Kernan, M.A.

English

City Research Online

              City, University of London Institutional RepositoryCitation: Kernan, M.A. ORCID: 0000-0003-4666-5457 (2019). Narrative, identity and power in an interdisciplinary Masters in Innovation, Creativity and Leadership. Paper presented at the Interstructural Reading, 4 Jun 2019, London, UK. This is the presentation version of the paper. This version of the publication may differ from the final published version. Permanent repository link:  http://openaccess.city.ac.uk/id/eprint/23299/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 OnlineNarrative, identity and power in an interdisciplinary Masters in Innovation, Creativity and LeadershipInterstructural Reading, Department of English 4/6/19Mary Ann KernanDepartment of English/School of Arts and Social Sciencesmaryann.kernan.1@city.ac.uk1. The MICL: Arts-based learning in management and the Dérive2. Learning, embodied experience, narrative and power3. Some interdisciplinary provocations…© MICL students, 2012Impersonal - PersonalMICL Artefact Show13 April 2018Source: © MICL student Sebastiano Conte 2018The MICL Masters in Innovation, Creativity and Leadership (MICL) programme Launched 2010, now based in Cass Business School Interdisciplinary education and cross-discipline collaboration Programme ‘values’ include Open-mindedness, Encouraging diversity, Co-operation, Risk-taking, Leading and following, Grit, Stretching and Active involvement Programme ‘themes’: Noticing and ReflectionINM403 Technologies for Creativity and InnovationINM404 Leading Creative Design INM406 Creative Writing INM410 Creativity and the Creative IndustriesINM408 Creative Problem Solving and Leadership INM405 Delivering Innovation – Turning Ideas into ActionINM409 The Law, Creativity and Innovation INM407 The Psychology of Creativity and Innovation Masters in Innovation, Creativity &  Leadership“There is an urgent need in the professions to promote curiosity and more reflective approaches.Technology has not provided more time to create and critically reflect.Walking enables students (and faculty) to make time and space for visually-oriented reflection.The dérive is one way to model creativity and critical reflection through a form of learner centred, informal, critical learning.” (Masters in Innovation, Creativity and Leadership, 2012, emphasis added)Dérive briefing‘Learning by walking about in a group, observing, noticing and conversing’ (MICL, 2012)“One of the basic situationist practices is the dérive[literally: ‘drifting’], a technique of rapid passage through varied ambiances. Dérives involve playful–constructive behavior and awareness of psychogeographical effects, and are thus quite different from the classic notions of journey or stroll.” (Debord, 1958) (MICL, 2012)Guy Debord: Situationist “The first step of any intelligence process is not to scan, but to notice” (Baumard, 1994) (MICL, 2012) “… it is not so much our eyes that see, but rather our brains. Far from ‘seeing is believing’, what we believe can seriously affect what we see. We shall show that ‘there is more to seeing than meets the eyeball’, and that looking too hard, getting too close, and being too focused is often counterproductive, both optically, and in CI [competitive intelligence].” (Neugarten, 2003, p. 93) (MICL, 2012)In the Creativity & the Creative Industries module: ‘Your brief is to be curious, to notice, and to capture reflections on what you experience. What strikes you most/grabs your attention – the building, its decorations, an exhibit, a material, a period, how something is displayed, what you learn from an object or its display?’ (MICL V&A Visit Briefing, February 2019)“The idea of transformativity… constitutes a hidden, but powerful, norm for journal writing that is reinforced by ‘judges of normality’ (Foucault, 1977, p.304); that is, by the teachers who read and grade these journals.” (James and Brookfield, 2014, p.45)Power in reflective, ‘transformational’ pedagogyMeanwhile, in Leadership education…The arts, simulations and experiential learning can allow‘transformation of experience into new forms of knowing’ (Sutherland et al., 2015, p.616)→ ‘learning for power’ through ‘being connected to others’ (‘amplitude’, citing Brigstocke, 2013) (Sutherland et al., 2015, p.617)Eg Choral conducting workshop in a leadership module generated ‘memories with momentum’ (Sutherland, 2012) ‘Design thinking’: The arts in the development of spaces or products: management ‘as a research-based design science’ (Starkey et al., 2014, p.281) To ‘beauty’ the world of management and leadership (Adler, 2006, 2015) / find the courage to ‘Envision Possibility’ (2006, p.495) Arts as part of education to create business environments‘“worthy of human aspiration”...’ (Starkey et al., 2014, p.282, citing Patriotta and Starkey, 2008)Arts as a new kind of ‘knowledge’ for business schools? The arts, simulations and experiential learning can allow‘transformation of experience into new forms of knowing’ (Sutherland et al., 2015, p.616) ‘…the roots of any work of art have to be intuitive, implicit, still coming out of the body and the imagination, not starting in… individualistic cerebral striving.’ (McGilchrist, 2009, p.413)  ‘… the flow of narrative… both images the right hemisphere’s continuous appreciation of time and its understanding of the meaning of human action…’ (McGilchrist, 2009, p.414)  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)© 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, 2012Impersonal - PersonalMICL Artefact Show13 April 2018Source: © MICL student Sebastiano Conte 2018ReferencesAdler, N.J. (2006) The Arts and Leadership: Now that we can do anything, what will we do? Academy of Management Learning and Education, 5(4), pp.486–99.Adler, N.J. (2015) Finding Beauty in a Fractured World: Art Inspires Leaders—Leaders Change the World, Academy of Management Review, 40(3), pp.480–94.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.Baumard, P. (1994). From Noticing to Making Sense: Using Intelligence to Develop Strategy, International Journal of Intelligence and Counterintelligence 7(1): pp. 29–73.Debord, G. (1958) ‘Théorie de la dérive’, Internationale Situationniste #2 (Paris, December) (Ken Knabb, translator), quoted by Bureau of Public Secrets (no date) Theory of the Dérive [Online]. Available: http://www.bopsecrets.org/SI/2.derive.htm online [5 May 2013].Dreyfus, Hubert L. (1996) The current relevance of Merleau-Ponty’s phenomenology of embodiment, Electronic Journal of Analytic Philosophy, 4 (Spring), pp.1–16.James, A. and Brookfield, S.D. (2014) Engaging Imagination: Helping students become creative and reflective thinkers. Chichester: John Wiley.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. Neugarten, M.L. (2003) Seeing and Noticing: An Optical Perspective on Competitive Intelligence, Journal of Competitive Intelligence and Management 1(1) (Spring), pp. 93–104.Starkey, K., Hatchuel, A. and Tempest, S. (2004) Rethinking the business school, Journal of Management Studies, 41(8), pp.1521–31.Sutherland, I. (2012) Arts-Based Methods in Leadership Development: Affording Aesthetic Workspaces, Reflexivity and Memories with Momentum, Management Learning, 44, pp.25–43. Sutherland, I., Gosling, J.R. and Jelinek, J. (2015) Aesthetics of Power: Why teaching about power is easier than learning for power, and what business schools could do about it, Academy of Management Learning and Education, 14(4), pp.607–24.Taylor, S.S. and Radkin, D. (2009) Understanding Arts-Based Methods in Managerial Development, Academy of Management Learning & Development, 8(1), pp.55–69.Winnicott, D.W. (1974) Between Reality and Phantasy: Transactional objects and phenomena. NY: Aronson.City, University of LondonNorthampton SquareLondonEC1V 0HBUnited KingdomT: +44 (0)20 7040 5060E: english@city.ac.ukwww.city.ac.uk/english

Narrative, identity and power in an interdisciplinary Masters in Innovation, Creativity and Leadership

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Narrative, identity and power in an interdisciplinary Masters in Innovation, Creativity and Leadership

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