The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education

The negative impacts of grades on students’ approach to learning and well-being have renewed the interest in gradeless learning in higher education, with the current literature focusing on the positive outcomes for students, including the advancement of student learning, reduced stress, increased motivation, and enhanced performance. While the idea of freeing students from the weight of grades sounds promising, grades are so integral to the educational system that the effects of learning without grades may not provide the relief intended. In this article, we present a qualitative case study of how business and management students experienced having gradeless learning in their first year of an undergraduate program. Our data show that students felt true ambivalence about learning without grades. Although gradeless learning was associated with less pressure, higher motivation, and a more collaborative approach to learning, it also engendered feelings of identity loss and uncertainty among students about their own performance and future opportunities. Our study contributes to previous studies on the impact of grades by revealing the ambivalence experienced by students when learning without the well-known metric of grades in a performance culture. Moreover, it provides new empirical insights into how business and management students experience gradeless learning.

Resignifying corporate responsibility in performative documentaries

Critical scholars of Corporate Responsibility (CR) argue that one way to make CR good for society would be to demand its full realization in subversive interventions, in line with the critical performativity objective of subversion of managerial discourses and practices. This paper studies CR-oriented performative documentary films, in which the main protagonists problematize business impacts on society through various interventions aimed to have effects on: (1) themselves; (2) the corporations they target; (3) the surrounding society; and (4) the viewers of the films. 23 documentary films that target corporate responsibilities through a range of interventions are studied, and eight different kinds of effects they have are analyzed. The documentaries are found to be enactments of critical performativity that resignify CR, through subversive interventions involving: (1) staged embodiments of subject positions; (2) the staging of felicitous conditions; (3) effective roles, genres and tropes; and (4) the use of ‘enlightened failed performatives’.

‘Something has to change’: A collaborative journey towards academic well-being through critical reflexive practice

Academic well-being is increasingly being eroded by the ever-shifting demands of the neoliberal university. As stressed early-career research-path academics, we both experienced an acutely depleted sense of well-being within this context. While our struggles were neither unusual nor remarkable, they exposed the difficulties inherent in blending academic work and life outside academia. Through embarking on a process of sharing our experiences with each other, we challenged the traditional silence about stress in academia. We created a shared narrative that interwove a process of writing individual vignettes, longitudinal diarising and critical reflexive questioning. Turning a critical gaze upon our struggles was a powerful means of opening up spaces of self-care within our academic practices. Here, we present the collaborative reflexive process that we used to nurture spaces of well-being in our own academic lives and thus, draw attention to the way reflexive practice can be understood as more than a tool of the researcher, becoming a tool for the researcher. We aim to shift the predominant focus of well-being remedies from being individualised and externally-oriented, to the possibility of collectively developing self-care for well-being within our academic work.

The Performative University: ‘Targets’, ‘Terror’ and ‘Taking Back Freedom’ in Academia

This special issue assembles eight papers which provide insights into the working lives of early career to more senior academics, from several different countries. The first common theme which emerges is around the predominance of ‘targets’, enacting aspects of quantification and the ideal of perfect control and fabrication. The second theme is about the ensuing precarious evocation of ‘terror’ impacting on mental well-being, albeit enacted in diverse ways. Furthermore, several papers highlight a particular type of response, beyond complicity to ‘take freedom back’ (the third theme). This freedom is used to assert an emerging parallel form of resistance over time, from overt, planned, institutional collective representation towards more informal, post-recognition forms of collaborative, covert, counter spaces (both virtually and physically). Such resistance is underpinned by a collective care, generosity and embrace of vulnerability, whereby a reflexive collegiality is enacted. We feel that these emergent practices should encourage senior management, including vice-chancellors, to rethink performative practices. Situating the papers in the context of the current coronavirus crisis, they point towards new forms of seeing and organising which open up, rather than close down, academic freedom to unleash collaborative emancipatory power so as to contribute to the public and ecological good.

Long Interviews in Organizational Research: Unleashing the Power of “Show and Tell”

Long interviews represent a powerful method for generating rich qualitative data, yet they are rarely used in organizational research. To address their untapped potential, our paper provides methodological clarity on long interviews and illustrates how they can help researchers do and see more. We reflect in depth on our own experiences using long interviews to produce a theme analysis that illuminates the nature, role, and benefits of long interviews in organizational research. Our key insight is that long interviews are more than simply “speech events”; they offer a unique opportunity to unleash the power of “show and tell,” both by integrating material objects and spaces into the conversation and by making them the locus of interaction. Importantly, such interactions can elicit rich narrative details that inspire conceptual leaps, which, in turn, can lead to the development of impactful theories. We conclude with detailed recommendations for conducting long interviews and engaging in show-and-tell.

In the service of a higher good: Resilience of academics under managerial control

This article extends the literature of resistance in organisational settings by examining the forms and sources of resistance that endure even in the face of successive adversities. This article characterises such resistance as resilience and elaborates on this concept empirically in the university context by showing how academics find new ways to maintain and promote their professional agendas despite successive, unpredictable managerial interventions typical of the contemporary university. In our analysis, we identify three forms of resilience – protective, independent, and adaptive – each of which draws on specific professional values that we term constitutive goods. The focus on constitutive goods highlights the moral grounding of resistance that comes into play, especially in situations in which the actors have something fundamentally valuable at stake, and which they feel compelled to defend. Moreover, resilience extends the focus beyond situated resistance tactics to a process geared towards protecting constitutive goods against control over the long term.