The scholarship of management teaching and learning has established itself as a field in its own right, and this benchmark Handbook is the first to provide an account of the discipline. Original chapters from leading international academics identify the key issues and map out where the discipline is going. Each chapter provides a comprehensive and critical overview of the given topic area, highlights current debate, and reviews the emerging research agenda.

Reflexivity, Learning and Reflexive Practice

Reflexivity, learning and reflexive practice


In this chapter I explore three questions: What is reflexivity? Why is reflexivity important to managers and management learning? And how can we encourage and support reflexive practice in management learning? In relation to the first question, I offer a way of thinking about reflexivity from a constructionist and deconstructionist perspective. The former is situated in the sociological, existential, and phenomenological literature, the latter in poststruc-turalist and postmodern work. I move on to argue that reflexivity is fundamental to management and management learning because it is about who we are, how we relate to others, and what we do, and thus forms the basis for ethical and responsive management. Finally, I explore the implications of reflexivity ...

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