Search results
1 – 10 of 842
This chapter analyzes art-based methods that focus on the deliverables required from the student in an academic exchange.
Abstract
Purpose
This chapter analyzes art-based methods that focus on the deliverables required from the student in an academic exchange.
Methodology/approach
The study will focus on a group of second-year Master’s students who, accompanied by an artist-coach and a researcher, were asked to produce an artwork reflecting their views on the technical or theoretical issues in accounting. These works were invented and realized in a four-day workshop and exhibition organized by the students.
Findings
Student submissions were found to fit into four types of outcomes: instrumental, developmental, directed, and embedded. The first two are produced by the processes mobilized in art-based teaching, while the second two are linked to the specific form of the artwork engaged in by the teaching process. Observing that few theories have explored the range of outcomes attributable to the form, the author draws on the experiment as well as Winnicot’s concepts of transition and intermediate objects to define the specific transformative quality of art forms. By investigating the special area where the delimitations between the self and the world are blurred and changing, the art-maker student adopts a posture of a natural researcher who creates knowledge at the moment he defines his self — or to put it differently, through art-making, the student produces his/her self and his/her knowledge at the same time.
Originality/value
Recognizing that empowering the complexity of expression liberates access to knowing abilities and independent critical learning.
Details
Keywords
Mansi Gupta and Rakesh Mohan Joshi
This study aims to provide a structured and comprehensive synthesis of studies of the art infusion phenomenon, which describes the influence of art on consumers’ perception and…
Abstract
Purpose
This study aims to provide a structured and comprehensive synthesis of studies of the art infusion phenomenon, which describes the influence of art on consumers’ perception and evaluation of a product with which that art is associated. Further, this study aims to identify the issues in the literature and suggest future research directions.
Design/methodology/approach
Publications relevant to the art infusion phenomenon until 2021 were identified through a systematic literature review. Subsequently, the 35 retrieved articles that met the selection criteria were evaluated using descriptive and content analyses.
Findings
This literature review brings to light the origin, significance, evolution and development of the art infusion phenomenon. This study highlights the catalogue of drivers of this phenomenon and illuminates the interrelationships among the factors through a conceptual model using the stimulus-organism-response (SOR) paradigm.
Research limitations/implications
This study adds to the art infusion literature by synthesizing extant studies and presenting a comprehensive overview of the subject, thereby motivating its prorogation and becoming a single point of reference for scholars.
Originality/value
The art infusion phenomenon has become a dominant theoretical pillar in the fields of arts and branding. However, little effort has been made to systematically review research on the phenomenon and consolidate its findings. To address this gap, this study first identifies and categorizes the factors that influence the art infusion phenomenon using the SOR paradigm. This study then creates a conceptual model that elucidates the interrelationships among the key elements of the phenomenon.
Details
Keywords
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
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.
Details
Keywords
The purpose of this paper is to focus on arts-based interventions as a management tool for personal, team and organisational development. How have management teams implemented art…
Abstract
Purpose
The purpose of this paper is to focus on arts-based interventions as a management tool for personal, team and organisational development. How have management teams implemented art in their organisations, and toward what end? The literature has focused predominantly on a single case, creating many possibilities of constructing arts-based interventions. Yet, a typology is still missing. This paper examines various arts-based interventions and their underlying principles from a business perspective.
Design/methodology/approach
The paper is based on a systematic review of the literature in English and German, with special consideration for articles and books within the field of business.
Findings
The typology presented in this paper, based on a mapping of the field, should contribute to a more coherent understanding of arts-based interventions. My goal is to provide researchers with a more structured perspective for approaching this academic area. Furthermore, the findings suggest that over and above the various types of arts that can be introduced to organisations, there are three basic principles for the achievement of this goal.
Research limitations/implications
This paper presents a mapping of the cases in literature on arts-based interventions and presents a coherent understanding of ways of bringing art into organisations.
Practical implications
The three underlying principles presented in this paper should assist practitioners in designing arts-based interventions for specific problems.
Originality/value
This paper provides assistance to consultants, business executives, leaders, managers, researchers and students for understanding the basics of arts-based interventions. Furthermore, it provides a structure for the body of literature on cases of arts-based interventions.
Details
Keywords
Arts-based cooperations between business and the arts create innovative solutions for companies by introducing artistic practices. Cooperations of this nature are predominantly…
Abstract
Purpose
Arts-based cooperations between business and the arts create innovative solutions for companies by introducing artistic practices. Cooperations of this nature are predominantly prepared and implemented by intermediaries who act as “matchmakers” and bridge the cultural clash. The paper aims to discuss these issues.
