Realising the potential of art-based interventions in managerial learning: Embodied cognition as an explanatory theory

Springborg, Claus; Ladkin, Donna

doi:10.1016/j.jbusres.2017.10.032

Cited by 24 publications

(22 citation statements)

References 20 publications

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“…Student-centered learning makes it easier to adapt and reduce students' burden in understanding and learning the material presented by the teacher (Putranta & Jumadi, 2019). Art creation is a means of each individual to make new simulations (Springborg & Ladkin, 2018). Through ABL, prospective teacher students try to demonstrate creating art by creating masks with themes and stories from the material they want to teach, from preparing, making, presenting and reflecting.…”

Section: Discussionmentioning

confidence: 99%

“…Art is a unique topic in learning models and strategies when it is integrated into learning (Lee & Cawthon, 2015) and based on thought and artistic practice (Sullivan, 2006). Art can make new simulations (Springborg & Ladkin, 2018) and art may also involve intellectual, affective, visual, and kinesthetic realms (van den Akker, 2014), Learners become artists or as artists. Burnaford, Brown, Doherty, & McLaughlin (2007)found that art promotes creative, lateral thinking, and makes personal meaning through metaphors and also practicing dialogue.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

Zakaria¹,

Setyosari

Sulton

et al. 2019

Journal for the Education of Gifted Young Scientists

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This research aims to examine the effect of applying art-based learning model to the learning outcomes of effective teaching behavior of students in microteaching classes. The research design used a quasi-experimental design of non-equivalent control group design. Participants were students' microteaching classes in the Department of Islamic Studies, Universitas Islam Malang academic year 2018/2019. The subjects of this study were 103 pre-service teacher students consisting of 4 classes (2 experimental classes and 2 control classes, (54) in the experimental group, (49) in the control class). The experimental classes are taught art-based learning models and control classes are taught by practice-based models. The data tools used teacher observation instrument connecting descriptions of how effective teaching was. Research data were analyzed by independent sample t-test. It was found that pre-service teacher students' outcomes in the form of effective teaching behavior produced by art-based learning is higher than student learning outcomes used practice-based models.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

Zakaria¹,

Setyosari

Sulton

et al. 2019

Journal for the Education of Gifted Young Scientists

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“…Sensory awareness, emotional engagement, physical expressions, physical artifacts, and various art forms can produce new simulations for experience usually viewed through the lens of managerial context (Gherardi, 2019;Gherardi and Perrotta, 2014;Panayiotou, 2017;Springborg and Ladkin, 2018;Strati, 2007;Tantia, 2014). We argue that increasing openness to sensing will inspire managers to mindfully and reliably incorporate it in their practice as a supplement to intellectual analysis, resulting in greater creativity, innovation, and reflexivity, leading hopefully to increased performance (Nagel et al, 2005).…”

Section: Sensing In Management Learningmentioning

confidence: 95%

“…Lack of vocabulary for describing sensory awareness presents a significant barrier (Petitmengin-Peugeot, 1999). Developing sufficient and acceptable vocabulary that enables a clear discussion of sensory-based knowing is still a work in progress (Sadler-Smith, 2016;Springborg and Ladkin, 2018;Taylor, 2002).…”

Section: Inadequate Vocabularymentioning

confidence: 99%

Sensing: The elephant in the room of management learning

Bas

Sinclair

Dörfler

2022

Management Learning

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This conceptual paper examines reasons why analytically educated learners may be reluctant to engage in sensory-based learning. Sensing is indispensable for constructing knowledge and should be employed on par with the intellect, particularly in today’s complex and uncertain context. Yet, we have observed learners’ reluctance to engage with sensing and attempted to understand the reasons for it. Our theoretical contribution illuminates the underlying causes of this phenomenon, thus furthering the study of sensing in the fields of individual learning and management learning. Our practical contribution prompts researchers, learners, educators, and managers to think more systematically about ways to overcome this reluctance and openly bring sensing into management learning practice on par with intellectual processing. With the help of phenomenal theorizing, the presented exploratory study identifies the following common barriers to sensory-based learning for analytically educated learners: corporate social norms against sensory-based evidence, discomfort of learning outside of one’s comfort zone, inadequate vocabulary for sensory experiences, lack of sensory awareness, preference for sequential reasoning, mistrust in sensory-based evidence, dismissive attitude, and denying (or not admitting to) the use of sensing.

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“…More specifically, reflections into theoretical approaches in organizational research regarding ABIs show their effects beyond immediate outcomes. These include the contribution of ABIs in sense-making and mindfulness in organizations [8]; their contributions to experiencing meaningful work [49]; their contributions to creative processes and organizational change through liminality and rites of passage [50]; and their relevance concerning materiality in learning in organizational contexts [51], organizational aesthetics [52], and embodied cognition [53][54][55]. Such literature already reveals the entanglement of effects on individual levels with organizational needs and goals.…”

Section: Organizational Learning Innovation Process and Cultural Trmentioning

confidence: 99%

An Organizational Perspective on ArtScience Collaboration: Opportunities and Challenges of Platforms to Collaborate with Artists

Schnugg¹,

Song

2020

Journal of Open Innovation: Technology, Market, and Complexity

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Artists are often seen as innovators and producers of creative and extraordinary new ideas. Additionally, experiencing art and artistic processes is an important opportunity for learning and exploration. Thus, corporations and scientific organizations have experimented with initiatives that generate artscience collaboration, such as fellowships, long-term collaborations with artists, and artist-in-residence programs. Looking at outcomes in the long-term, it is possible to identify important contributions to scientific, technological, and artistic fields that stem from artscience collaboration opportunities in organizations. On the other hand, it is often difficult to define immediate tangible outcomes of such processes as innovation as interdisciplinary interaction and learning processes are valuable experiences that do not always manifest directly in outcomes that can be measured. Drawing from cases of artscience programs and qualitative interviews with program managers, scientists, and artists, this article explores how artscience collaboration in an organization adds value and helps overcome organizational challenges regardless of such outcomes. By shifting the focus from the outcome to the process of artscience collaboration, it is possible to discover in more depth value-added contributions of artscience experiences on an individual level (e.g., new ways of knowing and thinking, understanding of materials and processes, and learning). Moreover, such contributions tell stories of connecting the process of artscience programs to the organizations’ goals of developing a new generation of leaders and driving a more adaptive, innovative culture. These benefits of artscience opportunities need to be supported by managerial activities in the organization. Thus, it enables a more differentiated understanding of possible contributions of artscience collaboration to organizations and helps to define the best model to create such opportunities. The article also recommends future research directions to further advance artscience collaboaration, especially in light of pertinent movements such as STEAM and Open Innovation, and promising developments in related fields such as neuro-aesthetics.

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Realising the potential of art-based interventions in managerial learning: Embodied cognition as an explanatory theory

Cited by 24 publications

References 20 publications

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

The Effect of Art-Based Learning to Improve Teaching Effectiveness in Pre-Service Teachers

Sensing: The elephant in the room of management learning

An Organizational Perspective on ArtScience Collaboration: Opportunities and Challenges of Platforms to Collaborate with Artists

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