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Latin America has been neglected in management and international business (IB) knowledge for a long time. Such a picture reflects the enduring power of the dark side of the geopolitics of knowledge that “international” sub-fields in management knowledge have to tackle as a key condition of possibility for the co-creation of a truly “international” field of “international business”. In this position paper, the authors aim to analyze the extent to which CPoIB has been a key instrument to tackle Anglo-Saxon hegemony in IB knowledge over the last ten years.

The authors follow a decolonizing perspective to analyse the impact of CPoIB for Latin America international business knowledge production.

The paper argues that CPoIB has given voice to authors who are from Latin America and, most important, work in the region. By doing that, CPoIB has triggered the mobilization of mechanisms of recognition and redistribution that are necessary to offset the neo-imperial side of “international business” and management knowledge. The journal has also helped to foster the co-creation of “pluriversal international business”.

The paper uses a decolonial perspective from Latin America in order to open new questions and challenges to the field of IB.

This paper illuminates our journey as accounting educators by exploring accounting as a technical, social and moral practice towards decolonising ourselves. It lays the foundations for decolonising the higher education curriculum and the consequences for addressing the Sustainable Development Goals (SDGs).

This paper focuses on the potential to foster a space for praxis by adopting dialogism-in-action to understand our transformative learning through Jindaola [pronounced Jinda-o-la], a university-based Aboriginal knowledge program. A dialogic pedagogy provided the opportunity to create a meaningful space between us as academics, the Aboriginal Knowledge holder and mentor, the other groups in Jindaola and, ultimately, our accounting students. Since Jindaola privileged ‘our way’ as the pedagogical learning process, we adopt autoethnography to share and reflect on our experiences. Making creative artefacts formed the basis for building relationships, reciprocity and respect and represents our shared journey and collective account.

We reveal our journey of “holding to account” by analysing five aspects of our lives as critical accounting academics – the overarching conceptual framework, teaching, research, governance and our physical landscape. In doing so, we found that Aboriginal perspectives provide a radical positioning to the colonial legacies of accounting practice.

Our journey through Jindaola contemplates how connecting with Country and engaging with Aboriginal ways of knowing can assist educators in meaningfully addressing the SDGs. While not providing a panacea or prescription for what to do, we use ‘our way’ as a story of our commitment to transformative change.

This concluding chapter presents a transversal reading of some key elements of Mediterranean agriculture and its pathways of transformation, in part under the lens of main theoretical paradigms, where, as the first section discuss, it has had a peripheral character. In this regard, the chapter tackles the impure nature (where allegedly productivist and non-productivist dynamics coalesce) of some agricultural pathways, at both the farm and the territorial levels. As it is discussed later, this relates to the role played by policies and the way Mediterranean decision-makers mediate EU regulations. Subsequently, three interwoven dimensions of the recent evolution of Mediterranean agriculture are analysed: the dynamics of family farming and the role played by family networks, the position of migrants in the evolution of agriculture and some hypothesis and clues about the implications of the current economic crisis for Southern farming systems. In the two last sections, the chapter ends discussing the theoretical and policy challenges posed by Mediterranean small-scale farming systems.

In this article, the authors aim to achieve a deeper understanding of the aspects that influence academic faculty's subjective well-being (SWB). For this purpose, the authors focus on scholars who work in a business school that not only is located in Latin America, but is in a transition process, changing from being solely a teaching-oriented to a research-oriented model due to Association to Advance Collegiate Schools of Business (AACSB) accreditation purposes.

Twenty in-depth semi-structured interviews were conducted with professors at a private business school in Mexico. The interviews took place between November 2018 and late 2020.

Scholars of business schools who are transitioning from being teaching-oriented to becoming research-oriented in order to comply with AACSB requirements face heightened institutional pressures that can generate negative effects on professors' SWB; especially on three dimensions: health, a sense of lack of self-efficacy and apprehension due to the lack of resources.

This paper studied a particular context; however, even when the findings of this article are relevant, they cannot be generalized, as each context will have its own peculiarities.

More attention needs to be given to scholars' SWB, particularly of those working in business schools located in the Global South. This is especially relevant since faculty members of business schools in emerging economies are aiming to compete in the international arena; therefore, they face heightened institutional pressures since they need to be more academically productive without neglecting teaching and administrative tasks and despite having less access to resources than their counterparts working in business schools in developed economies. The authors believe that hearing researchers' stories about their concerns and desires can raise awareness and lead to better work conditions.

The purpose of this paper is to introduce the anniversary issue marking 30 years of academic publication.

This anniversary issue contains 12 articles from 11 countries and 17 academic institutions which present literature reviews, meta-analyses, and novel studies. It also contains testimonials about the history of the journal from Enrique Ogliastri (Editor and/or Director between 1998 and 2018), Elvira Salgado (Editor between 2002 and 2013), and Carlos Pombo (Chief Editor, 2013 to the present).

The history of the journal may be divided into five stages: first, the foundation at the Universidad de Chile (1988-1998); second, the move to the Universidad de los Andes (Bogotá) and the preparation of a proposal to the Institute of Scientific Information (ISI) for inclusion among the scientific journals of the world (1999-2004); third, a period of consolidation in Latin America (2004-2007); fourth, the acceptance of the journal in ISI and the development of an electronic platform with free access to the journal (2008-2013); and fifth, the entry of the Emerald group as editorial partner (2013-2018).

