Flying Blind? Teaching Aesthetic Agency in an Executive MBA Course

Sensing: The elephant in the room of management learning

“…It has been seeping into the classroom for some time as educators started using art, metaphors, literature/poetry, and theater to facilitate management learning (Beirne and Knight, 2007;Springborg, 2014;Taylor and Ladkin, 2009). This suggests that other educators in the management learning domain are likely encountering similar reluctance from the learners as we did, and for which we have found some basis in the literature (Springborg and Sutherland, 2014). What this article offers is a deeper understanding of possible barriers to sensing that seem to be common among analytically educated learners.…”

“…Sensory-based learning is widely employed in medical apprenticeships (Maslen, 2015, 2017), in arts education (Thomson, 2015), hospitality industry (Stierand and Dörfler, 2016; Stierand and Zizka, 2015), and other disciplines where the domain expertise is built explicitly on sensing. Yet, it seems to be underemployed in mainstream management learning practice, with rare exceptions (Springborg and Ladkin, 2018; Springborg and Sutherland, 2014; Taylor, 2002; Taylor and Ladkin, 2009). In view of a recent neuroscience finding suggesting that “newly acquired sensory information can have profound effects on performance” (Nagel et al, 2005: R25), ignoring sensory perceptions presents a missed opportunity to deepen knowledge and thus improve performance.…”

“…While people generally experience discomfort associated with learning outside of their comfort zone (Brown, 2008), analytically educated learners, especially high achievers, thrown into sensory-based learning may experience this discomfort particularly sharply. For them, sensory-based learning entails a high probability of initial failure, a risk of being ridiculed by peers, and possibly harsh self-judgment that may undermine one’s self-esteem (Springborg and Sutherland, 2014: 47). Learners who excelled in their studies and have established themselves at the highest levels of excellence seem more uncomfortable with failure and associate it with losing face (Ardichvili et al, 2003).…”

“…As a result, moving through today’s volatile, uncertain, complex, and ambiguous environment (Stiehm and Townsend, 2002) requires not only intellectual engagement but also sensory knowing (Antonacopoulou, 2019; Maslen, 2016; Rosenblum, 2011). Yet, sensing remains the proverbial elephant in the room of management learning: it has become emphasized more in research; it is present in the classroom but seldom acknowledged, as there is reluctance to engage when sensing is brought to the forefront (Springborg and Sutherland, 2014: 47).…”

Sanat Temelli Eğitimin Yöneticilerin Liderlik Becerileri Üzerine Etkisi

“…Sonuç olarak, bilim adamları bu sanat temelli yöntemlerin nasıl ve niçin işe yaradığını araştırmaya başlamıştır (Darso ve Wheatley 2008;Taylor ve Ladkin 2009). Alandaki bilim adamları, sanat temelli yöntemleri yönetim eğitiminde genel olarak sanata odaklanarak (Barry, 1994;Chia, 1996;Schein, 2001;Nissley, 2002;Cowan, 2007;Kerr ve Lloyd, 2008;Taylor ve Ladkin, 2009;Lloyd, 2011) ve şiir (Brown, 2006;Morgan vd., 2010;Grisoni, 2012), dans (Peterson ve Williams, 2004;Bozic ve Olsson, 2013;Springborg ve Sutherland, 2014), tiyatro (Gibb, 2004;Austin ve Devin, 2003;Meisiek ve Barry, 2007), hikaye anlatımı (Taylor vd., 2002;Hansen vd., 2007;Gabriel ve Connell, 2010), koro şefliği (Sutherland, 2013;Springborg ve Sutherland, 2014) ve filmler (Champoux, 1999;Wood, 2012) gibi belirli sanat biçimleriyle ilişkilendirerek araştırmışlardır.…”