Some Thought on JME’s Direction...

Abstract

We are delighted to take the reins of JME, sharing Editor-in-Chief duties, as a new way of engaging with authors, reviewers, and the entire scholarship of teaching and learning (SOTL) community. There were many reasons to say “yes” to stepping into the Editor-in-Chief role when the OBTS Board asked. JME is close to our hearts and has occupied a special place for us for many years. JME has helped us so often in our teaching and has been our default resource when we have looked to refresh our teaching practice. And JME has been our preferred outlet for our own pedagogy research as a result of both the marvelous review process and the fearless readership with whom we could converse about teaching and learning innovations. We simply could not resist the opportunity to serve the journal in this way. While working with JME is a labor of love, we realize that challenges remain for SOTL moving forward due to a host of factors, not the least of which is the current measurement paradigm that uses citations as the dominant metric. Journal editorship gives us pause to consider opportunities for expanding the management education and development conversation and reframing how pedagogical scholarship is viewed. The issue of where and how pedagogical scholarship fits within the larger disciplinary scholarship mix still exists, and while it is not going away, external stakeholders are demanding metrics that are less esoteric than academic journal citations and more relevant to their needs—such as teaching innovations that positively affect student learning outcomes for a world that needs managers who can effectively navigate a high-velocity environment. In addition, external