Numerous events have fostered the increased legitimacy of business and management education (BME) scholarship in recent years. These include the rise of the scholarship of teaching and learning (SoTL) expectations in various key BME journals, and new AACSB International – The Association to Advance Collegiate Schools of Business standards regarding pedagogical research, assurance of learning, and teaching impact. An important next step in furthering BME scholarship is exploring the domain’s prominent topics and identifying attendant future research opportunities and issues. Using the TxtViz® textual cluster analysis software, this paper investigates the content, sizes, and relative positions of the 15 key BME themes identified by Arbaugh et al. (2019) as well as derives Kuhnian-based (1962) implications for the field’s future growth and development. In so doing, this study seeks to help scholars gain a finer-grained understanding of the state of the field and identify key domain-level research agenda issues as the BME domain continues to evolve.

۱٫ Introduction

Mature domains have well-defined topics, thus guiding scholarship activity with clearly identified boundaries and approaches (Kuhn, 1962). An established field partially emerges through efforts to periodically review the field, identify important works, and suggest research agendas. In one business discipline example, the Journal of Management has produced an annual series since 1984 to inform its scholars on developments and the state of its scholarship, such as leadership and various other topics (cf. Bauer, 2009; Vecchio, 1997). These reviews have become an important guide for management researchers (Feldman, 2003). We believe the same needs and opportunities now exist in the business and management education (BME) field.