AMLE publishes a wide range of materials devoted to management education in colleges and universities, and indeed, in all organizations that formally foster learning about management, in four content areas:

Research & Reviews

We seek a variety of articles, including quantitative and qualitative empirical manuscripts, theoretical discourses and models, literature reviews, and general or specific appraisals of approaches to individual learning and management education. Authors of submissions for this section are encouraged to consider prior literature as well as relevant theoretical perspectives when developing their manuscripts.  At AMLE the nature of the contribution to the literature can also be practical, such as when a new teaching or assessment technique is demonstrated to work better than other established techniques. Papers describing courses or curricula, or the methods used to create them, are generally not appropriate for our journal. We are not a teaching-practice journal that publishes descriptive work; instead, we are a scholarly journal that publishes rigorous logical and empirical analyses of courses, curricula, programs, and other practices within business schools.

When submitting quantitative empirical papers, authors are encouraged to include a correlation matrix of all variables, including descriptive statistics. In addition, we ask that for every significance test conducted, an effect size must be provided. There are two major classes of effect sizes appropriate for most statistical tests. The first class of effect sizes involves standardized mean differences. Effect sizes in this class include indices such as Glass' Δ , Hedges' g, and Cohen's d. Because most analyses reported in our journal are part of one General Linear Model family, variance-accounted-for effect sizes are the other option. Effect sizes in this second class include indices such as r², R², and ŋ².

Although there is no formal page limit, manuscripts submitted for this section are typically between 20 and 40 pages. As always, length should reflect the value of the contribution. Prospective authors are welcome to contact the editor at: 

Essays and Dialogues

We are interested in a wide variety of provocative manuscripts on current and future issues and trends in teaching, learning, and management education for this section of the journal. Essays are original commentaries or critiques. Narrative accounts of author experiences with specific instructional technologies, techniques, courses, or program creation are not essays. Dialogues are responses to papers previously published in AMLE. Submissions should follow the SUBMISSION INFORMATION guidelines below, and prospective authors are welcome to discuss ideas with the associate editor listed below:

Dialogues are rooted in Exemplary Contributions, Research & Reviews, or Essays published in AMLE, and should broadly advance the state of scholarship in the area of the target paper as opposed to being primarily critiques of the reasoning or methodology of the target paper. Authors of the target paper will not normally be allowed to respond to a Dialogue, except when the Editor and relevant Associate Editors deem that such a response could add significant value. In such instances, Dialogue and the response from the author of the target article will appear contiguously.

Before developing an interview-type manuscript, prospective authors are strongly encouraged to consult with the section editor to ensure that their topic and approach is consistent with AMLE's mission and audience.

Paul Hibbert

Russ Vince

Exemplary Contributions

Exemplary Contributions are invited from prominent scholars and practitioners. Please do not submit uninvited manuscripts for this section. However we encourage you to send suggestions of individuals who have made significant contributions to individual learning and management education, those whom should be encouraged to write for AMLE, to:

Bill Foster

Book & Resource Reviews

AMLE publishes reviews relevant to individual learning and management education (books, videos, simulations, exercises, etc.), which are designated and coordinated by the associate editor listed below. We welcome reviews of materials that can be used by management educators, practitioners, and researchers and are particularly interested in reviews of resources drawn from across the disciplines. Unsolicited reviews will not be accepted. We encourage readers interested in writing reviews and those who have suggestions of materials for review to contact:

Megan Gerhardt