The concept of pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching improvement within universities by helping to maintain a simultaneous focus on four key areas that are thought to impede development. The structure of these four dimensions and the links that have been proposed to connect them are explored here through the analysis of interviews with academics working in a variety of disciplinary areas. The application of concept mapping in this process allows us to view the variable connections within and between these dimensions and the personal ways they are conceptualised by academics working across the heterogeneous university context.

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We face a period of considerable economic turbulence and political uncertainty: political movements are producing extreme candidates who are nevertheless popular; international alliances and trading blocs are beginning to fracture; instability and civil war in the Middle East seems insoluble; and the growth engines of developing economies have begun to show signs of stuttering. Our key question is simple: As educators, what should we be doing, and helping future managers learn how to do, to deal with turbulent times? Addressing these issues requires an openness to nontraditional approaches, and for that reason this Call is deliberately broad. There may be many approaches that are useful for addressing these challenges in management education. We highlight three (among many others) here. Using Management Theories to Characterize and Understand the Nature of Turbulence Recent research approaches to characterizing and addressing turbulence include work that is focused on industry turbulence and contingency theory (Karim, Carroll, & Long, 2016); environmental uncertainty and responses to it, based on resource dependency (Bogers, Boyd, & Hollensen, 2015); and exploration of how inter-and intra-organizational networks provide resilience and a basis for organizational innovation in crisis circumstances (Lundberg, Andresen, & Törnroos, 2016). There are opportunities for taking up these kinds of recent research in the classroom as part of conventional management education classes. Developing New Curricula, Content, and Educational Processes to Fit the Changing Times Management educators have already given some thought to the content and processes, in and out of the classroom, that are appropriate for changing times. Interesting recent examples include reexamination of the case method 682208J MEXXX10.

This special section was initiated by members of the British Academy of Management's Management Knowledge and Education project. Management Knowledge and Education is an academy-wide initiative, launched in 2014 to advance the creation and circulation of innovative and transformative research that deepens and broadens our understanding of management knowledge, knowing, education, and learning. For our members, in common with the authors of the Journal of Management Education, the sites of inquiry are varied, range from traditional classroom settings to collaborative organizational contexts for learning. Many of the innovations taking place in these varied contexts are responses to the turbulent and rapidly changing management environments. Our aim then is to support our community in striving to understand management learning and education however and wherever it happens in these turbulent times, and support responsive adaptation and innovation. Keywords future of management education research, scholarship of teaching and learning, reflexivity, teaching and learning This article is part of the Special Issue "Management Education in Turbulent Times" in cooperation with the Knowledge and Learning Special Interest Group of the British Academy of Management.

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