CFP OAP Workshop – Historicity in Organization Studies

The final deadline for submission is fast approaching! Please submit by February 3rd, 2023 (midnight CET). All details follow below:

Call for papers 13th Organizations, Artifacts & Practices (OAP) Workshop

Historicity in Organization Studies:

Describing events and actuality at the borders of our present

When: June 9-10th 2023

Where: Barcelona (ESADE). Only onsite.


Ignasi Marti (ESADE)  Aurélie Leclercq-Vandelannoitte (IESEG and CNRS)François-Xavier de Vaujany (Université Paris Dauphine-PSL)
Stéphanie Decker (University of Birmingham)Daniel Arenas (ESADE)Julien Mallaurent (ESSEC)

This 13th OAP workshop jointly organized by ESADE, Université Paris Dauphine-PSL and ESSEC will be an opportunity to come back to the issue of history, historicity and historical process in Management and Organization Studies (MOS).

We expect papers likely to explore historical processes and historical events from (new) metaphysical perspectives, in particular with regards to four topics:

  • Social movements, revolutions and protests in past, present and future societies. We are interested in papers exploring the politics and power at stake in historical processes (1);
  • Digitality, AI and all calculative practices at stake in the world of organizing, their genealogy and becoming (2);
  • Managerial instruments, dispositives, their genealogies and relationships with larger collective activities (3);
  • Philosophical and metaphysical discussions about time, events and becoming in relationship with historical processes and traditional views of history (4).

We are particularly looking for theoretical and empirical papers mobilizing process philosophers, (post-)phenomenologists and (post)-Marxist thinkers, e.g., Marx, Nietzsche, Foucault, Arendt, Deleuze, Merleau-Ponty, Bergson, Badiou, Cixous, Mead, Whitehead, James, Dewey, Rorty, Marion, Rancière, Henry, Hartog, Jullien, among others.

What are the new metaphysics of history or the post-historical metaphysics likely to renew our views of historical processes and historical events? Shall we get rid of any sense of historicity in our descriptions of organizing? Are we condemned to an exploration of the presents and their episteme? How to explore jointly remote pasts and remote future in our studies of organizing? How to contribute to historical perspectives on futurity (the relationships with he future in the past) and paradoxical historical stances on the future and future events? In the context of climate change and Anthropocene, how can we renew our views of temporality and organizing to include geological time in our analysis? How can indigenous and dead ontologies and mythologies help us to renew our thought of past, present and future events? How can we link “historicity regimes” or “eventfulness regimes” to our studies of organizing? Is there still a space for subjectivation and agonism in our understandings of historical regimes and opening of our present by events and actuality? Those are the kind of questions we would love to animate in the context of this OAP 2023.

Of course, our event will also be opened to more traditional OAP ontological discussions around the materiality, time, space and place of organizing in a digital era, e.g., papers discussing sociomateriality, affordances, spacing, emplacement, events, becoming, practices in the context of our digital world.

Please note that OAP 2023 will include a pre-event entitled: “Latour is alive: becoming and legacy for a world in the making”. OAP adventure has been deeply influenced by Bruno Latour, from the first OAP about social network to the following running about sociomateriality till our last event about posthumanism. During OAP 2023, we will gather OAPers who have been influenced by Latour to discuss his legacy for Management and Organization Studies.

Those interested in our pre-OAP event and our OAP workshop in participating must submit an extended abstract of no more than 1,000 words to The abstract must outline the applicant’s proposed contribution to the workshop. The proposal must be in .doc/.docx/.rtf format and should contain the author’s/authors’ names as well as their institutional affiliations, email address(es), and postal address(es). Deadline for submissions will be February 3rd, 2023 (midnight CET).

Authors will be notified of the committee’s decision by February 28th, 2023.

Please note that OAP 2023 will take place only onsite this year (depending on how the COVID-19 situation evolves).

ZUG SI: The business from within Africa

Zeitschrift für Unternehmensgeschichte/Journal of Business History

Special Issue: The business from within Africa

African agency in business through history

The business of entrepreneurial agency in Africa brings together a tapestry of activity, networking and economic mobility over several centuries. Historians are exploring this complex integrated web of economic activity relying on multiple disciplinary perspectives. Business people assumed agency in developing extensive exchange networks moving natural resources, agricultural products and locally manufactured goods beyond the borders of local markets. In these entrepreneurial activities women and men collaborated towards social sustainability, but also personal advancement. As the legacy of planning gradually allowed individual and collective agency in business (Natkhov & Pyle, 2022), this is the history of Africa’s entrepreneurs, entrepreneurial families, entrepreneurial corporations and business networks business historians stand to deliver.

