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The purpose of this paper is to show the relevance of teachers’ extra role behaviour towards improving students’ learning efficacy status. This study examines the intervening role of art-based teaching pedagogies, i.e. involvement of different forms of art during the traditional teaching session between extra role behaviour and students’ learning efficacy.

The statistical test results showed that teachers’ extra role behaviour is significant for improving and strengthening students’ learning efficacy. Further, the moderation analysis showed that if art is integrated with teachers’ extra role behaviour, the effect on learning efficacy of students will increase. Art-based teaching pedagogies suggest involvement of art in teaching practices. Multiple regression analysis was conducted to evaluate the direct effect of extra role behaviour on students’ learning efficacy with the intervening role of art-based teaching pedagogies.

Results indicated a linear effect of teachers’ extra role behaviour on students’ learning efficacy and that art-based teaching pedagogies had an indirect effect (mediation) on students’ learning efficacy.

The study will bridge the gap between academic initiatives taken and its overall implementation in primary and secondary schools.

Inclusive organizations believe in integrating all toward synergistic outcomes. However, the extent to which inclusive education plays their role toward inclusive organizations requires more explorations. Therefore, the purpose of this paper is to provide a theoretical model exploring authentic leadership (AL) as a predictor of inclusive organization in an Indian school context.

The paper theoretically develops a model to explore and establish inclusive classroom (IC) settings in emerging nations.

The study further provides academic optimism (AO), a latent term comprising collective efficacy, faculty trust and academic emphasis as its dimensions to intervene the linkage between AL and IC. Since teaching pedagogies help teachers to express their real intentions, this study also posits art-based innovation pedagogy as a future-oriented art pedagogy to strengthen the effect of teachers’ AO on IC.

This study will benefit the practitioners and academicians to re-design their policies and practices in developing nation education system.

This article offers an up‐to‐date overview of the emergent practice of arts‐based learning in business. First, arts‐based learning is situated within the broader arts in business context as well as our present reality of the economic downturn. Then, the article shares why arts‐based learning has emerged as a new pedagogy in management education. Next, a working definition of arts‐based learning is shared as well as an exploration of how others are conceiving it. Lastly, the article turns attention to the question, what are the strengths and limitations of arts‐based learning, and suggests a couple leading‐edge management education programs that are framed by arts‐based learning approaches.

In addition to the author's expertise in arts‐based learning and his role as executive of one of the world's premier institution's of arts‐based learning in management education/leadership development, the author exchanges ideas with a number of prominent business leaders, artists and respected management educators from around the globe, whose comments about arts‐based learning in business color the ideas presented in the article – adding texture and a richer perspective.

This article directly addresses what has changed since the 2005 special edition of the Journal of Business Strategy. Of course – the economic downturn. And, now, more than ever, this article asserts, that leaders are looking to arts‐inspired creativity, as a means to realize the upside of the downturn. The article asserts an integral role for the arts to play in an organization's efforts to create a culture of innovation – which is central to business strategy in the economic downturn. More specifically, the article documents how new ways of working together in business (resultant from the continued emergence and growth of the knowledge economy) will require new ways of learning how to work together. This article suggests that arts‐based learning may offer such a new way of learning how to work together.

This article affords the reader insights to how arts‐based learning may enable your strategic actions and the innovation upturn that you're being asked to deliver.

The present study aims to statistically prove the theoretical model on inclusive higher education provided by Srivastava and Shree (2019), which analyzes the effect of authentic leadership (AL) on inclusive classrooms (ICs) with the intervening role of academic optimism (AO) and art-based innovation pedagogies.

This current study collected data through a questionnaire method from higher education faculty and the faculty's immediate leaders. Statistical methods like descriptive analysis, confirmatory factor analysis (CFA) and multiple regression analysis were conducted to evaluate the variables, model fit and hypothesis, respectively.

The results indicated a positive effect of AL on ICs via the partial mediating role of AO. However, unlike the proven theoretical model, the moderating role of art-based innovation pedagogy between AO and the IC was not supported.

The implications of this study advanced the theoretical aspect of the model while providing managerial suggestions that can be applied to support the development of ICs in educational institutions.

To examine how an interest in art can be harnessed to accelerate one's success as a leader of innovation.

