Transforming identity through arts-informed, collaborative learning and reflection: case study of a Masters programme in innovation, creativity and leadership

This paper and the associate conference presentation review the initial findings of a PhD study in Professional Education, a mixed method, interdisciplinary project which aims to contribute to research on interdisciplinary pedagogy related to both teaching and enabling creativity. The research focuses on Creativity and the Creative Industries, the final module of City University London’s Masters in Innovation, Creativity and Leadership (MICL), an interdisciplinary Higher Education (HE) Masters designed for mature students with managerial experience. The module’s teaching includes collaborative, experiential arts workshops (eg drama, classical music, improvisation and art) to support the students’ group and individual artistic projects and final reflective journal and report. The paper outlines these theoretical propositions which inform the study’s data analysis (Yin, 2008, p.18): 1) That the module’s learning processes are artistic, unfamiliar, disruptive, embodied experiences 2) That the students create an applied understanding of their learning through reflection and personal narrative 3) That critical incidents in the students’ personal narratives will be expressed through metaphors of personal and professional identity 4) That both narrative (eg James and Brookfield, 2014, p.106, citing Kűbler-Ross’s (1997) Change Curve) and personal change models (eg Heron, 1992, p. 122) will usefully inform the analysis. The study’s primary analytical methodologies include content analysis (eg Charmaz, 2006), narrative analysis (Gregerson, 2013), thematic analysis (Van Manen, 2014) and critical incident analysis (Shiu, 2014) (Argyris, 1982; Bolton, 2014; Dewey, 1933; Downey & Clandinin, 2010; Dreyfus, 1996; James & Brookfield, 2014; King & Kitchener, 1994; McEwen et al., 2009; Merleau-Ponty, 1962/2002; Ricoeur, 2007; Schön, 1983, 1987). The research approach is consistent with work on threshold concepts (Meyer & Land, 2003), theory which links identity and narrative (eg Bruner, 2002; Boyd, 2009; Downey& Clandinin, 2010; Gottschall, 2012; Herman, 2013; McGilchrist, 2009) and arts-based and creativity research (eg Amabile, 1983; Bateson & Martin, 2015; Gregerson et al., 2013; Shiu, 2014; Sayer, 2012). The paper acknowledges the need for a reflexive approach, especially in HE and artistic contexts (eg Brookfield, 2010; Fleming, 2012; Foucault, 1980; Freire, 1970; Mezirow, 1998, 2000), as well as the risks of drawing broader lessons from a case study (Cohen, 2010; Yin, 2013). Consistent with this Track’s theme of ‘rattling’ HE and organisational development through the application of arts-based initiatives, I conclude by discussing whether shifts in the students’ narratives through the MICL programme and this might can be related to their personal and professional identities; and the degree to which these might in turn promote sustained impacts on their inter- and intrapersonal competence and self-efficacy

Arm Pain and Weakness - Football

Please refer to the pdf version of the abstract located adjacent to the title

"Just So" Neutrino Oscillations Are Back

Recent evidence for oscillations of atmospheric neutrinos at Super-Kamiokande suggest, in the simplest see-saw interpretation, neutrino masses such that `just so' vacuum oscillations can explain the solar neutrino deficit. Super-K solar neutrino data provide preliminary support for this interpretation. We describe how the just-so signal---an energy dependent seasonal variation of the event rate, might be detected within the coming years and provide general arguments constraining the sign of the variation. The expected variation at radiochemical detectors may be below present sensitivity, but a significant modulation in the $^7$Be signal could shed light on the physics of the solar core---including a direct measure of the solar core temperature.Comment: 4 pages, revtex, 4 ps figs: new refs added, and Super-K energy resolution function incorporate