The agency of people in enterprise all over Africa has not received systematic attention in Business History. The entrepreneurial role of all the peoples of Africa in different business structures, organisational form and even informal groups, displayed a growing engagement with international business. The collection on business in Africa edited by Falola and Jalloh (Falola T and Jalloh A, 2002) surveyed the landscape of African and African-American business, but now the innovative entrepreneurial businesses amongst all Africa’s peoples justifies a new history. The new lens is the narrative of the long dureé of business agency in Africa. Business men and women built on the deep-rooted legacy of entrepreneurial agency in developing market operations through enterprises of varying size and structure to negotiate the opportunities of Africa in the world. As state intervention in markets slowly contracts, dynamic and innovative business entered both African and global markets.

This development motivated the ZUG to dedicate a Special Issue to the history of business in Africa. This call for contributions seeks to solicit submissions exploring the history of business people and business enterprise in Africa, from earliest times through the discontinuities and complexities of the last half of the twentieth century, to global engagements in recent times. The following questions are driving the enthusiasm for this volume:

  • Who were the business leaders of the past and how did they infuse business capacity into the next generation of business leaders in different African contexts?
  • Who were the business leaders – men and women?
  • How have entrepreneurs adjusted to dynamically changing market trends?
  • How have markets in Africa interacted internally and externally with global markets?
  • How has the organisation of business changed in different contexts in Africa?
  • How have business organisations fostered/undermined business development?
  •  Has business in Africa benefitted from privatisation?
  •  How has state regulation impacted business development in Africa?
  •  How does business in the MENA region align with business in SSA?

Submissions of draft manuscript outline (1000 words) with discussion of methodology and preliminary findings 30 June 2023.

The Editors of the ZUG will communicate acceptance of manuscript submissions by 15 July 2023. Final manuscripts for publication are due by 30 November 2023.

Guest editors:

Prof Grietjie Verhoef, University of Johannesburg, South Africa

Prof Ayodeji Olukoju, University of Lagos, Nigeria


Akinyoade, A., Dietz T., and Uche, C. (2017). Entrepreneurship in Africa. Brill Publishers.

Falola, T. and Jalloh A. (2002). Black Business and Economic Power. Rochester University Press.

Natkhov, T., & Pyle, W. (2022). Revealed in Transition: The Political Effect of Planning’s Legacy.

Ochonu, M. (2018). Entrepreneurship in Africa: A Historical Approach. Indiana University Press.


The Centre for the History of Retailing and Distribution (CHORD) invites participants to its 2023 on-line seminars on the history of retailing and distribution. The seminars will take place between February and April 2023: please see below for details 

Participation is free, but registration is required (the timings are UK times) 

For further information, including programme, abstracts and registration form please see:


Monday 27 February 2023 

14.00 – 14.30 Emily Westkaemper, James Madison University, US, From Consumer to Career Woman: Promoting Professionalism in U.S. Department Stores, 1950s–1980s 

14.40 – 15.10 Nataliia Laas, New York University, US, Urban Stores as Places of Women’s Activism in the Soviet Union during Late Stalinism 

15.20 – 15.50 Lesley Taylor, Solent University, UK, St. Mags: Fashion at the heart of the community 

Monday 27 March 2023 

10.00 – 10.30 Phil Lyon, Umeå University, Sweden, Promoting French Cuisine to English Homes: The Life and Times of a 1923 Cookery Book 

10.40 – 11.10 Jane Tolerton, independent scholar, New Zealand, Mary Taylor: ‘Friend of Charlotte Bronte’ or successful storekeeper of colonial New Zealand – and ‘her own best friend’? 