The 12 articles present literature reviews, meta-analyzes, and novel studies.

El propósito de este editorial es presentar el tema del aniversario.

Se publican doce artículos provenientes de once países y 17 instituciones académicas. Se presentan los testimonios de Enrique Ogliastri (editor y/o director entre 1998 y 2018), Elvira Salgado (Editora entre 2002 y 2013), y Carlos Pombo (jefe editorial 2013-2018).

Se publican doce artículos provenientes de once países y 17 instituciones académicas. Se presentan los testimonios de Enrique Ogliastri (editor y/o director entre 1998 y 2018), Elvira Salgado (Editora entre 2002 y 2013), y Carlos Pombo (jefe editorial 2013-2018). La historia de la revista de CLADEA se podría dividir en cinco etapas: la fundación en la Universidad de Chile (1988-1998); pasó a cargo de la Universidad de los Andes (Bogotá), un período de puesta a punto para presentar al Institute of Scientific Information (ISI) la solicitud de ser analizada e incluida entre las revistas científicas del mundo (1999-2004); el período de consolidación en América Latina (2004-2007); la aceptación en ISI y el desarrollo de una plataforma electrónica de acceso libre a la revista (2008-2013); y el ingreso del grupo Emerald como socio editorial (2013-2018).

Los 12 artículos presentan revisiones de literatura, metanálisis y estudios novedosos

The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector.

Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles.

It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education.

The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector.

The practice of theory borrowing from other research fields is common in interdisciplinary and applied research. Nevertheless, educational administration researchers seldom discuss this phenomenon and its complexities in depth.

This essay provides an overview of what has been written about the practice of theory borrowing.

After presenting the criticism on misusing theory borrowing, it outlines several recommendations to improve theory borrowing in education administration research by domesticating it through conceptual blending.

The purpose of this essay is to motivate educational administration scholars to reflect on the practice of theory borrowing. The guidelines offered here for promoting conceptual blending serve as a middle ground for mitigating a key problem of theory borrowing.

George Herbert Mead developed a sophisticated social and pragmatist model of science, which has escaped the attention of most modern-day scholars and symbolic interactionists. While Mead’s insights have much to offer to contemporary interactionist studies of science and technology, they are not without their shortcomings. In his analyses, Mead tends to put most of his emphasis on the concrete micro-foundations of knowledge production and the functional necessity of science as a problem-solving institution par excellence, yet he fails to seriously question the role of power and domination within the competitive terrain of scientific fields. Lonnie Athens has attempted to reconstitute the basic assumptions of symbolic interactionism by insisting that domination, rather than mere sociality, is the foundation of human existence, since the root of all social acts are comprised of super- and subordinate relations. Changing our fundamental assumptions about social action thus forces us to ask new questions about the micro- and macro-processes we explore in our research. By applying this radicalized lens to Mead’s view of science, I attempt to forge a new interactionist approach, which would better connect with and contribute to the critical wing of the science studies tradition.

The purpose of this paper is to reflect on critical race theory’s application in organisational visuals research with a focus on forms of visual white supremacy in the workplace.

Drawing on the authors’ personal experiences as racialised “Others” with organisational white supremacy, this paper employs reflective autoethnography to elucidate how whiteness is positioned in the academic workplace through the use of visual imagery. The university, departments and colleagues appearing in this study have been de-identified to ensure their anonymity and protect their privacy.

The authors’ autoethnographic accounts discuss how people of colour are appropriated, commodified and subordinated in the ongoing practice of whiteness.

Illuminating the subtle ways through which white supremacy is embedded in the visual and aesthetic dimensions of the organisation provides a more critical awareness of workplace racism.

This paper advances the critical project of organisational visual studies by interrogating the ways by which white dominance is enacted and reinforced via the everyday visual and aesthetic dimensions of the workplace. An added contribution of this paper is in demonstrating that visual racism extends beyond misrepresentations of people of colour, but can also manifest in what the authors conceptualise as “visual white supremacy”.

Educational tourism is under-researched in the literature. The purpose of this paper is to argue that this stems from a lack of consensus regarding the nature and scope of educational tourism as a theoretical concept and market segment.

Through a review of research over the last decade and a half, the paper aims at providing a concise overview of the key perspectives and concepts in educational tourism whilst highlighting the potential for future directions of the sector.

Ritchie’s (2003) segmentation model of educational tourism is usually considered the international standard for writing on the subject. However, it excludes certain sectors of tourism that may be considered educational. In response to this, a new conceptual model is presented. Further research is needed to understand the schools’ educational tourism market. When international educational tourism is considered, the majority of empirical research and academic debate has originated in the closely related field of international education. Educational tourism has the potential for hybridisation with other segments of tourism and non-tourism sectors and to contribute towards global peace.

This paper offers an alternative process-driven and outcomes-based conceptual model of educational tourism. It identifies directions for future research in schools’ and international educational tourism and proposes a typology to aid hybridisation of the phenomenon with other sectors. Finally, it discusses the potential of educational tourism to foster peace through the integration of global learning into touristic practice.