Organizational Readiness: Culturally Mediated Learning Through Disney Animation

Griffin, Martyn; Learmonth, Mark; Piper, Nick

doi:10.5465/amle.2016.0073

Cited by 16 publications

(6 citation statements)

References 84 publications

(44 reference statements)

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“…The Walt Disney Company has become the largest audiovisual content producer in the world, monopolizing children's audiences. Authors have coined the concept media "Disneyization" to describe this phenomenon [25]. Disney manages all activities that are related to the exploitation of characters, licensed products, and fictional worlds [26].…”

Section: Disney's Transmedia Experience Through Musicmentioning

confidence: 99%

Understanding Transmedia Music on YouTube through Disney Storytelling

2021

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Transmedia storytelling has been integrated into contemporary society through social media, where influencers have enabled the building of worlds. Within this environment of human-interaction, fiction and converging social realities have become an essential tool to tell stories. On YouTube, storytelling has expanded to music, where cover videos take on great relevance. The aim of this study is to understand the transmedia music phenomenon due to the impact of music on the platform. To this end, we applied a methodology that stemmed from Grounded Theory principles in the analysis of 300 Disney animation song covers in three stages: (1) deductive and inductive codebook development; (2) social network analysis; and (3) statistical test. The results showed that youtubers highlight specific audiovisual codes from the film and cultural industries. Furthermore, we observed these productions often display configurations that expand the original story through performance, location, costumes, make-up, among others. We argue that, on the digital sphere, a sustainable transmedia music paradigm is developing, where performers construct more meaningful and valuable stories.

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Section: Disney's Transmedia Experience Through Musicmentioning

confidence: 99%

Understanding Transmedia Music on YouTube through Disney Storytelling

2021

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“…As an allegory of our 'problematic reality' (Griffin, Learmonth, and Piper, 2018), DFs are variously defined as speculative, flawed societies; recognisable by prominent tropes of oppression, fear and estrangement (see examples in Claeys, 2018). Other relevant DF tropes to the five parental demands are fertility, patriarchy and subversion (see The Children of Men by James, 2018 and The Handmaid's Tale by Atwood, 1996).…”

Section: Inspired By Dystopian Fictionmentioning

confidence: 99%

Parenthood demands: resisting a dystopia in the workplace

Gatto

2020

Human Resource Development International

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For all our scholarship, policy negotiations and organisational practices we, as parents, colleagues and academics, have also failed to achieve parenthood equity. The persistence of the problem includes the motherhood wage penalty (Gangl and Ziefle, 2009), job application bias against mothers (Rhode, 2017), and endemic workplace incivility based on women's choices not to follow familial pathways (Gloor, Li, Lim, and Feierabend, 2018).With these examples, we face a systemic, cultural problem oriented around parenthood as a crucial gendered career juncture. This juncture demands creative thinking and emotional openness to problematize and imagine another future; dystopian fiction (DF) provides one avenue to achieve this. P.D. James' novel, 'The Children of Men' (2018) imagined a future where societal experiences for men and women are defined in relation to an existential threat of global infertility. Their lives are controlled and pacified in a hyper-masculinised patriarchy. In this stark reality, a group of individuals rise up to challenge the ruling ideology and demand change. Their message is succinct and targeted at five major problems that symbolise the erosion of humanity that typifies their society. Contemporary experiences of parenthood, as a proxy of fertility, replicate a systemic 'patriarchal dividend' (Connell, 2005), which rewards men's careers at the expense of women in a hierarchy which values hegemonic masculinity. Connell and Messerschmidt (2005) describe 'Hegemonic Masculinity' (HM) as a symbolic, hierarchically dominant form of masculinity, changeable over context and time, and representative of a mythical and aspirational model of an ideal masculinity that prioritises men. HM, as a spectral presence in working parents' experiences, provides the antagonistic counterpoint for my proposed 'five demands': a manifesto for parents and a starting point for organisational change.These five demands form a subversive manifesto through my content choices, and methodology stylistics, or 'scriptology' (Rhodes, 2019), which includes form and content from DF and autoethnography. My scriptology acts as a vehicle to disrupt the expectations of

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“…Scherer and Baker (1999, p. 143) used film as a core component of an organizational theory course and noted that “film provides a familiar attention-capturing visual medium to engage the student and encourage retention.” Smith (2009) and other scholars advocated the use of films as a primary instructional medium for teaching organizational behavior (e.g. Griffin et al. , 2018; Szyliowicz and Green, 2019; O’Doherty, 2020).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of using feature films in organizational behavior education: an empirical investigation

Moorthy,

Choi,

Bingi

2024

IJEM

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PurposeWe investigated the effectiveness of using feature films in teaching organizational behavior courses at the undergraduate level at a mid-Western university in the USA.Design/methodology/approachOur model included the impact of film analysis on self-perceived learning outcomes and cognitive and affective changes among students. Structural equation modeling using partial least squares and contemporary mediation analysis techniques were employed.FindingsFeatured film analysis positively impacted perceived learning outcomes and the cognitive and affective components of learning among students. We also found an indirect effect on cognitive and affective change, indicating that learners’ improved perceived learning outcomes deepened their learning and resulted in greater appreciation of organizational behavior theories.Practical implicationsFilms are effective pedagogical tools for teaching complex business theories and principles. We recommend that faculty members pay careful attention to selecting films for study and should design film analysis projects aligned with meaningful course learning outcomes. Appropriate films and carefully designed learning outcomes trigger cognitive changes and have a lasting influence on students beyond the semester.Originality/valueOur study is one of the few empirical studies demonstrating the effectiveness of feature films as a pedagogical tool for organizational behavior courses.

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Organizational Readiness: Culturally Mediated Learning Through Disney Animation

Cited by 16 publications

References 84 publications

Understanding Transmedia Music on YouTube through Disney Storytelling

Understanding Transmedia Music on YouTube through Disney Storytelling

Parenthood demands: resisting a dystopia in the workplace

Effectiveness of using feature films in organizational behavior education: an empirical investigation

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