An updated account of the research theme status of managerial intellectual learning (MIL)

Working paper: jh-2021-03-04-a (https://josephho33.blogspot.com/2021/03/an-updated-account-of-research-theme.html)

An updated account of the research theme status of managerial intellectual learning (MIL)

 JOSEPH KIM-KEUNG HO

Independent Trainer

Hong Kong, China

Dated: March 4, 2021

 

 

Abstract: With the changing external environment as well as the ongoing life-experience of the writer, the research theme of managerial intellectual learning (MIL), as postulated by the writer, keep evolving. This article provides an updated account of the MIL research status. New academic ideas and new research topics on MIL are also described in this article. It also offers some additional readings to study MIL.

Key words: intellectual learning, managerial intellectual learning (MIL), research topics.

 

 

Introduction

The research theme of managerial intellectual learning (MIL) was first conceived by the writer in 2013 (Ho, 2013). The theme examines how practising managers can carry out their intellectual learning, as informed by critical systems thinking and the multi-perspective, systems-based research (Ho, 1995), in order to advance effective professional development of their own. Over time, the MIL research theme has undergone much conceptual enrichment with ingredient notions propounded in academic articles of this writer. This article provides a updated review on MIL.

The main ingredient notions of managerial intellectual learning (MIL)

Managerial intellectual learning is the process of building up the cognitive competence to gain, review, tune and synthesize small pieces of knowledge in the academic business management literature and, subsequently, to improve managerial practices and foster effective professional development. Further, it explicitly endorses critical systems/ multi-perspective, systems-based thinking in this conscious personal learning while choosing not to examine closely the related psychological topics, such as emotional learning and learning styles. In essence, MIL is deep-level intellectual learning on business management, which strengthen managerial intellectual ability and knowledge transfer competence. MIL values intellectual activities which seek for “socially and politically responsible knowledge” (Bentz, 1992) in the business management realm. The MIL research theme reflects the writer’s unique professional background in specific sub-domains in systems thinking, business management and management education.

Ho (2015) identifies nine main MIL topics to study, namely, (1) Multi-perspective, Systems-based (MPSB) managerial intellectual learning, (2) Enlightening management education (EME), (3) Multi-perspective, systems-based (MPSB) knowledge compilation, (4) Managerial intellectual learning (MIL) process (re: Figure 1), (5) Managerial intellectual learning capability-building mechanism (MILCBM), (6) The Multi-perspective, systems-based (MPSB) cognitive filter for management, (7) Multi-perspective, systems-based (MPSB) scholar-practitioner, (8) Multi-perspective, Systems-based (MPSB) Frameworks, and (9) An MPSB e-learning support system. A new topic, the agile literature review approach (ALRA) (Ho, 2018), should now be added to the main MIL topics list to come up with ten main topics.

 

(re: Ho, 2014)

 

 

In addition, three secondary MIL topics to examine were identified by Ho (2015). They are: (1) Multi-perspective, systems-based (MPSB) Research, (2) The Multi-perspective, Systems-based (MPSB) Research sub-Systems Movement, and (3) A Multi-perspective, Systems based (MPSB) knowledge supply chain framework. From these MIL study topics, the main MIL ingredient notions can also be identified. They are as follows: (1) the main MPSB Research concepts, (2) the MIL process and its components, (3) the MPSB scholar-practitioner, and (4) the agile literature review approach (ALRA).

 

In a very recent article on MIL and creativity (Ho, 2021), this writer recognizes that:

 

1.    MIL conceives creativity as a high level of managerial intellectual learning;

2.    MIL is primarily a study of intellectual learning for the personal professional development of the learner, which in no way discourages the learner to gain intellectual knowledge via other forms of group based learning;

3.    MIL does not discourage the learner to gain rewarding learning experience that is both intellectual and emotional learning;

4.    Psychological factors, such as learning style, intellectual styles, conscientiousness, epistemic curiosity, perceptual curiosity, emotions, investment traits, are also influential variables that influence how an individual MIL is carried out as well as the MIL effectiveness.

 

These ideas of Ho (2021) can be considered in the MIL process of Ho (2014) (re: Figure 1). Specifically, points 1, 2 and 3 are related to the MIL process component of Phase* (Practice-based intellectual learning) while point 4 is related to the MIL process component of managerial intellectual learning capability-building mechanism (MILCBM).