11.20 – 11.50 Frances Richardson, University of Oxford, UK, Shopping in early nineteenth-century Wales: the variety of shops and their customers 


Monday 24 April 2023 

14.00 – 14.30 Sam Backer, Johns Hopkins University, US, Counter Girls and Salesmen: Gender, Consumption, and Sheet Music Retail in the United States, 1890-1920 

14.40 – 15.00 Ten-minute, work in progress presentation: Barbara Caddick, University of Bristol, Online pharmacy – A historical perspective 

15.10 – 15.40 Jon Stobart, Manchester Metropolitan University, UK, Shopping and the city space: in the footsteps of the Reverend Woodforde (1740-1803) 

New deadline: BHC 2023 PDW “Educating for business”

Educating for business – and the business of education – Historical Perspectives and developments

CBS Paper Development Workshop

Business History Conference, Detroit, March 16-18, 2023

The past years have seen an increasing scholarly interest in the historicity of management learning and education. Studies on historical interrelations between business and education have appeared as journal contributions and special issues across diverse fields such as business history, management- and entrepreneurship studies, and didactical research (Bok, 2009; Bridgman et al. 2016; Clinebell, & Clinebell 2009; Khurana 2007; Spender, 2016; Wadhwani & Viebig 2021), as business schools and educational programs in management are increasingly seen as having a transformational potential to address present-day global challenges. Instead of merely educating for business, business school curricula and didactics are now focused on educating for sustainable solutions and addressing grand challenges (Gatzweiler et al. 2022).  

In the PDW we focus on historicity of business education and, and we would like to explore recent developments as well as theories and methods that might shed new light on the historical development of business education.

The workshop offers an opportunity to get feedback and generate ideas of how to develop concrete paper drafts that deal, one way or the other, with historical aspects of business education. In addition, the PDW will serve as a forum where we can discuss future directions and opportunities for historical studies within the area. What questions and research that are yet to be explored? And what are the role for historians in shaping agendas and research questions?

Themes to be explored in the papers could include, amongst others:

  • The role and development of entrepreneurship education
  • The historicity of business- and management education
  • Historical responses to grand societal challenges
  • Future directions of business education
  • Business school pedagogy and didactics in historical perspective
  • The historical development of business education curricula
  • Theoretical and methodological perspectives connected to business education

Submitted texts could take form as extended abstracts or full paper drafts. The important thing is that readers can identify the key arguments, theories, and empirical material, for them to provide useful feedback, suggestions, and comments.

The PDW is developed in the context of a special issues call on entrepreneurship education in Management & Organizational History. Potential authors for the special issue are encouraged to participate in the workshop, but the PDW is not limited to contributions for this publication.

Participants are expected to read all circulated papers. Please submit a paper draft or extended abstract before February 14 2023 (new deadline) to the workshop organizers.

Christoph Viebig CBS Centre for Business History:

Anders Ravn Sørensen, CBS Centre for Business History:

  • Bok, D. (2003). Universities in the marketplace: The commercialization of higher education. Princeton, N.J.: Princeton University Press.
  • Bridgman, T., Cummings, S., & McLaughlin, C. 2016. “Restating the case: How revisiting the development of the case method can help us think differently about the future of the business school”. Academy of Management Learning & Education, 15(4): 724-741.
  • Clinebell, S. K., & Clinebell, J. M. (2009). The tension in business education between academic rigor and real-world relevance: The role of executive professors. Academy of Management Learning & Education, 7(1), 99-107.
  • Khurana, R. (2007). From higher aims to hired hands: The social transformation of American business schools and the unfulfilled promise of management as a profession. Princeton: Princeton University Press.
  • Khurana & Spender, J. C. 2012 “Herbert A. Simon on What Ails Business Schools: More than ‘A Problem in Organizational Design’. Journal of Management Studies, 49: 619–639.
  • Wadhwani & Viebig (2021) “Social Imaginaries of Entrepreneurship Education: The United States and Germany, 1800–2020“ Academy of Management Learning & Education 20(3).
  • Gatzweiler et al. (2022) “Grand Challenges and Business Education: Dealing with Barriers to Learning and Uncomfortable Knowledge”, in Research in the Sociology of Organizations, Vol. 79, pp. 221-237.

ToC ZUG SI on Business in Africa

Great new issue by ZUG (German Journal of Business History) on state-owned enterprises on the African continent.


