Finding comfort in discomfort: How two cross-disciplinary early-career researchers are learning to embrace ‘failure’

Broeckerhoff, Aurélie; Lopes, Maíra Magalhães

doi:10.1016/j.emospa.2020.100671

Cited by 13 publications

(5 citation statements)

References 13 publications

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“…Strong empirical evidence supports hypotheses H6a and H6b, confirming the moderating effect of learning preferences in the association between cross-disciplinary links and students' creative proficiency and academic achievement. Each kid has a unique learning style, and depending on their preferences, the usefulness of cross-disciplinary links in fostering artistic competency and academic success differs (Broeckerhoff & Magalhães Lopes, 2020). When students are able to tailor their learning to their personal preferences for visual or verbal learning, their performance in the classroom improves (Felder & Silverman, 1988;Fleming & Mills, 1992).…”

Section: Discussionmentioning

confidence: 99%

Art-based Curriculum to Cultivate Students’ Competency in Secondary Vocational School in China: The Mediating Role of Cross-disciplinary Connections

Chen,

Che Din

2024

IJARPED

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An increasing emphasis on holistic development in students has sparked interest in the impact of arts-based curriculum and teaching approaches in the field of education. Arts education has been shown to increase students' creativity, critical thinking, and emotional intelligence. Although the potential benefits of arts education are widely recognised, more in-depth empirical studies are needed to examine its impact on student achievement and academic performance. In order to better understand how art-based instruction and curriculum affect secondary vocational school students' artistic proficiency and academic achievement, a quantitative study was conducted. Both the moderating effect of learning styles and the mediation impact of cross-disciplinary links were intended to be investigated. A quantitative, cross-sectional research design was used for the study. A systematic sampling procedure was used to choose a sample of 384 secondary vocational school students. Participants filled out questionnaires to assess their artists ability, academic achievement, learning methods, and the extent to which cross-disciplinary links were present in their educational experiences. The Amos software was used to analyze the data, which included mediation and moderation analyses. The findings suggest that cross -disciplinary connections have an important mediating role in the relationship between arts curricula, instructional models, students' competencies, and academic achievement. In these interactions, learning styles were identified as moderators, highlighting the necessity for personalized instructional tactics.

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Section: Discussionmentioning

confidence: 99%

Art-based Curriculum to Cultivate Students’ Competency in Secondary Vocational School in China: The Mediating Role of Cross-disciplinary Connections

Chen,

Che Din

2024

IJARPED

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“…But this disguises the fact that failures and disappointments are a central feature of academic life. As Broeckerhoff and Magalhães Lopes state, failures 'are a constant companion to our academic journeys' (Broeckerhoff and Magalhães Lopes 2020). Yet academia, as a profession, struggles to engage meaningfully with failure.…”

Section: Acknowledging Success and Embracing Failurementioning

confidence: 99%

Waiting to Be Discovered? Community Partnerships, the Facilitation of Diverse Memory, and Reflections on Academic Success and Failure

Kempshall,

Pennell,

Tattersall

2024

Genealogy

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Community partnerships, based on ‘the collaborative turn’ in academic research, are an increasingly common framework through which ‘bottom-up’ histories, particularly of diverse and/or more marginalised communities, are being told. This article is about the ‘doing’ of this type of work. It focuses on the question: what lessons can be made visible when attempted cooperation fails to deliver the outcomes initially hoped for? Firstly, this article outlines the events and activities undertaken by the authors in exploring the ways that ephemera and other objects can be used to understand and transmit the historical experiences of communities often on the periphery of mainstream war commemoration. It will discuss the ways in which connections with these communities were built, with the aim of undertaking several creative writing workshops, leading to a co-produced publication of the participants’ material. Secondly, as part of a broader acknowledgment of the possibility of failure and its benefits, it will explore why some of these creative workshop efforts failed to meet expectations and outline a series of recommendations for other historians and community-orientated projects to consider for future activities.

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“…It creates a new pedagogical body of comfort, which can fit into an interdisciplinary perspective, an educational attitude that can take place regardless of the curriculum grid [82]. Broeckerhoff and Lopes (2020) illustrate how a researcher of critical marketing faced mistrust and uneasiness from the disciplinary lens of marketing and describe how the cross-disciplinary approach granted comfort when assessing a core business topic from a critical perspective [86]. Therefore, messy and uncomfortable spaces are honest and compatible ways to look at real-world problems, and they can be reached through interdisciplinary interfaces.…”

Section: Moving Forward Through Discomfort: Critical Lensesmentioning

confidence: 99%

Interdisciplinarity-Based Sustainability Framework for Management Education

et al. 2022

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Business education faces shortcomings that can be mitigated through the broad perspective of interdisciplinarity, fulfilling a call for a greater orientation toward Education for Sustainable Development (ESD). Despite the relevance and urgency, current frameworks cannot embed context-related problems into their design, increasing the detachment of wicked problems and management education, and falling short of the goal-oriented prerogative. Interdisciplinarity is up to this task as an educational attitude and behaviour rather than a toolkit of cross-disciplinary classification. This paper aims to propose a framework for interdisciplinarity-based sustainability management for business education. We established the framework via a literature review analysis, and then we validated it through discussions with specialists from the United Nations Principles for Responsible Management Education (UN-PRME) to introduce a model with 49 evidence-driven, interdisciplinarity practices. We grouped results in three main dimensions of analysis connecting the 16 categories. We gave special attention to spaces of discomfort that ought to be fostered in business schools under a critical thinking perspective and the student’s role in the relevance of sustainability education. The work harbours practical implications for developing better practices for management education by blending an interdisciplinary approach to sustainability in the management education literature.

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Finding comfort in discomfort: How two cross-disciplinary early-career researchers are learning to embrace ‘failure’

Cited by 13 publications

References 13 publications

Art-based Curriculum to Cultivate Students’ Competency in Secondary Vocational School in China: The Mediating Role of Cross-disciplinary Connections

Art-based Curriculum to Cultivate Students’ Competency in Secondary Vocational School in China: The Mediating Role of Cross-disciplinary Connections

Waiting to Be Discovered? Community Partnerships, the Facilitation of Diverse Memory, and Reflections on Academic Success and Failure

Interdisciplinarity-Based Sustainability Framework for Management Education

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