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      New Directions in Management Research and Communication: Lessons from the COVID‐19 Pandemic

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      British Journal of Management
      John Wiley and Sons Inc.

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          Abstract

          COVID‐19 and the Role of International and Interdisciplinary Research The COVID‐19 pandemic has brought along with it a time for reflection amongst the leadership at BJM. We are humbled with the responsibility of the task of managing BJM, but feel it is a great opportunity to build on the excellent work of the past editors, associate editors, board members, reviewers, and authors. BJM is a very broad church journal and unique amongst its peers in terms of being open to publishing scholarship from all diverse management disciplines based in different philosophies, theories and methodologies (Budhwar and Wood, 2020). New editors and editorial team are selected to their fit with BJM's mandate to encourage interdisciplinary and international work. There are many important features of interdisciplinary scholarship. Innovations in theory and methods that come about in different functional disciplines are communicated more effectively in an interdisciplinary setting. And combining ideas from different areas often leads to new insights that would otherwise be missed or underdeveloped on their own. A complete managerial perspective requires a broad look at all areas of management. Overall, theory development is improved in an interdisciplinary setting. The COVID‐19 crisis brings the importance of interdisciplinary scholarship to the forefront. For example, understanding the financial market implications of the pandemic requires an understanding of the human resource implications associated with social distance, and perspectives from economics, psychology, leadership, ethics, and corporate governance. Such an interdisciplinary approach is then critical to robustly address issues linked to ‘grand challenges’ of present times, with an enhanced emphasis on developing partnerships with key stakeholders (such as industry and government) to deliver impactful research (Beech and Anseel, 2020) suitable for both pandemic and post‐pandemic era. For example, in the rapidly emerging ‘new‐normal’, the present and future of relevant work processes and dynamics of working away from traditional work set‐up and effective interactions with different stakeholders can't be comprehensively studied adopting a single discipline lens. Certainly, a narrow siloed look at COVID‐19 would lead to incomplete, inaccurate and perhaps misleading conclusions and inferences. Better scholarship with deeper theory, innovative methodology and more relevant managerial and policy implications then requires an interdisciplinary approach. The COVID‐19 crisis has further taught us about the importance of an international perspective. The pandemic has reminded us about the extreme degree to which the world is interconnected. Narrow studies from single region can have important insights, but when it is possible to take a broader view that informs a broader audience around the world then we should aim to take that step. In order to successfully pursue such a perspective, we need to improve the quality of our methodologies and data and explain the context from which the latter were derived. Indeed, one needs to ensure the cross‐cultural validity of the established instruments being used to collect data from different settings. Doing so will help inform the suitability of research instruments for different contexts and also whether or not implications from data will be applicable to diverse institutional set‐ups. Here we have the opportunity to develop context‐relevant measures and instruments, including new ones for established local and indigenous constructs. An example can be developing a valid scale for indigenous and cultural construct of ‘wasta’, relevant for the Middle East context. Further, the enfolding geo‐political scenario demands further debates on topics such as ‘de‐globalisation’ and sustainability of ‘global value chains’ (Verbeke, 2020) and a serious research agenda on the organisation of work during global crisis (Shankar, 2020). BJM is open to receive submissions around the world on such topics and should seek to do so by using the broadest possible data available. Conducting Research During and Post COVID‐19 The present crisis has also taught us that research cannot be rushed. Certainly, there are incentives to be the first on topic, but rushed research often leads to inaccurate findings or even mistakes. 1 For example, for econometric concerns with post‐COVID medical scholarship, see https://www.nejm.org/doi/full/10.1056/NEJMc2015312?query=TOC&fbclid=IwAR0t7dFQc3fdAPk2qG0Lm8KKXJYfLYMWrWUobO8MWys4v7vyC7ixTl6aJtE So, while we aim to be timely, we also aim to be ethically correct and context relevant in order to have the greatest and meaningful impact in the long run. We are obligated to ensure data quality and reliability, and perhaps most importantly, replicability. BJM papers can inform their readers about the extent to which the data presented applies in different settings. 