State enterprises in Africa: a postcolonial history

Alexander Keese, Marie Huber

PDF download

Finance, Investment and Decolonisation in Nigeria

Early market formation and participation on the Lagos Stock Exchange, 1957–1967

Mariusz Lukasiewicz

PDF download

Modernising the village

State farms, agricultural development, and nation-building in 1960s Ghana

Sarah Kunkel

PDF download

State and market

SOEs in Africa since the opening of markets, 1990s–2015

Grietjie Verhoef

PDF download

State-owned success in the air

Ethiopian Airlines and the multinational Air Afrique in the 1960s and 1970s

Marie Huber

PDF download

NEH-Hagley Fellowship on Business, Culture, and Society

The NEH-Hagley Fellowship on Business, Culture, and Society supports residencies at the Hagley Library in Wilmington, Delaware for junior and senior scholars whose projects make use of Hagley’s substantial research collections. Scholars must have completed all requirements for their doctoral degrees by the February 15 application deadline. In accordance with NEH requirements, these fellowships are restricted to United States citizens or to foreign nationals who have been living in the United States for at least three years. These fellowships are made possible by support from the National Endowment for the Humanities.

Fellowships may be four to twelve months in length and will provide a monthly stipend of $5,000 and complimentary lodging in housing on Hagley’s property. Hagley also will provide supplemental funds for local off-site accommodations to NEH fellowship recipients who can make a compelling case that special circumstance (e.g. disability or family needs) would make it impossible to make use of our scholar’s housing. Scholars receive office space, Internet access, Inter-Library Loan privileges, and the full benefits of visiting scholars, including special access to Hagley’s research collections. They are expected to be in regular and continuous residence and to participate in the Center’s scholarly programs. They must devote full time to their study and may not accept teaching assignments or undertake any other major activities during their residency. Fellows may hold other major fellowships or grants during fellowship tenure, in addition to sabbaticals and supplemental grants from their own institutions, but only those that do not interfere with their residency at Hagley. Other NEH-funded grants may be held serially, but not concurrently.


Deadline: February 15

Requirements for application: (Apply online at ).

Applicants also should arrange for two letters of recommendation to arrive separately by the application deadline. These should be sent directly to Carol Lockman, Questions regarding this fellowship may be sent to Carol Lockman as well.

NEH-Hagley Fellows 2022-2023:

Anna Andrzejewski

Professor, University of Wisconsin-Madison

Building Paradise:  The Creation of South Florida’s White, Middle-class Retirement and Vacation Landscape, 1945-1970

Trish Kahle

Assistant Professor, Georgetown University, Qatar

Confidence in Our System:  How an Electric Utility Remade a Deindustrializing Energy System

Louis Galambos National Fellowship in Business and Politics

Louis Galambos National Fellowship in Business and Politics supports completion of exceptional dissertations for which the Hagley’s Library research materials constitute a significant source and that connect with the mission of the National Fellowship Program. The Galambos Fellow is expected to be in residence at Hagley for the fall and spring academic year. While in residence, the Fellow will receive an office, stack access, inter-library loan privileges, internet access, the opportunity to present a paper in Hagley’s seminar series, and complimentary  use of Hagley’s accommodations for visiting scholars.  The Fellow receives a stipend of $30,000 for one year. The application deadline is February 1.

Like other National Fellows, the Galambos Fellow is paired with a senior scholar in the fellow’s field who will serve as a mentor and provide critical guidance during the year. The Galambos Fellow meets with a Mentor while in residence to assemble her/his research network, and receives summer training for leadership in the academy, higher education, and related institutions. Expenses for network events and activities are paid for by a dedicated budget for each Fellow.

Applications are accepted through the National Fellowship Program of the Jefferson Scholars Foundation. To apply, go to Please direct questions to Carol Lockman,

New OHN Audio Article: Rethinking the role of planning and materiality – the case of London Business School. By Matthew Hollow.

Do you want one of your articles available as an audio version? Send us a message at! The article needs to be OA and formatted as a word document designed to be read out. Get in touch for more information.

This week, we are making another audio version of an Open Access article available as a podcast.

Rethinking the role of planning and materiality in the Americanization of management education: The case of London Business School

By Matthew Hollow.

Published in Business History, currently advance online.


In recent years, much has been written about the so-called ‘Americanization’ of management education in Europe in the post-1945 era. One area that has relatively little attention in this literature, however, is the impact that material and spatial factors had on efforts to import US models of management education overseas. This study begins to redress this issue by focussing in-depth on the challenges involved in the design, planning, and construction of the physical spaces of the London Business School ­— one of the most prominent advocates of the US model of management education in this period. In the process, it contributes to the literature on Americanization, as well as our understanding of the history of business schools, by illustrating how the historical trajectories of such institutions can be influenced and shaped by external actors, material constraints, and other contingent factors related to the planning and building of a business school.