 

Further research topics on MIL, as identified by the writer, are:

1.    How can MIL “create value” (Swart, 2011)? What kinds of value are worth pursuing in this case?

2.    How can MIL be practiced with problem-based learning (Hallinger and Lu, 2011)?

3.    How does MIL influence managers to maintain and develop their “managerial identity” (Warhurst, 2011)?

4.    How to beneficially employ journal writing (Dowrick, 2007; Penzu, n.d.) and learning portfolio writing (Samkin and Francis, 2008; Tombs and Morgan, 2018; Scott, 2010; Chen and Cheng, 2011; Learning Portfolio Resources, n.d.) to facilitate MIL?

5.    How to find out (e.g., demonstrate) that MIL of a learner has taken place after a learning exercise and over time?

 

In short, the recent published articles by the writer MIL clarifies further the ingredient notions of MIL via (1) literature review on relevant concepts for notion clarification, (2) the development of the agile literature review approach (ALRA) which serves as an MIL method,  and (3) literature review to identify further research topics on MIL. This account depicts an present research status on the MIL theme, and indicates an updated list of readings to study MIL.

 

Concluding remarks

The changing macro-environment for MIL as well as the ongoing life-experience of the writer inevitably shapes his research interest on the MIL research work. New MIL research topics come up from time to time and old topics need to be further examined for refinement and updating. Thus, a snapshot, in the form of this article, is useful for reporting on the current research status of MIL.

 

 

References

Bentz, V.M. 1992. "Deep Learning Groups: Combining Emotional and Intellectual Learning" Clinical Sociology Review 10(1), Article 9. Available at: http://digitalcommons.wayne.edu/csr/vol10/iss1/9.

Chen, S.C.S. and Cheng, Y.P. 2011. “Implementing curriculum‐based learning portfolio: a case study in Taiwan” Early Child Development and Care 181(2): 149-164, DOI: 10.1080/03004430.2011.536637.

Dowrick, S. 2007. Creative Journal Writing: the art and heart of reflection, Allen & Unwin.

Hallinger, P. and Lu, J.F. 2011. “Assessing the instructional effectiveness of problem-based management education in Thailand: A longitudinal evaluation” Management Learning 42(3): 279–299.

Ho, J.K.K. 1995. “An Example on the Operation of the MPSB Filter.” Systems Research Wiley, Chichester 12(4): 297-308.

Ho, J.K.K. 2013. “A Research Note: An exploration on the intellectual learning process of systems thinking by managers in the digital social media ecosystem” European Academic Research 1(5): 636-649.

Ho, J.K.K. 2014. “An empirical study on managerial intellectual learning (MIL) and managerial intellectual learning capability-building mechanism (MILCBM)” European Academic Research 2(8) November: 10564-10577.

Ho, J.K.K. 2015. “An examination on the study scope and theoretical principles of managerial intellectual learning (MIL)” European Academic Research 8(4): 4602-4618.

Ho, J.K.K. 2018. “Research Note: On the Agile Literature Review Approach for Practising Managers: A Proposal” Systems Research and Behavioral Science 35, 341–348, Wiley.

Ho, J.K.K. 2021. “Performing agile literature review on “how managerial intellectual learning (MIL) can promote creativity” for illustration purpose” Joseph KK Ho e-resources March 2 (url address:  https://josephho33.blogspot.com/2021/03/performing-agile-literature-review-on.html).

Learning Portfolio Resources. n.d. “Introduction to Learning Portfolios” Utah.infrastructure.com, The University of Utah, USA (url address: https://utah.instructure.com/courses/202492/pages/introduction-to-learning-portfolios) [accessed at March 4, 2021].

Penzu.com. n.d. “How to Write a Journal Guide” Penzu.com (url address: https://penzu.com/how-to-start-and-write-a-journal) [accessed at March 4, 2021].

Samkin, G. and Francis, G. 2008. “Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course” Accounting Education: an international journal 17(3), September: 233-271, Routledge.

Scott, S.G. 2010. “Enhancing Reflection Skills Through Learning Portfolios: An Empirical Test” Journal of Management Education 34(3): 430-457, Sage.

Swart, J. 2011. “That’s why it matters: How knowing creates value” Management Learning 42(3): 319–332.

Tombs, M. and Morgan, P. 2018. “Changes in new recruits’ motivation and intentions to use a learning portfolio: A longitudinal investigation” The Police Journal 9(2): 188-202, Sage.

Warhurst, R. 2011. “Managers’ practice and managers’ learning as identity formation: Reassessing the MBA contribution” Management Learning 42(3): 261–278.