2 If the data used are limited to a specific country, then the institutional (law, cultural, and economic) conditions need to be explained to enable readers to infer the extent to which things will be different elsewhere. If the data are international in scope, then the analyses should account for international differences in law, culture, and economics. We caution against purely cross‐sectional data with limited ability to claim causal inference. Authors should strive to examine as long a time series as possible, so that we can learn from swings in the economy over time and not make inferences that are unique to one specific time period, such as the current pandemic. Research methods should use the most up to date techniques, considering development in different disciplines. 3 BJM authors should be sensitive to the fact that different methods may give rise to different results, and honestly report their findings. BJM encourages “online appendices” to be published alongside a paper on the BJM webpage, where robustness checks and other information can be presented to fully inform authors. A full and proper communication best informs other academics, as well as practitioners and policymakers. The COVID‐19 pandemic exacerbates some imbalances in carrying out research at different institutions and disseminating findings, while at the same time mitigates other imbalances. On one hand, COVID‐19 is magnifying disparities across institutions and researchers, particularly among institutions that are more reliant on international students and institutions that had not previously invested in technology that facilities successful online instructions. COVID‐19 exacerbates research imbalances across universities in respect of those that can and cannot afford access to secondary data or pay for new data collection. We observe an increasing number of scholars using the paid services of a rapidly growing number of organisations to collect their data. Indeed, such service providers do make all sort of promises (e.g., no pressure put on the respondents to collect the data, the respondents have not been regular used to get different data over a short span of time, how much money is paid to the respondents, etc). Nevertheless, such phenomenon raises all sorts of issues (such as related to ethics, creating an imbalance between scholars who can pay or who can't afford, etc) and this needs a serious discussion at the global learned societies, editors and publishers level and create clear norms and guidelines to ensure sustainability of responsible management research and scholarship. A related and more disturbing phenomenon is the rapid growth of thousands of ‘predatory journals’, which are publishing non peer‐reviewed and poor quality research and are charging scholars to publish. This is extremely scary and damaging for the creation and sustenance of good scholarship. To deal with this rapidly growing epidemic, we need a global multi‐actor response (e.g., Deans who approve such journals and promote researchers based on publication in them, publishers and learned societies should proactively and collectively work to disband such journals, and researchers need to be made aware about the negative implications of publishing in such rogue journals). BJM, with the strong support of British Academy of Management (BAM) and its publisher continuously tries to tackle this challenge. On the other hand, COVID‐19 has led to numerous conferences being held online, which reduces barriers to access for many scholars that would otherwise be unable to attend due to travel restrictions and costs. Scholars that adapt to online communication and learning, reach out to other scholars online instead of relying on in‐person meetings at conferences, and are more proactive in disseminating their research online, will achieve more success in the future in respect of greater readership and citations. BJM regularly organises publications related workshops in different parts of the world at major conferences and at academic institutions. In the present times, we have started to deliver them online and expect a hybrid approach will become a norm in the post‐pandemic era (also see Brammer and Clark, 2020). BJM has been active in promoting video abstracts of published papers, as well as providing online teaching and learning guides to using papers in classrooms. BAM further offers avenues for collaboration through SIGs (Special Interest Groups) and virtual meetings, including the annual conference which will be ‘in the cloud’ in September 2020. We encourage scholars to make use of these tools to develop their research competencies and programmes and also to disseminate their findings. COVID‐19 Pandemic Linked Initiatives As BJM editors we felt it important to pursue initiatives which can help researchers to develop their future research agenda and also to disseminate their COVID‐19 related research. To address the former, we have invited four commentaries from diverse set of contributors on ‘The Impact of COVID‐19 Pandemic on Management and Organisation’. These include a couple of Presidents of Learned Societies (BAM and EAWOP), a senior manager of a global firm, a couple of Deans of reputed Business Schools and an established IB scholar. We hope their guidance will help you develop your future research agenda. Regarding the latter, we have created a Special Section call for BJM on the same topic. We hope it provides you with the relevant platform to disseminate your research findings.

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          Will the COVID‐19 Pandemic Really Change the Governance of Global Value Chains?

