51 research outputs found
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A review of the theoretical foundations of research into arts-based interventions in organisations and management education, and their methodological implications
This paper explores theoretical frameworks, drawn primarily from learning theory, which might inform future research into arts-based initiatives (ABIs) in organisations and HE, and both the analysis and of outcomes.
The theoretical insights considered here include pedagogical and philosophical models (eg Buber 1937/2002; Heron 1992; and Gardner 2006, 2011); psychological and management frameworks in self-efficacy, social cognition, socio-constructive approaches and complexity theory (eg Bandura 1997; Hutchins 1995; Kolb and Kolb 2010; Mowles et al. 2008); and models applied to research in the creative arts, including metaphor, aesthetic distancing,
embodiment, and threshold concepts (eg McGilchrist 2009; Pässilä and Vince 2012; Dreyfus 1996; Meyer and Land 2005).
In the conference presentation, we will also review some of the more populist ideas, including emotional intelligence, presence and mindfulness (Boyatzis and McKee 2005; Senge et al. 2005; Goleman et al. 2002), which have become established in leadership and management development practice, aiming to consider whether their application to the analysis of research results may offer benefits in the dissemination and interpretation of arts-based research for practitioners.
The paper concludes by considering potentially appropriate research methodologies and other recommendations for future research into ABIs, and by inviting debate and feedback.
Purpose
The aim of this paper is to inform future research in arts-based practises in organisational and management development by exploring potentially fruitful theoretical starting points, and relating those to applicable research methodologies.
Design/methodology/approach
The approach adopted here is both interdisciplinary and research-focused. The paper considers theoretical insights from the work of philosophers, psychologists and educational theorists, and considers for each the research disciplines that might effectively be applied to future research into the processes and impacts of arts-based practices in management development and education. By doing so, the hope is to encourage the future development and implementation of ABIs by identifying both their personal and their organisational impacts.
Originality/value
Evidence for the impact of ABIs is needed if the potential organisational and educational benefits of this evolving interdisciplinary field are to be realised. The
theoretical toolkit that could be applied is of considerable intellectual breadth. The opportunity of this paper is to present, for debate, something of this breadth, to consider how these and other theoretical insights might inform research initiatives that will benefit management practitioners as well as scholars and educators, and to present the results of a pilot study
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The launch of the first series of the Arden Shakespeare in 1899: An exploration of Bourdieu’s concept of consecration
This paper presents and analyses a case study of the launch of the first Arden Shakespeare series in 1899 with particular reference to Bourdieu’s concept of consecration (1988, 1993, 2008). The analysis considers how the roles and collaboration of the Publisher, Algernon Methuen, and the first General Editor, Edward Dowden reflect the intellectual culture of that period, at the outset of what would become the academic field of English Literature. Drawing on primary and secondary sources including contemporary correspondence and archive material, the paper also considers the cultural and economic context of the Arden series’ launch; and illustrates how copyright was defined in the early history of this critical edition of Shakespeare, which continued to be published throughout the 20th century and is now nearing the completion of the third Arden Series as part of Bloomsbury Publishing and Drama Online. The paper concludes by assessing the potential analytical benefits to publishing research of Bourdieu’s concept of consecration, and by reviewing how the findings of this study might inform debates about the establishment of the field of academic publishing for the humanities
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Routledge as a global publisher: A case study, 1980-2010
A case study of the commercial history of the academic publishing company, Routledge, between 1980 and 2010, with a focus on its global activities and structures. During this period, Routledge experienced changes in ownership, branding and location as well as in its subject disciplines and publishing formats. The company was also an early and continuing innovator in digital publishing. The study presents findings drawn from interviews with past and current managers, and supporting content analysis of documents and web pages. It concludes by identifying the continuities that underlay the many changes in academic publishing over the period, and by suggesting possible future research, including to test the explanatory value of Ohmae’s theories of globalization
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The impact of arts-based management education: Reconciling knowledge frameworks in a questionnaire study
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Narrative, identity and power in an interdisciplinary Masters in Innovation, Creativity and Leadership
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Learning to Lead through the Arts, Redesigning learning in the age of paradox - solving problems and imagining futures, Cass Business School
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Taking the MICL: An Interdisciplinary Masters Programme in Innovation, Creativity and Leadership
The Masters in Innovation, Creativity and Leadership (the MICL) is an innovative, radically interdisciplinary and highly successful programme that is offered as part of the portfolio of Management Masters courses at Cass Business School in the UK. In this paper, we argue that while the world is increasingly Volatile, Uncertain, Complex and Ambiguous (VUCA), educational responses to this have been surprisingly limited. We note the parallel development of interest in interdisciplinary activity, particularly in relation to higher education, and then describe the MICL as an interdisciplinary management education programme developed against the background of an increasingly VUCA world. We describe the aims and structure of the MICL programme, as well as some of the methods employed to assist staff and students with adopting our interdisciplinary approach. Finally, we present some quantitative data on outcomes for students after completing the programme, as well as some qualitative data relating to the first cohort of students, that lead us to believe that the MICL programme provides a strong foundation on the basis of which students can survive and thrive in a world of increasingly dramatic change and complexity
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Exploring creativity through creative artefacts and group performances: Analysis of the students’ accounts of a Masters programme in innovation, creativity and leadership
This paper outlines the learning outcomes of ‘Creativity and the Creative Industries’, the final module of an interdisciplinary Masters programme for post-experience management students. Its experiential workshops, led by expert practitioners, introduce artistic practices (drama, classical music, improvisation and art) and explore the nature of embodied experience (Watkins, 2014). The assessed elements include a group performance, ashowcase of individual artefacts, a reflective journal and a summative reflective report (Bolton, 2014; Entwistle, 2009; McDrury & Alterio, 2003)
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