docenti.unicatt.it/ita/mara_gorli/" style="font-family: tahoma, geneva, sans-serif; font-size: 14px;">Mara Gorli</a>, Universita Catolica del Sacro Cuore, Milan, Italy</li>
 <li>
 Professor <a href="https://www.liverpool.ac.uk/management/staff/oswald-jones/" style="font-family: tahoma, geneva, sans-serif; font-size: 14px;">Ossie Jones</a>, Liverpool University, UK</li>
 <li>
 Professor <a href="https://www.st-andrews.ac.uk/management/aboutus/people/academic/kevinorr/" style="font-family: tahoma, geneva, sans-serif; font-size: 14px;">Kevin Orr</a>, University of St Andrews, UK </li>
 <li>
 Professor <a href="http://www.bath.ac.uk/management/faculty/juani_swart.html" style="font-family: tahoma, geneva, sans-serif; font-size: 14px;">Juani Swart</a>, University of Bath, UK</li>
</ul>

 The proposed schedule for the doctoral workshop is as follows: During the morning session, students accepted for the workshop will present and discuss their research in groups of 3-4 people facilitated by the following faculty conveners. Conveners will review participants’ research proposals, and then provide feedback and lead the joint discussion session. Participants will also be required to read and constructively review papers from their fellow participants in the small groups. Following a working lunch, the afternoon session is a Meet the Editors session that will highlight presentations on publishing by Professors Ossie Jones, Editor of International Journal of Management Reviews, Professor Joaquin Alegre, Associate Editor of European Management Journal, Professor Juani Swart, Associate Editor of Human Resource Management Journal and Dr. Alexia Panayiotou, Associate Editor of Management Learning.

 Instructions for Application to the Workshop 
 Submissions are invited from doctoral students who are working in the areas of organizational learning, learning in and between organizations, human resource management, and development and learning, and related areas.

 Submissions should be sent by email to Professor Victor Hermano (victor.hermano@uva.es) no later than the March, 27th, 2017.

 Students may submit one of the following:
<ul>
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 A draft full paper of up to 5000 words: this may be the same or different from any full paper you submit based on your accepted OLKC 2017 extended abstract, OR</li>
</ul>
<ul>
 <li>
 A structured thesis summary of up to 5000 words, including the following sections (as relevant to stage of study):</li>
 <li style="margin-left: 40px;">
 Introduction with a theoretical and practical rationale for the study</li>
 <li style="margin-left: 40px;">
 Main research problem and research question</li>
 <li style="margin-left: 40px;">
 Theoretical foundation and key concepts</li>
 <li style="margin-left: 40px;">
 Research design (including unit of analysis, and empirical setting)</li>
 <li style="margin-left: 40px;">
 Preliminary findings and/or a clear outline of emerging ideas and/or expected contributions</li>
 <li style="margin-left: 40px;">
 Final section: key challenges you are currently facing in your research and a brief statement about what you hope to gain from attending the workshop.</li>
</ul>

 All applicants must also submit a brief cover note indicating:
<ol>
 <li>
 your year of study (1, 2 or 3 etc) </li>
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 the main current challenges in your research project and what you hope to contribute to - and gain from - the workshop.</li>
</ol>

  

 Applications will be reviewed based on the quality of the proposed research and contribution to the field and the potential benefit of attending the workshop for your professional development. Students will be notified of acceptance by March 31st, 2017. The cost for this workshop is 60 euros. After your paper is accepted, you may register and pay by selecting the workshop in the conference registration form. Note that since this is a full day workshop, you may not register for additional workshops.

 Submission guidelines

 Please attach your written work in the following format:
<ul>
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 Word .docx file or pdf</li>
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 Font: Times New Roman</li>
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 Spacing:1.5 or double line</li>
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 Page numbers in the footer</li>
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 Margins 3cm left and right, 2.5 top and bottom</li>
</ul>

 We look forward to receiving your submissions and to welcoming you to Valladolid!