          The COVID‐19 pandemic has given rise to various predictions on the future shape of Global Value Chains (GVCs). The pandemic is an exogenous shock of uncommon magnitude imposed on firms with international commercial linkages, including large multinational enterprises (MNEs), small and medium‐sized firms, new ventures, and their supply chain partners. Empirical research in a variety of management disciplines will investigate the pandemic's effects on these firms, as well as their strategic responses. Research will also permit assessing the continued relevance of extant international business (IB) theory, and the possible need to revisit mainstream theorizing in the post‐pandemic world. MNEs have used GVCs for decades as a governance tool to organize IB activities, thereby involving a myriad of other types of companies. 1 Kano, L., Tsang, E. W., & Yeung, H. W. C. (2020). Global value chains: A review of the multi‐disciplinary literature. Journal of International Business Studies, 51(4), 577‐622. Much empirical evidence has shown that efficient governance modes in IB typically prevail over less efficient ones. 2 Buckley, P. (2019). The role of international business theory in an uncertain world, In: Van Tulder R., Verbeke, A. and Jankowska B. (Eds.) International Business in a VUCA World: The Changing Role of States and Firms, Emerald, 23‐29. But authoritative voices now claim that the pandemic will change everything in GVC design in response to the “new normal”. What does a “new normal” actually mean? The term describes a situation of radical change, consistent with a large exogenous shock experienced by firms and society at large. Such shock can be a radical change in institutions (such as the Fall of the Berlin War) or a broader‐environment related shock (such as climate change). Through many “cascading” effects”, somewhat similar to those found in ecological systems 3 Peters, D. P., Sala, O. E., Allen, C. D., Covich, A., & Brunson, M. (2007). Cascading events in linked ecological and socioeconomic systems. Frontiers in Ecology and the Environment, 5(4), 221‐224. , the shock structurally changes behaviors 4 Eddleston K., Banalieva E. & Verbeke A. (2020). The bribery paradox in transition economies and the enactment of ‘new normal’ business environments. Journal of Management Studies, 57(3), 597‐625. . UNIDO recently observed that: “In a number of developed countries, leading government politicians have called for a rethinking of their companies’ approaches to international outsourcing of production, with a view to avoiding future supply bottlenecks while increasing resilience of supply chains.” 5 https://iap.unido.org/articles/managing-covid-19-how-pandemic-disrupts-global-value-chains And The Economist noted: “Narendra Modi, India's prime minister, told the nation that a new era of economic self‐reliance has begun. Japan's COVID‐19 stimulus includes subsidies for firms that repatriate factories; European Union officials talk of ‘strategic autonomy’ and are creating a fund to buy stakes in firms. America is urging Intel to build plants at home.” 6 https://www.economist.com/leaders/2020/05/14/has-covid-19-killed-globalisation There will undoubtedly be long‐term impacts on established IB managerial practices, such as human resources management. 7 Caligiuri, P., De Cieri, H., Minbaeva, D., Verbeke, A. & Zimmermann (2020, forthcoming). International HRM insights for navigating the COVID‐19 pandemic: Implications for future research and practice. Journal of International Business Studies, https://doi.org/10.1057/s41267-020-00335-9 The main guiding principles of GVC design, however, are less likely to change: the GVC governance system came into existence because it was better suited to serve economic efficiency and to create economic value than other types of governance, with the food industry GVC being perhaps the most impressive example. 8 https://www.economist.com/leaders/2020/05/09/the-global-food-supply-chain-is-passing-a-severe-test And https://www.economist.com/briefing/2020/05/09/the-worlds-food-system-has-so-far-weathered-the-challenge-of-covid-19 When a lead firm designs or enacts a GVC, it must assemble many economic activities that are technically or managerially linked to each other and that can benefit from joint coordination to create value. The lead firm uses both external contracts and internalization to organize fine‐sliced value chain activities. All these activities can be geographically dispersed across many countries as a function of evolving location advantages. Because of advanced, activity‐based accounting and digital tools, as well as other managerial innovations in coordination and control (such as block chains), senior managers can identify and isolate very narrow, modular activity sets to be coordinated with each other. For each activity set, they decide on internalization versus external production, and on its optimal location. They continuously reflect on what should be done inside the firm versus outside of it, and where. The outcome is a GVC with great agility to respond swiftly to exogenous shocks. From an IB research perspective, the pandemic is likely to stimulate studies in the following four research areas that are the home of a rich literature on MNE and GVC governance. This future research will ultimately allow testing the resilience of GVCs to major exogenous disruptions. First, investments in intelligence and contracting safeguards . The extant IB literature mostly acknowledges the increased bounded rationality and bounded reliability challenges that arise when firms operate in higher distance environments, with distance having geographic, economic, cultural and broader institutional dimensions. 