The Journal of Management Education (JME) is dedicated to enhancing teaching and learning in the management and organizational disciplines. Over the course of the journal’s 35+-year history, its development reflects changes in the conceptualization, organization, and practice of management education as well as a long-standing editorial commitment to growth, learning, and innovation. As a leading voice in the scholarship of teaching and learning (SoTL) in management, the Journal of Management Education welcomes contributions from all management educators who seek to reflect on their professional practice and to engage readers in an exploration of what or how to teach in order for students to learn and practice effective management. While its target audience is university educators teaching in the management and organizational studies domain, a broader constituency includes administrators, managers, trainers, consultants, and coaches. The editorial team is committed to using a developmental approach in working with authors throughout the review process, assisting those with great ideas to communicate them clearly to others.

The Journal's experienced editorial board strive to see that readers receive substantively meaningful articles on a range of issues and relevant topics including Active Learning, Action Learning, Experiential Learning, Pedagogy/Andragogy, Problem-Based Learning, Project-Based Learning, Service-Learning related to management courses and topics such as Organizational Behavior & Theory, Communication, Critical Management Studies, Diversity, Ethics, Global Business, Human Resource Management & Labor Relations, Management Information Systems, Non-Profit Organizations, Organizational Development, Production/Operations, Social Issues in Management, Spirituality in Management Education, Strategic Management & Policy, Supply Chain Management, and Sustainability.

Regular Features

• Exercises, Activities and Simulations… descriptive articles present well-tested, innovative, experientially-oriented teaching strategies with sufficient detail and evidence of effectiveness for readers to implement the activities in their own environments
• Conceptual Contributions… theoretical/conceptual articles explore contemporary issues in management education
• Reflections on Teaching Management… first-person narrative accounts present lessons learned from personally challenging experiences in teaching management
• Empirical Studies... reports on qualitative and/or quantitative studies that directly affect teaching strategies and learning emphasize the pedagogical implications of these studies so that readers can apply the findings to their own teaching practice
• Scholarly Reviews… comprehensive reviews of contemporary management education literature on specific courses, topics, or teaching methods—including their underlying philosophic or paradigmatic orientations—help readers effectively implement management pedagogy
• Editor's Corner... brief essays challenge readers to think about management teaching and learning in a new light
• Special Issues... single-theme special issues provide in-depth coverage of topics of current concern, concentrating on areas that have historically received little attention.