Kernan, M.A.

English

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              City, University of London Institutional RepositoryCitation: Kernan, M.A. ORCID: 0000-0003-4666-5457 (2019). The impact of arts-based management education: Reconciling knowledge frameworks in a questionnaire study. Paper presented at the Arts of Management Symposium 2019, 21-22 May 2019, Lugano, Italy. This is the accepted version of the paper. This version of the publication may differ from the final published version. Permanent repository link:  https://openaccess.city.ac.uk/id/eprint/23716/Link to published version: Copyright and reuse: City Research Online aims to make research outputs of City, University of London available to a wider audience. Copyright and Moral Rights remain with the author(s) and/or copyright holders. URLs from City Research Online may be freely distributed and linked to.City Research Online:            http://openaccess.city.ac.uk/            publications@city.ac.ukCity Research OnlineThe impact of arts-based management education: Reconciling knowledge frameworks in a questionnaire studyArts of Management Symposium Lugano, 21 May 2019Mary Ann KernanDepartment of English/School of Arts and Social Sciencesmaryann.kernan.1@city.ac.uk1. The MICL2. MICL Self-efficacy Questionnaire, 2014-193. Making Sense? Values and value Masters in Innovation, Creativity and Leadership (Cass Business School)■Interdisciplinary management education programme ■Modules from a range of disciplines:Module School in which module was developedCreative Writing ArtsCreative Problem Solving and Leadership BusinessThe Psychology of Creativity and Innovation Social SciencesLeading Creative Design InformaticsTechnologies, Creativity and Innovation InformaticsThe Law, Creativity and Innovation LawDelivering Innovation – Turning Ideas into ActionBusinessCreativity and the Creative Industries ArtsMICL Artefact ShowApril 2018Source: © MICL student Sebastiano Conte 2018Group performances Source: © MICL students▪ Pre- and post-teaching: 62 responses 2014-19, FT or PT▪ Baseline and arts-related self efficacy ratings + free-text questions▪ Self-efficacy: related to Bandura’s definition of social cognitive theory:‘Self-efficacy is the belief in one’s capabilities to organize and execute the sources of action required to manage prospective situations.’ (Bandura, 1995, p.2)▪ Leadership Self-efficacy (Paglis and Green, 2002)▪ Group efficacy (Bandura, 2000; Gibson and Earley, 2007)MICL Self-efficacy Questionnaire, 2014-19▪ Baseline self-efficacy questions:On a scale of 1 (Not at all true) to 10 (Completely true) please circle one of the numbers below to indicate the extent to which you agree with the following statements: A1. I have a strong belief in my competence generallyA2. If I am under pressure at work, I can usually think of something to doA3. I am confident in my abilities to learn new skillsA4. When I am confronted with a problem in my job, I can usually find several solutionsA5. My past experiences have prepared me well for my future careerA6. I feel prepared to meet most of the demands in my next job▪ Arts-based self-efficacy questions:For each of the following, please indicate (again by circling one number on each 10-point scale) your current levels of personal competence (ie confidence related to your own effectiveness):  B1.  Applying ideas in my work informed by how dancers, artists, comedians, actors and musicians workB2.  Identifying ways in which creative practices could contribute to my future career B3.  Identifying how best to develop my own creative processes and potentialB4.  Knowing how to present insights informed by creative practices to managers and decision makers within my industryB5.  Knowing how to analyse the effects of artistic experiences, and how to relate them to appropriate theory012345678910Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre PostA1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B52018-19 MICL SELF-EFFICACY0.001.002.003.004.005.006.007.008.009.0010.00Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre PostA1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5MICL 2017-18 SELF-EFFICACYFree text questionsWhat was each of these experiences a bit like, and/or how did each make you feel (if you took part)? What might each of these experiences be a bit like, and/or how does the idea make you feel (if you did not take part)? ▪ Doing a Derive in the Victoria & Albert Museum ▪ Taking part in an improvisation workshop ▪ Joining in a music workshop with a string quartet▪ Doing a choreographed walk in designed by dancers and musicians ▪ Taking part in an acting workshop▪ Developing and performing a play with other members of the class▪ Being coached by an artist ▪ Developing and presenting an artistic artefact▪ The business school: a ‘holding environment’ for ‘identity work’ (Petriglieri and Petriglieri, 2010, p.44, citing Winnicott, 1975)▪ Provides ‘… a social context that… facilitates sense making’ → ‘identity stabilization (consolidating an existing identity)’ or ‘identity transition’ (Petriglieri and Petriglieri, 2010, p.44)▪ Awareness: ‘to see reality in a way that goes beyond superficial appearances… is a necessary precursor to generative thinking.’ (Bartunek and Carboni, 2006, p.503) Making sense? Values and value© The RSA 2011‘What ultimately unites the three realms of escape from the left hemisphere’s world which it has attacked in our time – the body, the spirit, and art – is that they are all vehicles of love.’ (p.445)‘… the flow of narrative… images the right hemisphere’s continuous appreciation of time’ + ‘understanding of the meaning of human action…’ (p.414) (McGilchrist, 2009)© MICL students, 2012ReferencesBandura, A. (ed.) (1995) Self-efficacy in Changing Societies. Cambridge: CUP.Bandura, A. (2000) Exercise of Human Agency through Collective Efficacy, Current Directions in Psychological Science, 9(3), pp.75–8.  Bartunek, J.M. and Carboni, I. (2006) A time for hope: A response Nancy Adler, Academy of Management Learning and Education, 5(4), pp.500–4.Gibson, C.B. and Earley, P.C. (2007) Collective cognition in action: Accumulation, interaction, examination, and accommodation in the development and operation of group efficacy beliefs in the workplace, Academy of Management Journal, 32(2), pp.438–58.McGilchrist, I. (2009) The Master and His Emissary: The Divided Brain and the Making of the Western World. London and New Haven, CN: Yale UP. Paglis , L.L.and Green, S.G. (2002) Leadership self-efficacy and manager motivation for leading change, Journal of Organizational Behavior, 23: pp.215–35.Petriglieri, G. and Petriglieri, J. L. (2010) Identity Workspaces: The Case of Business Schools, Academy of Management Learning and Education 9 (1), pp.44–60. RSA Animate (2011) Iain McGilchrist: The Divided Brain and the Making of the Western World, YouTube [Online]. Available: https://www.youtube.com/watch?v=dFs9WO2B8uI&t=13s [9 May 2017]. 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The impact of arts-based management education: Reconciling knowledge frameworks in a questionnaire study

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The impact of arts-based management education: Reconciling knowledge frameworks in a questionnaire study

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