9 Verbeke, A. (2013). International Business Strategy. Cambridge (UK): Cambridge University Press. The question arises whether the pandemic, which has exacerbated uncertainties and volatility, will increase governance‐related investments in intelligence and safeguards to reduce bounded rationality and bounded reliability problems, and what form these investments will take. One key testable hypothesis in the realm of bounded rationality reduction is that the size and diversity of MNE top management teams, and the usage of various intra‐GVC coordination mechanisms will increase to improve the firm's information processing capacity. Another key testable hypothesis, related to safeguarding against bounded reliability, is that MNEs will further “micro‐modularize” value chains to allow easier substitution of one micro‐module by another, thereby also reducing the possible negative impact of any micro‐module in the GVC on the entire network (new geo‐redundancy). Second, levels of irreversible investments abroad . Reducing irreversible investments abroad is the standard outcome of increased, uncontrollable risks. The pandemic has demonstrated that public policy makers can simply shut down entire sectors of the economy as well as GVCs without any advance warning and without any negotiations with the economic actors affected, using public health and national security arguments. A key testable research hypothesis is therefore the following: lead firms aiming to reduce reliability problems, will be less inclined to invest in highly specific assets abroad, when these cannot be adequately insured or otherwise protected against future discriminatory government policies targeting foreign actors. Third, relational contracting with key partners and ex post governance . In a context of global institutional fracturing and macro‐level institutions being less reliable than expected to protect business interests, as the pandemic has shown, MNEs may naturally reduce their reliance on these institutions. They may engage in more elaborate micro‐level contracting with the critical partners in their GVC networks. The question arises how the balance between formal and relational contracting will evolve. One key testable hypothesis is that MNEs will focus more on relational contracting and on the intricate details of ex post governance when dealing with reliable GVC partners (the expected reliability may be indicated, inter alia, by the length of the relationship and the number of linkages with that partner). For example, it might be more efficient for key GVC partners to access and process information about the evolving economic prospects of a particular locale than it is for the GVC's lead firm. Even when adopting higher modularity as suggested above, the lead firm need not be more insular. Reliable, key GVC partners can be entrepreneurial too, and if sufficiently large, can even support modular structures by providing alternative supply options and innovative, risk‐reducing solutions to the lead firm. Fourth, levels of diversification . The pandemic has clearly shown that a crisis has winners too. In past global crises, typical winners have included businesses as diverse as those trading in gold or manufacturing weapons. In this instance, the winners include on‐line retailers, manufacturers of protective equipment and health care products, and various types of digital services providers. After decades of being told to focus on their core business, lead firms in GVCs might want to diversify into activities that share similar underlying competences but are unlikely to be negatively affected by an unexpected crisis at the same time as the core business. The key testable hypothesis is that lead firms in GVCs as well as some of their partners will engage in higher product and industry diversification to reduce the possible ravaging effects of a future crisis on their core business. Despite the great societal devastation caused, future IB research can hopefully demonstrate that the pandemic is no match for agile GVCs, and confirm the conventional triple rule of good governance: When facing large‐scale, uncontrollable risks, firms will adjust their governance systems to mitigate the novel bounded rationality and reliability challenges, and create a governance context conducive to sustained value creation. Paradoxically, in an era of declining multilateralism, agile GVCs are the best safeguard to maintaining the economic connections necessary for a thriving world economy.
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            COVID‐19 and Management Education: Reflections on Challenges, Opportunities, and Potential Futures

            Introduction COVID‐19 is having profound impacts on tertiary education globally. Border closures, cuts to aviation capacity, mandatory quarantine on entering a country, restrictions on mass gatherings, and social distancing all pose challenges to higher education (HE) institutions. Business Schools (BSs) have larger and more internationally diverse cohorts of students and staff, generating particular challenges, but also often have more mature digital and remote education capabilities that enable responses to COVID‐19. Therefore, exploring emergent evidence on how BSs are likely to be affected by COVID‐19 over the short, medium, and long term is of significant importance to our community. In this commentary, we share a perspective on the impacts of COVID‐19 that draws upon our experience as leaders of BSs in Asia, Australia, and the United Kingdom. Our reflections are limited by our experiences and we acknowledge both our partiality and the diverse broader impacts of COVID‐19 on business and society. COVID‐19 and Business School‐Stakeholder Relations As COVID‐19 emerged in January and February 2020, the impacts on universities and BSs reflected the pattern of the academic year and the concentration of cases in a small number of countries (China, Japan, South Korea). In the UK and parts of Asia, the pandemic emerged mid‐way through the academic year, and so manifested initially in challenges associated with navigating end‐of‐cycle teaching and assessment. In Australia, the crisis emerged at the beginning of a new academic year, and the initial focus lay with serving Chinese students that were prevented from returning to Australia. Subsequently, outbreaks increased