CfP MOH: Histories of Entrepreneurship Education

Histories of entrepreneurship education: Exploring its past, understanding its present, and re-imagining its future

Manuscript deadline: 15 June 2023

Management & Organizational History

Special Issue Editor(s)

Christoph ViebigCopenhagen Business School

Christian StutzJyväskylä School of Business and Economics

Anders Ravn SørensenCopenhagen Business School

Entrepreneurship education is a global phenomenon. Over the last decades, we have seen tremendous growth in political and societal support for entrepreneurship education and a steep increase in entrepreneurship courses and programs at higher education institutions (Kuratko & Morris, 2018). At the same time, we are witnessing a scholarly debate about the current status and future direction of entrepreneurship education scholarship (Landström et al., 2021; Neck & Corbett, 2018; Pittaway & Cope, 2007). Most contributions to this debate paint an image of entrepreneurship education as a contemporary phenomenon linked to zeitgeisty agendas of self-fulfillment, grand societal challenges, and ideas about allegedly unprecedented economic and technological transformations (Dimov & Pistrui, 2022; Hägg & Kurczewska, 2021; Ratten & Jones, 2019). While this framing around newness arguably has helped to drive student interest and attract political support for entrepreneurship education on a global scale, it can also be seen as a liability calling into question the field’s academic legitimacy and limiting the ways in which we understand the present and imagine the future of entrepreneurship education (Cummings & Bridgman, 2016; Wadhwani & Viebig, 2021).

Entrepreneurship education is an underexplored historical phenomenon. Extending the dominant framing of entrepreneurship education as a new phenomenon, a recent study has shown that this form of business education has, in fact, a long tradition going back to the early nineteenth century, hence predating the modern business school and research-based university (Wadhwani & Viebig, 2021). While Katz (2003) has highlighted earlier entrepreneurship education initiatives, the conventional historical narrative of entrepreneurship education suggests that entrepreneurship education emerged at US business schools during the 1970s and grew domestically throughout the 1980s and 1990s (Kuratko, 2005). Since the 1990s, entrepreneurship education has expanded into all areas of higher education and especially internationally (Dana, 1992). During the late 1990s and early 2000s, it has turned into a global phenomenon with still growing numbers of students, courses, and programs around the globe (Kuratko & Morris, 2018). Those historical narratives serve an important purpose because our interpretations of the past are constitutive of our understandings and influence how we think about the future. Hence, revisiting the history of entrepreneurship education holds the potential to shape the current debates about entrepreneurship education and stimulate new ways of thinking about its future.

This special issue seeks to begin a more profound conversation about the history of entrepreneurship education by linking the scholarship of entrepreneurship education with the lively debates about the history of business education. Unlike the history of management education and the history of business school (Amdam & Dávila, 2021; Engwall et al., 2016), historical research about entrepreneurship education has been scarce and largely inexistent in the debates about the history of business education (McLaren et al., 2021). Developing new histories of entrepreneurship education requires identifying educational initiatives for entrepreneurs in temporal and regional contexts where the terminology of entrepreneurship may not (yet) exist and making a strong case to show that those educational initiatives can be accounted for as entrepreneurship education. In doing so, we encourage scholars to go beyond today’s definitions of entrepreneurship education and broaden our understanding of what has been an education for, in, and about different forms of entrepreneurship. We believe that by developing new historical perspectives (Bucheli & Wadhwani, 2014; Stutz & Sachs, 2018), this special issue can make a strong contribution to our contemporary understanding of the teaching and learning of entrepreneurship and link this form of education with debates about the history of business education more broadly.

Therefore, we invite empirical and conceptual submissions on the following topics and questions, amongst others.

Revisiting the dominant histories of entrepreneurship education and their effects:

  • What are the current prevailing historical narratives of entrepreneurship education? Which stories, characters, events, and plots do those histories use? Are there dominant narratives in the past that disappeared again? How and why did they appear, exist, and disappear?
  • How have the existent histories of entrepreneurship education been used? Which purposes, aims, and interests did those narratives serve? How do the prevailing histories influence the self-identity of entrepreneurship education research and practice? What can we learn from these histories-and what not (cf. Cummings et al., 2017).