The introduction of eight patterns of beauty as a framework for observation and insight were found have the potential to change the way people see the world, leading to new possibilities and new business opportunities. Anecdotal evidence is drawn from case studies for consumer products organizations, such as Polaroid, public relations firms, and technology companies, participating in arts‐based training and engaging in innovation initiatives. Follow up interviews conducted by the writer confirmed new vantage points and connections acquired, as a result of the training, fostered continuous improvement in creative leadership practices.

After five to ten years leaders continue to use methods learned in the art‐based training to generate imaginative business ideas.

The writer's experiential learning indicates potential and lasting impact of arts‐based training. This calls for diligent consideration of beauty as part one's professional development as a future leader of innovation in business.

This chapter uses reflexive praxis to advance a framework for developing creative virtuosities for entrepreneurs based on four interrelated aspects: finding their own voice and passion at work; unleashing creativity and imagination at work; working collaboratively toward innovation; and handling complexity and integrative thinking. These four creative virtuosities emerged from observations and exploratory interviews with training program participants on five different occasions in Turkey, the UK, and Canada. They are illustrated through four arts-based metaphors: poetry; theater; orchestra; and jazz. The core premise of this chapter is that these four virtuosities can provide entrepreneurs with a sound basis and a wealth of knowledge on developing creative solutions to new socioeconomic challenges of prospective radical technological and economic changes.

The objective of this paper is to develop practice and theory from Augusto Boal's dialogue technique (Image Theatre) for organisational use. The paper aims to examine how the members in an organisation create dialogue together by using a dramaturgical storytelling framework where the dialogue emerges from storytelling facilitated by symbolic representations of still images.

The study follows the lines of participatory action and art‐based research. The data are collected from 13 dramaturgical work story storytelling sessions in four different organisations. The research design belongs to the tradition of research‐based theatre, which implies artful inquiry, scripting and performance in research.

The paper presents a model for organisational dialogue. The model illustrates the dramaturgical storytelling of work story which influences problem shifting in a positive way.

The limitations of this study are related to the scope of the research. The Scandinavian cultural context facilitates an open, bottom up process. More case studies in different kinds of environments should be conducted. In the future it might be advantageous to conduct more longitudinal studies on how organisations can nurture continuous dialogue.

Work story as a dialogue practice facilitated members from the same occupational groups to share experiences with each other and construct common interests by investigating unstructured and uncertain social situations at work.

The paper combines research fields that explore art‐based initiatives within organisations, workplace learning and innovation research.

This chapter addresses relevant academic discourses and theory development in the cross-disciplinary fields where the arts and business meet. Three specific discourses are investigated: the arts for business, the arts with business and the arts’ disruptive business (or against business). The manner of the investigation reflects the overall tone and approach of this book in that it includes an introductory review of the relevant literature as a means of distilling the key themes and theories that have emerged in this research field. The chapter will thus also add some reference value to the key questions of academic debate about the arts and businesses: where have we come from and where are we now? Some speculation on ‘where we are going’ is also included.

Precise and accurate observation, what we see, and the perception of emotion, what we sense and feel, lead to a more reliable evaluation and thus to better management of complex situations. Therefore, perception, observation and judgement are critical success factors in fostering innovation leadership at individual and team levels. This chapter outlines how these aspects need to be considered to facilitate the discovery, reflection and implementation of new ideas and solutions. We look at scientific areas such as neuroscience and positive psychology and apply the research to different professional areas. Based on this, we introduce ‘Coaching with Art’ as a method to train perceptiveness as a quality for self and team leadership to better cope with the challenges and opportunities of innovation processes.

In today’s hypercompetitive, digital-first, knowledge-based economy, organizational creativity has never been more important as a potential source of competitive advantage. The foundation stone for every innovation is an idea and all ideas are born of creativity. The innovation process thus starts with creativity and the new ideas it yields are ideally based on insights that will lead ultimately to novel outcomes (such as new products, services, experiences or business models) and thereby to a sustainable competitive advantage. In established businesses, until relatively recently, creativity was called on only for specific, often high-profile occasions, for ‘hackathons’ or for major ‘innovation jams’, but today it is an essential, everyday necessity of routine work. However, attaining the right level of creativity from within is a challenge for many organizations and so they need to establish an appropriate and effective way to import it into their teams, projects and, ultimately, culture. The arts are a pure, unadulterated form of creativity. Mindsets, processes and practices from the arts can give organizational creativity a significant boost and can potentially offset the creative deficit in an organization. Here, the illustrative cases and practices that demonstrate how the arts can have a positive impact on business are examined.