exponentially across countries, and impacts broadened to encompass all on‐campus teaching, international student activities, and pastoral support. COVID‐19 also impacted student recruitment and attempts to maintain financial sustainability through the crisis. BSs rapidly adapted pedagogy and assessment. Currently, BSs are contemplating a more planned and structured adaptation to a “new normal”. COVID‐19 and students Students are perhaps the BS's most affected stakeholder throughout the pandemic and were at the forefront of BS's minds when designing and implementing responses. Students in the later stages of their courses are concerned to understand the impacts of COVID‐19 on their progression and graduation. New students are concerned for the impacts on their experience. Students and their family members have contracted COVID, causing considerable anxiety within student communities. Because BSs tend to be highly externally engaged, our institutions encountered significant challenges with providing internships, international study tours and exchanges, as well as other co‐curricula elements of university life. Considerations regarding whether and how to repatriate students overseas at the time the crisis arose were especially challenging. Many students, especially research postgraduates, are also staff within their universities, or undertook part time work in other industry sectors, especially retail and hospitality. The broader economic impacts of COVID‐19 have led to significant numbers of students experiencing hardship, including international students that are stranded in their country of study throughout the pandemic. COVID‐19 and staff Staff, both academic and professional, have been significantly affected by COVID‐19. The pandemic has necessitated the largest and quickest transformation of pedagogic and assessment practice ever seen in contemporary universities. This put pressure on institutional systems of quality assurance and governance as well as increasing workload for faculty and professional staff. This required support for colleagues, including the development of formal training on software and communities of practice through which good practices were shared. Both SMU and Macquarie benefited from some specific adaptations made prior to the crisis. At SMU, there is a requirement that all faculty undertake an Emergency Preparedness for Teaching and Learning (EPTL) because of the smoke haze from forest fires. This meant that the great majority of faculty were trained in online methods. At Macquarie, the launching of the Global MBA programme in partnership with Coursera had led to the development of substantial learning and capacity among both academic and professional staff. However, COVID‐19 caused, and is to some degree still causing, considerable stress, uncertainty, and work for faculty. Adaptation of assessment at short notice presented particular challenges, especially in fields with specific accreditation requirements (e.g. accounting, actuarial studies). Shifting exams online has been a test of maintaining rigour and standards. As academic leaders, we have been made acutely aware of the heterogeneous experience and challenge faced by staff through the crisis. Juggling widespread homeworking, alongside home schooling, navigating other caring and household responsibilities has blurred boundaries between work and home, and has led to longer working hours and greater stress. COVID‐19 and government support for universities Governments, in Australia and the UK at least, have not quickly responded to calls for additional funding required to adapt to the pandemic. Instead, government has preferred to focus on extending some limited credit lines, offering the generalised schemes of employment protection seen in the wider economy, and signalling specific funding to regional economic recovery. It remains unclear whether or how governments will seek to support the financial sustainability of the university sector. In the UK and Australia, there has been very limited coordination across universities. In contrast, in Singapore the Ministry of Education (MOE) and six Autonomous Universities (AUs) have worked in partnership addressing the many issues linked to COVID‐19 to ensure a common approach across all institutions (e.g., the timing and approach to withdrawing from international student exchanges). As Singaporean students turn away from studying at overseas Universities next academic year, the MOE has made more places available to AUs to absorb this additional demand. COVID‐19 and business school‐university relations One of the most profound potential long run impacts of COVID‐19 on BSs located in comprehensive Universities flows from its possible impacts on their prevailing business model. Many comprehensive research universities involve a business model in which: (i) research is cross‐subsidised by teaching, (ii) disciplines with comparatively low costs of teaching (such as humanities, social sciences, business and management, IT) subsidise high cost of teaching disciplines (such as medicine, laboratory science, engineering), and (iii) international‐fee paying student tuition subsidises domestic student tuition. These cross‐subsidies enable universities to thrive at the institutional level. COVID‐19 threatens to fundamentally undermine the delicate web of cross‐subsidies at the heart of comprehensive university financial models. COVID‐19 and external partnerships The pandemic initially forced BSs to look inward to their own operations and adapting these to meet the challenges of the pandemic. Equally, the attention of many partners shifted to their own core business activities. However, as the crisis has become prolonged, BSs are beginning to seek to actively engage with business partners, advisory boards, alumni and other stakeholders, both to offer support in the form of research, training and advice to help them navigate the crisis, and to enlist their support in responding to the crisis. Participation, for example, of senior advisory board members