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<h1 style="text-align: justify;">
 TEACHING WORKSHOP</h1>
<h1 style="text-align: justify;">
 OLKC 2017 Teaching Workshop - April 26, 2017 (full day)</h1>

  

 We will again be hosting a pre-conference teaching workshop at OLKC 2017. The OLKC teaching workshops began in Boston at OLKC 2010 and have developed subsequently to produce a refined focus on our teaching practices, rooted in the research interests of the OLKC community. Whilst previous workshops have involved early career researchers and teachers primarily, we would also warmly welcome more established colleagues. Workshop numbers are restricted to 15 in order to maintain the highly participative and discursive approach required for the type of work we aim to do.

 OLKC Teaching workshop 2017: Enhancing and assessing critical thinking 

 Organisers:
<ul>
 <li>
 Professor <a href="http://docenti.unicatt.it/ita/giuseppe_scaratti/">Giuseppe Scaratti</a>, Università Cattolica del Sacro Cuore</li>
 <li>
 Dr <a href="http://www.st-andrews.ac.uk/management/aboutus/people/academic/gailgreig/">Gail Greig</a>, University of St Andrews</li>
 <li>
 Associate Professor <a href="http://www.mn.uio.no/ifi/english/people/aca/bemork/" target="_blank">Bjørn Erik Mørk</a>, University of Oslo/IKON, Warwick Business School</li>
 <li>
 Dr <a href="http://www.leedsbeckett.ac.uk/staff/dr-pedro-cardosocastro/" target="_blank">Pedro Pablo Cardoso-Castro</a>, Leeds Beckett University</li>
</ul>

 Background

 In the present highly uncertain world, being able to think critically is crucial for practitioners of all types, whether in the Academy as researchers and teachers, or in other organisations making or selling products or services. Critical thinking is perhaps the key product we academic practitioners can help our students to develop. But teaching someone to think critically inevitably involves challenging established assumptions and world-views. This can be an unsettling – even uncomfortable - experience that may seem pointless to some students concerned with learning how to do management, rather than developing the broader skills, such as critical thinking, required for engaging in such work.

 This situation presents particular challenges for academics as teachers, especially against the backdrop of the introduction of performance assessment for academic teaching (e.g. the UK Teaching Excellence Framework and other similar measures). Such performance measures are often linked to student satisfaction surveys in a globalised market for education, where institutional rankings will be calculated on the results of these exercises. This produces new pressures on academics attempting to engage in teaching critical thinking, where students’ discomfiture may influence their initial unreflective feedback on teaching negatively, leading to problems for both institutions and individual academics, which may inadvertently hinder the use of innovative and provocative teaching approaches to stimulate innovative classroom teaching practices and student learning.

 Aim and content

 Therefore, the aim of this workshop is to explore new ways to develop critical thinking as a crucial dimension in order to deal with the challenges related to emergent organizational contexts. Following the traditional path of OLKC teaching workshop since it was first organised in Boston in 2010, this workshop is an opportunity for practitioners and academics to share situated experiences with a view to developing our teaching practice.

 This year we address some key questions:
<ul>
 <li>
 Why and how do we encourage and foster critical thinking, and its relationship with critical management studies, in order to enhance new visions and understandings of organizing, learning and knowing processes?</li>
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 Which features and dimensions do we consider as meaningful and relevant for developing critical thought?</li>
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 How (with which artefacts, setting and tools, roles, and so forth) is the evaluation of critical thinking’s learning process managed?</li>
</ul>

 The workshop will be organised to encourage interaction and reflection among the participants. Initial practitioner and academic presentations will act as a springboard to facilitated discussions among all workshop participants. This will enable us all to share experiences so that we can jointly learn how critical thinking can be enhanced and assessed.

  

 Applications

 If you would like to participate in this learning event, please express your interest as follows:
<ol>
 <li>
 Write a short description (500 words maximum) about your own background and explain why you would like to participate in the event. Please outline what you would like to gain from, and contribute to, the event.</li>
 <li>
 Email your application by Monday March 27, 2017, to Dr Bjørn Erik Mørk at:  <a href="mailto:bemork@ifi.uio.no" style="font-family: tahoma, geneva, sans-serif; font-size: 14px;">bemork@ifi.uio.no</a></li>
</ol>

Contact

OLKC2017

Pre-conference activities