Combining Formal and Non-formal Learning for Undergraduate Management Students Based in London

Rich, Martin; Brown, Ann

doi:10.1007/978-94-007-2846-2_3

Cited by 3 publications

(7 citation statements)

References 4 publications

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“…The practice of dérive invites us to take a less representational or imitative stance, by working with students in the context of their own life-worlds. However, it has received scant attention in business and management research (but see Knowles, 2009) or as an educational tool (but see Hindley et al, 2019; Rich and Brown, 2012).…”

Section: Dérive and The Business Schoolmentioning

confidence: 99%

“…Holtham and Owens (2011), Rich and Brown (2012) and Hindley et al (2019) suggest that more research on the pedagogic application of this technique would be valuable. We present the dérive as a technique as a response to their suggestion and to calls for developing learning experiences that are open-ended (Monk et al, 2011), engaged with the world, sensitive, and which attend to the affective capacities of organizations (Gherardi, 2018).…”

Section: Dérive and The Business Schoolmentioning

confidence: 99%

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Learning atmospheres: Re-imagining management education through the dérive

Michels

Hindley

Knowles

et al. 2020

Management Learning

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This article responds to the recent calls for rethinking management education, particularly to those that emphasize space, affect and atmosphere, and makes the case for the practice of dérive as a way of infusing management education with experiential, experimental and reflexive learning processes. The authors draw on ideas and practices of the art movement Situationist International who proposed the dérive, informed by the concept of psychogeography as a way of exploring and reimagining the atmospheres of everyday life. The paper is illustrated by the authors’ teaching experiences in this area (or space as one might say). The authors argue that the dérive in management education may foster future managers’ imaginative skills and inspire an imaginative self-reflection of the business school and its spatial organization. The paper concludes that in re-enacting their experience of educational space, participants may learn about, reflect on, and develop their affective capacities for becoming part of organizational processes, both as students of the business school and as future managers.

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Section: Dérive and The Business Schoolmentioning

confidence: 99%

Section: Dérive and The Business Schoolmentioning

confidence: 99%

Learning atmospheres: Re-imagining management education through the dérive

Michels

Hindley

Knowles

et al. 2020

Management Learning

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“…The influence of traditional forms of education remain strong in HE and informal learning is often ignored and undervalued [14]. In HE, a 'transmissive' model is most commonly used where knowledge is transferred from a lecturer to a student [2]. Despite this, the authors of this paper aim to present the opportunities that informal learning can provide to learners today, in Higher Education in the UK.…”

Section: Informal Learning In Higher Educationmentioning

confidence: 99%

“…For centuries, formal teaching methods adopted at universities have been based on lectures and individual learning [2] and often characterized by heavily structured teaching approaches [3]. In the traditional HE environment, building a rapport between students and lecturers is essential to learning yet often quite a difficult thing to manage given the large scale of classes.…”

mentioning

confidence: 99%

Building the ‘Connection’ Between the Student, Their Peers and the Lecturer: How Social Media Can Enhance Student Engagement and Afford Informal Learning Opportunities

Meace¹,

Naamani²,

Carroll³

2018

EDULEARN Proceedings

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One of the key objectives of the Pedagogy for Employability strand of the University of South Wales (USW) Student Experience Plan [1], is the creation of 'transformational learning and social bridges' which build 'rounded self-aware students who are continually reflecting upon and refining their personal approach to their own learning within the context of a learning community' [1]. In September 2017, the Centre for Excellence in Learning & Teaching recruited a graduate intern to carry out a study to investigate staff and student digital literacy levels and the use of technology for learning and teaching across the institution.

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“…There has been an explosion of academic interest in psychogeography in recent years (Richardson 2015). It has been used in teaching (Rice 2009), in social analysis (Bridger 2013), and education (Rich and Brown 2012) but it has received little attention as implementable in business and management research (but see Knowles 2008;. We shall explain psychogeography and the dérive, and then provide a broader context of teaching qualitative research methods in business.…”

Section: Introductionmentioning

confidence: 99%

Teaching research methods: Introducing a psychogeographical approach

Hindley

Knowles

Ruth

2019

Journal of Management & Organization

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This paper explores teaching business students research methods using a psychogeographical approach, specifically the technique of dérive. It responds to calls for new ways of teaching in higher education and addresses the dearth of literature on teaching undergraduate business students qualitative research methods. Psychogeography challenges the dominance of questionnaires and interviews, introduces students to data variety, problematizes notions of success and illuminates the importance of observation and location. Using two studies with undergraduate students, the authors emphasize place and setting, the perception of purpose, the choice of data, criteria of success and the value of guided reflection and self-reflection in students’ learning. Additionally the data reflect on the way students perceive research about management and the nature of management itself. The paper concludes that the deployment of psychogeography to teach business research methods although complex and fraught with difficulty is nevertheless viable, educationally productive and worthy of further research.

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Combining Formal and Non-formal Learning for Undergraduate Management Students Based in London

Cited by 3 publications

References 4 publications

Learning atmospheres: Re-imagining management education through the dérive

Learning atmospheres: Re-imagining management education through the dérive

Building the ‘Connection’ Between the Student, Their Peers and the Lecturer: How Social Media Can Enhance Student Engagement and Afford Informal Learning Opportunities

Teaching research methods: Introducing a psychogeographical approach

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