in online support for the career and employability development of students has been hugely valuable. Reflections on COVID‐19 Emerging Impacts and Responses Communication, communication, communication COVID‐19 has put considerable strain on schools in relation to the clarity and timeliness of communication with stakeholders, especially students and staff. Resolving uncertainties is a critical leadership activity, especially during a crisis, and a dramatically higher tempo of communication both from university leadership and within our schools has helped to reduce perceived distance between leadership and colleagues. One of the most pleasing benefits of adapting to COVID‐19 is the success of holding frequent scalable online meetings through Teams or Zoom that permit open Q&A formats that reassure staff regarding how universities are adapting to the crisis. Communication with students has been more complex because of their idiosyncratic study pathways, and the need for individualised attention to their ongoing support. Governance, agility, and capacity for innovation COVID‐19 led to significant innovation in our universities regarding the processes and timetables of academic governance. These innovations in normal academic processes introduced considerably greater agility and capacity for innovation into our courses and programmes. Decision making in relation to COVID‐19 challenged and stretched the processes in many institutions particularly in terms of the degree to which they could follow due process, permit prior consultation and deliberation, and allow for disciplinary differences. The experience of agility through COVID‐19 provokes questions regarding whether the current layers and set of discretions are sustainable, whether their processes permit the degree of flexible future thinking and resilience building required, and whether they can iteratively reimagine the future to create a sustainable institution. Staff adaptability One of the most positive experiences of COVID‐19 for us has been to witness the scale, scope, speed, and quality of our colleagues’ adaptation to new circumstances, and the receptivity within our communities to experiment with new ways of engaging with teaching and research. The variety of alternative ways of helping students to continue their learning, colleagues’ imagination in designing new forms of learning support and assessment, and staff willingness to deploy new technologies is generating long‐lasting impacts. Remote education tools are enabling external partners to play a more prominent role in many aspects of our curricula because they reduce the time cost of that involvement. Necessity is, in many ways, the mother of invention, and it has been hugely exciting to see the inventiveness of colleagues in responding to the challenges of COVID‐19. COVID‐19 and Future of Business Schools COVID‐19 is leading to major structural change in HE, driven by the competitive dynamics of brand strength, shifting student demands, the development and diffusion of new learning technologies, the reduction in international students, and the entry of large technology companies into the market. COVID‐19 may result in the closure, merger, and restructuring of universities as funding impacts emerge. At the most fundamental level, COVID‐19 poses a challenge to our core activity of supporting the development of students through a broad range of curricula and co‐curricula experiences and opportunities. It significantly impedes the delivery of an interactive, personalised and predominantly face‐to‐face experience based around a rich campus life. Adapting to a prolonged pandemic will require Universities to build flexible and resilient models of education that enable continuous adaptation to different phases of the “new normal”. COVID‐19 has accelerated and intensified long‐run pedagogic trends, constituting a natural experiment in which numerous innovations are trialled and evaluated. Early indications are that many of the innovations made during the pandemic will continue to be valued and expected by students beyond the crisis. Just as COVID‐19 has stimulated significant pedagogic innovation, it has also presented significant opportunities for BS research. Understanding organizational and institutional responses to the crisis, exploring implications for work, employment and leadership, evaluating impacts on international businesses in light of supply chain issues, illuminating impacts on individual patterns of consumption and attitudes to risk, highlighting the financial consequences of the crisis and how they might be mitigated, and modelling the progression and impacts of policy interventions are all arenas in which BS research is playing an important role. The fundamental economics and geography of HE are being challenged by COVID‐19. Universities are being encouraged to respond to needs and imperatives in their local and regional economies and societies, alongside an outlook that is likely characterised by a reduction in international student numbers. This trend will generate notable opportunities but will also necessitate broader adaptation of broad‐based HE institutions to an environment where sources of cross‐subsidy are less available. This will require the careful recalibration of different value propositions and the development of faculty and staff to be able to operate with a new agility as they switch modes depending on the phase of the pandemic. COVID‐19 has had profound effects on the nature and balance of work in BSs. In addition to work intensification, and the need for rapid adaptation and learning, staff have experienced a significant shift in the balance between research and teaching in their roles. COVID‐19 has raised the salience and demands in relation to learning and teaching and reduced the emphasis on research during the crisis period. It is critical both that the career impacts of the crisis are justly responded to, and that consideration to how our vibrant research cultures can be sustained through this, and future crisis.
