The Role of the Arts in Organizational Settings

Pruetipibultham, Oranuch; McLean, Gary N.

doi:10.1177/1534484309342852

Cited by 14 publications

(12 citation statements)

References 51 publications

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“…However, management has historically been considered as more of an art than a science (Barnard, 1938) and more recently as equal parts art and science (Locke, 2007). We agree with Pruetipibultham and Mclean (2010) who find possibilities associated with the “blurry boundary of art and science exciting and liberating” (p. 6) when it comes to the study of aesthetics (see also Taylor & Hansen, 2005).…”

Section: Epistemology Of Discoursesupporting

confidence: 77%

“How” Narratology Narrows the Organizational Theory–Practice Gap

Glibkowski

McGinnis

Gillespie³

et al. 2013

Human Resource Development Review

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In this conceptual piece, we take a narrative approach to explicating the gap between organizational theory and practice. The narrative pentad (what, why, how, who, and when/where) represents six narrative questions metaphorically mapped to the five fingers of the hand. The narrative pentad has successfully served both narrative scholars and practitioners, and we believe that the narrative pentad holds similar promise as a theoretical framework for HRD scholars and practitioners. At the finger tips, spaces between fingers represent gaps between questions. In the organizational domain, the theory–practice gap is attributable primarily to a scholarly focus on the universal and abstract what and why questions (story in narrative terms) and a practitioner focus on the particular or embodied how question (discourse in narrative terms). Framed as similarities, we propose that all HRD questions are interrelated at the palm of the hand. In narrative terms, effective organizational theory must include both story and discourse, thereby addressing all questions. This article emphasizes the how question—important to practitioners—but often marginalized by postpositive organizational scholars. We propose the how question represents aesthetic knowledge, and this form of knowledge should be central to organizational theory. We explore related ontological and epistemological considerations. Three recognized causes of the theory–practice gap are examined in light of a narrative approach to organizational theory: (a) the knowledge divide (divergence of emphasis on forms of knowledge between scholars and practitioners); (b) the knowledge transfer problem (lack of information sharing between scholars and practitioners); (c) and the knowledge production problem (associated with an absence of collaboration between scholars and practitioners).

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Section: Epistemology Of Discoursesupporting

confidence: 77%

“How” Narratology Narrows the Organizational Theory–Practice Gap

Glibkowski

McGinnis

Gillespie³

et al. 2013

Human Resource Development Review

View full text Add to dashboard Cite

show abstract

“…Also, these narratives in the vein of story-telling can function as a metaphor, an instrument, or an activity in aesthetic approaches to many organizational activities (Taylor & Hansen, 2005), including the resolution of complex problems (Pruetipibultham & Mclean, 2010). Moreover, Pruetipibultham and Mclean (2010) suggested that storytelling can be expressed through a variety of artistic forms and facilitate sense-making in organizational settings. Moreover, Pruetipibultham and Mclean (2010) suggested that storytelling can be expressed through a variety of artistic forms and facilitate sense-making in organizational settings.…”

Section: Reimagining Complex Problemsmentioning

confidence: 99%

“…When compared to the ways in which we gather knowledge intellectually, knowledge gained aesthetically is derived from a craving for "subjective, personal truth" (Taylor & Hansen, 2005). Pruetipibultham and Mclean (2010) also suggest that aesthetic knowledge is derived from personal truth. Zhang et al (2011) found that authenticity and purpose, critical elements to the coherence of embodied authenticity, were confirmed to be important elements of aesthetic leadership.…”

Section: Coherence Of Embodied Authenticitymentioning

confidence: 99%

Leading Aesthetically: Insights from the Founders of the San Antonio Conservation Society

Haden¹,

Díaz²,

Humphreys³

et al. 2014

The Journal of Applied Management and Entrepreneurship

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Executive SummaryWhile scholarly interest in artful perspectives of leadership seems to be on the rise, research efforts toward conceptualizing such perspectives are still in the early stages of development. As a result, there have been calls for more examinations of artistic leaders and further development of aesthetic leadership constructs. A review of the extant literature, however, reveals no broad conceptual framework for leading aesthetically. In the attempt to fill this gap, grounded in emerging theories of leadership as art, we examined the historical case of the San Antonio Conservation Society and its prominent artist-leaders, Emily Edwards and Rena Maverick Green, to represent a hermeneutic approach to authentic aesthetic leadership.

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“…Качество жизни (благополучие) членов организации и его показатель -развитие человеческого потенциала -в современных исследованиях рассматриваются в разных аспектах. Это, например, социальная поддержка сотрудников в воспитании детей [1], гендерное равенство [2], культурное разнообразие в организации [3], организационно-психологические аспекты работы сотрудников [4], использование методов искусства в организации условий и процессов предприятия [5].…”

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Several aspects of students’ life quality at a university (a case study of Ural Federal University)

Габдулхаковна¹

2018

ОСПП

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Соколова Эльвира Габдулхаковна кандидат социологических наук, доцент кафедры управления персоналом и психологии Уральского федерального университета имени первого Президента России Б.Н. Ельцина НЕКОТОРЫЕ АСПЕКТЫ КАЧЕСТВА ЖИЗНИ СТУДЕНТОВ В ВУЗЕ (НА ПРИМЕРЕ УРАЛЬСКОГО ФЕДЕРАЛЬНОГО УНИВЕРСИТЕТА) Аннотация: Качество жизни студентов автор исследует через компоненты инфраструктуры организации (совокупности материальных условий), организационной структуры (совокупности полномочий и ответственности) и социально-психологических отношений (как части условий труда (учебы)). Эти компоненты представлены в оценках студентов с точки зрения соответствия их ожиданиям и представлениям о достойных условиях обучения. Оценки выявлены на основе опроса репрезентативной (пропорциональной) выборки студентов технических направлений Уральского федерального университета. Анализ качества жизни студентов позволяет диагностировать проблемы студенческой жизни, видеть направление социального диалога между сторонами, организационный и инфраструктурный потенциалы развития, возможности улучшения социально-психологических отношений, что в совокупности может обеспечить лучший результат обучения студентов, успешное построение ими профессиональной карьеры и в целом высокую эффективность деятельности вуза. Ключевые слова: качество жизни, условия труда (учебы), развитие человеческого потенциала, содействие занятости, социальный диалог, студенты вуза.

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The Role of the Arts in Organizational Settings

Cited by 14 publications

References 51 publications

“How” Narratology Narrows the Organizational Theory–Practice Gap

“How” Narratology Narrows the Organizational Theory–Practice Gap

Leading Aesthetically: Insights from the Founders of the San Antonio Conservation Society

Several aspects of students’ life quality at a university (a case study of Ural Federal University)

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