TY  - CHAP
AB  - Purpose Teaching executive courses always raises the challenge of how to deal with the tension between theory and practice. The present chapter analyses the use of experiments in practice as a pedagogical approach to deal with this tension in Master’s programmes.Design/methodology/approach The empirical data comprise eight qualitative interviews with former students, exam papers and participant observations during the course ‘Experimental Management Practice’ over a period of five years.Findings The course requires the participants to experiment with their (managerial) practice and make these experiments the learning material and stepping stone for formulating problems in new ways. We argue that it is fruitful to make a distinction between practical problems and knowledge problems, and that playful shifts back and forth between the two forms of problems can provide learning. We also argue that it is important to observe the distinction between the role of the manager and the role of the student in order to meet ethical challenges, inevitably raised by experimenting with practice. Finally we argue that the experimental teaching practice can be conceptualised as a monstrous pedagogy, as the pedagogy creates a liminal zone with hybrid characteristics.Research limitations/implications The chapter provides new conceptualizations of the tensions between theory and practice based on our experiences from one degree programme. It would have been interesting to study other executive programmes and which pedagogy they use fort dealing with this tension.Practical implications Many Master’s programmes draw empirical data from the students’ own practice into the teaching. We argue that using experiments is highly useful to identify some of the general challenges inherent in analyses of one’s own practice. It does not solve the tension between theory and practice but creates new challenges, potentialities, dilemmas and insights.Originality/value We suggest using ‘monstrosity’ as an umbrella term for ‘hybrid’ and ‘liminality’ of the complex relations that are at play in further education of practitioners. We compare the idea of the monstrous to the notion of educating ‘reflected practitioners’, and we argue that in a situation where the public manager is expected to define his/her own role, we might be better off educating a ‘monstrous practitioner’ instead of a ‘reflecting’ one.
VL  - 5
SN  - 978-1-78635-080-0, 978-1-78635-079-4/2045-7944
DO  - 10.1108/S2045-794420160000005010
UR  - https://doi.org/10.1108/S2045-794420160000005010
AU  - Knudsen Hanne
AU  - Adriansen Hanne Kirstine
PY  - 2016
Y1  - 2016/01/01
TI  - Experimenting with Practice – A Monstrous Pedagogy
T2  - Developing Public Managers for a Changing World
T3  - Critical Perspectives on International Public Sector Management
PB  - Emerald Group Publishing Limited
SP  - 183
EP  - 204
Y2  - 2024/04/20
ER  -