Sensing: The elephant in the room of management learning

Abstract

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.

What Every CEO Should Know About AI

“…These aspects include intuition, the sense of beauty, metaphors, and where knowledge intersects with other realms, such as feelings, emotions, and values. Furthermore, human knowledge is sensory-based (Bas et al, 2022), meaning that we learn from our experiences. Let us use AI to handle the boring facts while we focus on the more exciting things.…”

“…The significance of indwelling in all these forms of learning is the experiential aspect, which is not limited to the touchable world but may invoke the complete scope of the discipline, with all its distant and possibly abstract dimensionsand yet it is still a form of experience (cf. Bas et al, 2022). This is also important because it links back to the experiential nature of the threshold concepts; in a sense, transformational learning requires experiencing as well as the ability to reflect on these experiences (cf.…”