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              COVID‐19 and Its Impact on Management Research and Education: Threats, Opportunities and a Manifesto

              Higher education (HE), and in particular Management and Business Education, is facing an unseen crisis. Business schools and learned societies are dealing with a number of pressing short‐term problems that potentially threaten their existence. Although HE leaders have to focus on short‐term survival, they should not forget about sustaining growth and development in the long term. The current crisis also creates opportunities to rethink our focus and role in the society. To this end, we posit a Manifesto for business and management in HE and learned societies to gain a stronger identity, broker and facilitate interdisciplinary research and become more impactful with, and recognised by, society in post‐COVID years. Threats The short‐term impact of the COVID‐19 pandemic has meant stopping face‐to‐face teaching and moving on‐line. For business academics this has been a significant issue because of the considerably greater volume of students who study business both at undergraduate and postgraduate levels than other disciplines and because of the expected value in business degrees which often carry higher fees than other subjects. Hence, any perceived reduction in quality of student experience creates greater demand on staff to excel in interactive on‐line learning. In the UK, business schools teach 15% of all students, 19% of postgraduates and 31% on non‐EU international students (BAM, 2020). The fact that business is the most popular subject for international students combined with the inability of students and staff to travel creates a ‘perfect storm’ of reduction in income, increased complexity and volume of new work and increased cost. This is impacting on university budgets. In the UK, it has been estimated losses to the sector will be £2.5bn and there have been predictions of 30,000 job losses (UCU, 2020). In Australia, a conservative estimate is a revenue decline between AUS$3 billion and AUS$4.6 billion with more than 21,000 jobs at risk in the next six months (Universities Australia, 2020). And in the US many universities are “enacting severe cost‐cutting and saving measures”, potentially including pay freezes and reductions as well as job losses (DePietro, 2020). A potential drop in student numbers has led to financial insecurity, recruitment freezes and possibly mergers and take‐overs in the sector. We also see research funding increasingly focusing in STEM (Science, Technology, Engineering and Maths) and health areas which are regarded as directly relevant to the pandemic and its aftermath. Over the last 10 years, while there has been relatively good nominal growth in research income in universities across subjects, there has been a real terms reduction of 18% in funding of business and management research, and within this a decline of 33% of research funding for business from UK government sources (CABS, 2020).  These structural factors impact on decreasing job security, reduced potential for career development and a potential imbalance of prioritisation between business and other subjects. Similarly, learned societies have lost major activities, such as conferences and workshops, and as a result, their income has reduced dramatically while many costs have stayed the same. For international organizations as EAWOP and BAM, we had to deal with closed borders and a cessation of our normal processes of academic collaboration, knowledge development and capacity building, all of which typically depend on travel, invited seminars and meetings. In BAM, for example, we had been running around 50 events per year and our main conference typically has in the region of 1000 participants from over 50 countries. This year, the physical meeting has been postponed and there is a loss of publication outcomes for academics. EAWOP has had to cancel all small group meetings and summer school and is currently seeking to postpone its bi‐annual conference of 2000 participants. Opportunities However, we also see the emergence of new approaches to management education and research, which might contain the seeds for a future vision for our communities: (1) the move to on‐line learning may stimulate an increase in blended and more accessible forms of education to support life‐long learning. Although digital learning environments have been predicted to disrupt management education for decades, most business schools have been slow in changing their educational offering; the crisis has forced a shift from physical to digital in a matter of weeks; (2) teaching styles have had to change and this may have a lasting effect because social distancing will mean that lectures and ‘transfer’ styles of teaching will most likely stay online in learning packages accessible asynchronously by students and the real value will be in the quality of interaction, practical work and case studies conducted online and in person (Govindarajan & Srivastava, 2020); (3) COVID‐19 has provided an ‘electric jolt’ to research, with many academics taking a problem‐oriented approach seeking to address the challenges associated with COVID‐19. There have long been concerns about an imbalance between rigour and relevance with incentives being aligned more with scoring an “A‐journal” publication than adding value to society (cBBRM, 2017). COVID‐19 constitutes a “Grand Challenge” for society and management research has shown that it has the expertise and methods to help address such issues (Rudolph et al., 2020); (4) In order to provide meaningful insights to the COVID‐19 crisis, researchers are starting to conduct research with business and