Challenging prevailing narratives with deeper and broader histories:

  • What are underexplored or overlooked aspects of the currently dominant histories of entrepreneurship education? What is the history of entrepreneurship education outside North America and Western Europe? What can we learn from incorporating those aspects into the prevailing narratives?
  • What educational institutions within and outside higher education offered entrepreneurship education? How was their approach different from contemporary or other past forms of entrepreneurship education?
  • What is the historical relationship between management, commercial and other forms of business education with entrepreneurship education? What are the differences and similarities between those forms of education?
  • What is the relationship between different forms of entrepreneurship education and different contexts? Why did entrepreneurship initiatives appear in some contexts and not in others?
  • How have family entrepreneurs been educated? What characterized family entrepreneurship education, and how is that different from contemporary approaches to entrepreneurship education?

History of entrepreneurship thought and pedagogies; historical consciousness:

  • What is entrepreneurship education’s history of thought? What ideas have been influential in the formation of entrepreneurship education initiatives? What other ideas have existed and been forgotten? What can we learn from recovering those (cf. Prieto et al., 2021)?
  • What pedagogies have been used to educate entrepreneurs historically? What advantages and disadvantages did those pedagogies have, and how did they shape the image and results of entrepreneurship education?
  • What, if any, is the pedagogical role of practicing historical consciousness in educating entrepreneurs (cf. Tennent et al., 2020)?

References :

Augier, M., & March, J. G. (2011). The roots, rituals, and rhetorics of change: North American business schools after the Second World War. Stanford Business Books.

Bucheli, M., & Wadhwani, R. D. (Eds.). (2014). Organizations in time: History, theory, methods (First edition). Oxford University Press.

Dana, L. P. (1992). Entrepreneurial education in Europe. Journal of Education for Business68(2), 74–78.

Dimov, D., & Pistrui, J. (2022). Entrepreneurship Education as a First-Person Transformation. Journal of Management Inquiry31(1), 49–53.

Engwall, L., Kipping, M., & Üsdiken, B. (2016). Defining management: Business schools, consultants, media. Routledge, Taylor & Francis Group.

Hägg, G., & Kurczewska, A. (2021). Entrepreneurship education: Scholarly progress and future challenges. Routledge.

Katz, J. A. (2003). The chronology and intellectual trajectory of American entrepreneurship education. Journal of Business Venturing18(2), 283–300.

Khurana, R. (2007). From higher aims to hired hands: The social transformation of American business schools and the unfulfilled promise of management as a profession. Princeton University Press.

Kuratko, D. F. (2005). The emergence of entrepreneurship education: Development, trends, and challenges. Entrepreneurship Theory and Practice29(5), 577–598.

Kuratko, D. F., & Morris, M. H. (2018). Examining the future trajectory of entrepreneurship. Journal of Small Business Management56(1), 11–23.

Landström, H., Gabrielsson, J., Politis, D., Sørheim, R., & Djupal, K. (2021). The social structure of entrepreneurial education as a scientific field. Academy of Management Learning & Education.

McLaren, P. G., Bridgman, T., Cummings, S., Lubinski, C., O’Connor, E., Spender, J.-C., & Durepos, G. (2021). From the Editors-New Times, New Histories of the Business School. Academy of Management Learning & Education20(3), 293–299.

Neck, H. M., & Corbett, A. C. (2018). The Scholarship of teaching and learning entrepreneurship. Entrepreneurship Education and Pedagogy1(1), 8–41.

Pittaway, L., & Cope, J. (2007). Entrepreneurship education: A systematic review of the evidence. International Small Business Journal25(5), 479–510.

Ratten, V., & Jones, P. (Eds.). (2019). Transformational entrepreneurship. Routledge, Taylor & Francis Group.

Stinchcombe, A. L. (1965). Social structures and organizations. In J. G. March (Ed.), Handbook of Organizations (pp. 142–193). Rand McNally.

Wadhwani, R. D., & Viebig, C. (2021). Social imaginaries of entrepreneurship education: The United States and Germany, 1800–2020. Academy of Management Learning & Education20(3), 342–360.

JIBS Special Issue “Beyond History Matters”

A Happy New Year everyone!

Just a reminder – if you have any questions about our forthcoming #specialissue in Journal of #InternationalBusiness Studies, take a look at this #video with some of the guest editors below.

We answer questions such as:
– What do you mean by Moving beyond “#history matters”?
– What kind of #research are you looking for in this special issue?
– What would a great contribution to the SI look like?
– What are the next steps?

Guest editors for this special issue:
Stephanie DeckerKlaus MeyerGeoffrey JonesCatherine Welchrebecca piekkari

You can find the #callforpapers here: