Strong Multimodality and Graphic Articles in Management Learning and Education: Toward More Relevance, Inclusivity, and Engagement

Our primary objective in this essay is to constructively challenge the dominant formats and templates of publishing academic articles. We argue that predominant writing conventions not only restrict epistemic inclusivity but also maintain a traditional hierarchy between the written word and visual imagery, thereby undermining the potential of combining them in composing and learning from academic articles. By emphasizing an integration of words and visual imagery that goes beyond juxtaposition and illustration, we suggest eschewing mostly taken-for-granted dichotomies—abstract–particularistic, objective–subjective, and linear–spatial—prevalent in management journals. More specifically, we explore the transformative potential of integrating written text and visual elements in management learning and education through graphic articles. Thereby, we aim to enhance the relevance, inclusivity, and engagement of theoretical and empirical research for learning. Our call for action suggests a foundational change in conceiving of knowledge dissemination and consumption that unlocks the potential of appreciating a simultaneity of detail and abstraction, an entanglement of subjective and objective perspectives, and a departure from linear thinking. Contending that genuinely multimodal formats facilitate more holistic and active learning experiences, we advocate for an expanded toolkit that enriches the learning environment and empowers scholars and learners alike.