society instead of about business and society. That is, in COVID‐19 times, studies are being co‐designed by academics and societal actors (e.g., government, health providers) to aim for the most meaningful results; (5) We see rapid funding, review and communication of research. In learned societies and the academy more generally, we are used to research taking years from design to ultimate publication, whereas now studies have been funded, reviewed and published in a matter of weeks. While we need to be very cautious that these rapid studies pass the test of rigorous peer‐review, the new publication model, including making research freely accessible for the public may be an opportunity, as long as funding through grants or other sources support research; (6) We see the emergence of large collaborative and interdisciplinary approaches to solving COVID‐19 problems (Kniffin et al., 2020; Van Bavel et al., 2020). The much‐touted inter‐ and multi‐disciplinary team approach may be newly invigorated with the pressing need to understand the health, economic, organizational and psychological consequences of COVID‐19. From a Learned Society perspective, while major conferences have been cancelled and postponed, the BAM conference this year will be ‘in the cloud’ and it is already proving very popular in advanced registrations. Equally, our in‐person activities have been replaced with webinars and online meetings. The four which have run so far have had 550 sign ups and participants from over 30 countries. At the same time, our research grants have increasingly fostered international collaboration, for example with the Australia and New Zealand Academy of Management and joint seminars are underway with the Irish Academy of Management. So, as we all move online, there are sometimes increased opportunities and decreased costs for engaged work across physical boundaries. At the same time, learned societies such as EAWOP and their academic publications have initiated dedicated small group meetings, special issues and rapid review calls for research into COVID‐related management and business research, with a focus on topics like leadership in times of crisis, working from home, technology and work, virtual teams, resilience of individuals and organizations, job loss and insecurity, unemployment and wellbeing and firm strategies for economic recovery (e.g., Kniffin et al., 2020). A Manifesto Management research needs to further embrace a problem‐driven approach and seek to add value to organizations, businesses and society by helping address pressing problems and grand challenges. This does not need to detract from broader forms of knowledge development but does challenge us to bring theory and data‐grounded insight into dialogue with practice (MacIntosh et al., 2017). Learned societies need to break their disciplinary shackles and seek to develop collaborations within social sciences and across other disciplines. Team science and multidisciplinary long‐term programmes of research may provide more impact than solo‐disciplinary approaches. Management research needs to involve business and societal stakeholders in the research process, not only as end‐users but as co‐designers of research questions and design. Knowledge creation will benefit from rapid communication with public access to research insights, balanced by effective funding for research. Universities and funders need to make the most of the quality and potential contribution of business schools in producing collaborative research and educational outcomes and not see them as sources of internal cross‐subsidies to the extent that they become depleted.
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                Author and article information

                Contributors
                p.s.budhwar@aston.ac.uk
                Journal
                10.1111/(ISSN)1467-8551
                BJOM
                British Journal of Management
                John Wiley and Sons Inc. (Hoboken )
                1045-3172
                1467-8551
                09 July 2020
                July 2020
                : 31
                : 3 ( doiID: 10.1111/bjom.v31.3 )
                : 441-443
                Affiliations
                [ 1 ] 50th Anniversary Professor of International HRM Aston Business School UK
                [ 2 ] DeSantis Distinguished Professor Florida Atlantic University USA
                [ 3 ] Visiting Professor University of Birmingham UK
                Author notes
                [*] [* ]Corresponding author email: p.s.budhwar@ 123456aston.ac.uk

                Author information
                https://orcid.org/0000-0003-4366-6112
                Article
                BJOM12426
                10.1111/1467-8551.12426
                7361457
                ed313f6a-1b01-4099-bbfe-d2554ca03f5f
                © 2020 British Academy of Management and Wiley Periodicals LLC

                This article is being made freely available through PubMed Central as part of the COVID-19 public health emergency response. It can be used for unrestricted research re-use and analysis in any form or by any means with acknowledgement of the original source, for the duration of the public health emergency.

                History
                : 16 June 2020
                : 16 June 2020
                Page count
                Figures: 0, Tables: 0, Pages: 3, Words: 1769
                Categories
                Impact of COVID‐19
                Impact of COVID‐19
                Custom metadata
                2.0
                July 2020
                Converter:WILEY_ML3GV2_TO_JATSPMC version:5.8.5 mode:remove_FC converted:15.07.2020

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