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Anyone who teaches or thinks is communicating. Therefore teachers must find out if they are getting their messages across to their students, and if their students are responding to those messages. Teachers should learn how to do a good job of thinking, of communicating, and of how to help their students to improve.

Jean Piaget, the Swiss scholar, has written:

In an age of dynamic change characterised by quick obsolescence of skills, testing of established social patterns, and increased social and physical mobility, education of necessity becomes a life‐long process, part of the very lives and work of the community itself. Recognition of the multitude of different environments and diverse circumstances under which education can be achieved has been incorporated into Oakland Community College's educational plans.

This paper aims to bring to the fore the importance of feminist epistemologies in the history of the organization of management studies since the 1980s by following various intellectual moves in the development of feminist theorizing as they cross over to organization studies, including their analytical possibilities for reclaiming historically the voices of major women scholars, especially in doctoral seminars. The paper narrates these epistemological activities by mobilizing and reconsidering from the past to the present, the notions of “unmuting,” “mutating” and “mutiny.” It ends in a reflection addressing the state of business schools at present and why the field of organization and management studies needs “mutiny” now.

The paper adopts a narrative approach in which the voices of its authors appear to be central as they consider and reconsider over time their understanding of “unmuting,” “mutation” and “mutiny” as notions with analytical potential. This approach is influenced by Foucault’s “history of the present” but with contingencies brought about by feminist interpretations. The application of these notions is demonstrated by reclaiming and clarifying the epistemological underpinning in the works of three major women scholars as included in a doctoral seminar: Mary Parker Follett, Edith Penrose and Rosabeth Moss Kanter. These notions are further redeployed for their potential in institutional applications.

At present, the findings are discursive – if they can be called so, but the main motivation behind this writing is to go beyond discourse in the written sense, and to mobilize other activities, still in the realm of epistemological and scholarly work. These activities would legitimize actual interventions for changing business schools from their current situation as neoliberal entities, which mute understanding of major problems in the world, as well as the voices of most humans and non-humans paying for the foibles of neoliberalism.

The paper demonstrates the necessity of developing approaches for interventions in knowledge producing institutions increasingly limited by neoliberal premises in what can be said and done as legitimate knowledge. In doing this, the paper articulates the importance of keeping history alive to avoid the increasing “forgetfulness” neoliberalization brings about. The paper, in its present form, represents an active act of “remembering”.

This chapter explores the origins of the theme of competitive advantage in 19th and early 20th century economics. This theme, which forms the core of modern Strategic Management, was a battleground for debates about the value of abstract theory versus observations about real-life events. Intellectual genealogies, citations, and other sources show the central roles played by the University of Vienna and Harvard University. These two institutions strongly influenced the theory of monopolistic competition as well as all three modern views of competitive advantage – the industrial as expressed by Porter, the resource-based as expressed by Penrose, and the evolutionary as expressed by Schumpeter.

This paper does not pretend to introduce anything which has not been said at greater length before, but it may prove useful to the extent that it attempts to collect together associated aspects of the utilization of foreign literature.

The very large number of books at present being issued relating to, or connected with the War, conclusively shows to what a great extent the intellectual as well as the material strength of the nation is engrossed by the terrible struggle in which we are engaged. But without abating any of our own interest in the supreme events now taking place, we may well pause to remember that things will not always be thus, and consider carefully before we crowd our shelves with works that are in many cases of very ephemeral value.