Design/methodology/approach
For the present study on the function of such intermediaries, qualitative data material from interviews and case studies on arts-based cooperations was collected and analysed.
Findings
This paper analyses the results from an institutional economics perspective. By drawing on transaction cost theory and information economics, the findings are transformed into an intermediation theory of arts-based cooperations. The theory postulates that intermediaries are able to reduce transaction costs as well as the risks which are contingent on asymmetric information. Involving an intermediary produces cost advantages compared to direct contact between companies and artists.
Originality/value
The analysis illuminates an important but heretofore neglected aspect of arts-based initiatives thus providing an indication for their successful implementation.
Details
Keywords
Charlie Yang, Ekaterina Ivanova and Maria Ivanova
Historically business education has put greater emphasis on rational analysis and the acquisition of instrumental and technical knowledge, while paying relatively scant attention…
Abstract
Historically business education has put greater emphasis on rational analysis and the acquisition of instrumental and technical knowledge, while paying relatively scant attention to developing business students’ soft skills such as self- and social awareness and emotional intelligence through contemplative learning. In light of the growing need for more open and diverse ways of knowing that are more holistic, emotional, and aesthetic in management education, the authors present a 2 × 2 framework of arts-based pedagogy which helps organize various arts-based practices currently used in management education. The authors also share their personal reflections on using artful practices, specifically focussing on two individual-level experiential learning activities (i.e. museum visits and e-portfolio projects) and one group-based participatory art project. The authors further discuss why creative thinking and innovative arts-based practices can open up a new possibility for filling the gaps in current management education, especially in regard to developing students’ self- and social awareness and environmental consciousness in a more creative manner.
Details
Keywords
The world of work is constantly evolving such that the Workforce in the previous era was driven by the need for stability and is now driven by the desire for creative disruption…
Abstract
Purpose
The world of work is constantly evolving such that the Workforce in the previous era was driven by the need for stability and is now driven by the desire for creative disruption. While firms must respond to the challenges and dynamics continuously, employees must be ready for any upcoming change to progress despite the turbulence and attain a competitive position. This paper's focal theme is Workforce agility – the ability of employees to respond to and make the most out of changes. Studies on the personal factors affected by changes, in turn, influencing Workforce agility have been scarce. The authors propose a conceptual model with propositions to address this gap. Additionally, the authors propose an employee-centric experiential training practice to foster agility.
Design/methodology/approach
The authors have employed conceptual description methodology to build propositions about the personal factors influencing Workforce agility and an arts-based intervention to enhance it.
Findings
Intermodal arts-based intervention (IABI) can influence employees' epistemic curiosity, which aids with managing ruminative thoughts, thus enhancing Workforce agility, while dispositional joy moderates this relationship.
Practical implications
The proposed “Intermodal Arts-Based Intervention (IABI)” can help firms move from a traditional training-based approach to an experiential one to foster their Workforce's agile capacities. Considerations for its implementation are explained.
Originality/value
This study is one of the first attempts to integrate multiple art forms as a change management practice. The conceptualized model also brings out the adaptive and maladaptive aspects of epistemic curiosity and rumination and the role of joy in promoting agile behaviors.
Details
Keywords
Anugamini Priya Srivastava, Vimal Babu and Swati Krutarth Shetye
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…
Abstract
Purpose
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.
Design/methodology/approach
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.
Findings
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.
Originality/value
The study will bridge the gap between academic initiatives taken and its overall implementation in primary and secondary schools.
Details
Keywords
This paper proposes that a developed awareness of and openness to diversity supports people management and also the ability to work in an ever more complex business environment…
Abstract
Purpose
This paper proposes that a developed awareness of and openness to diversity supports people management and also the ability to work in an ever more complex business environment. Diversity begins from an understanding of one's own diversity – the richness of one's own history, skills, capabilities and passions. This diverse awareness is a key management and leadership competence. The paper aims to describe how the V&A uses its own diverse collections to advance this perspective. It seeks to focus on the V&A Innovative Management & Leadership program, a Masters accredited development program, and the use of arts‐based learning methods.
Design/methodology/approach
The paper describes two arts based learning approaches: projective techniques and illustration of essence methods.
Findings
The paper analyses career progression of V&A staff on the innovative program. It finds a retention rate of 77 per cent and a promotion rate of 50 per cent and suggests this correlates to a saving of approximately two salaries per ten participants each year.
Practical implications
The paper promotes the use of arts based learning methods and it also recognizes the importance of context. The V&A works with “what is”, i.e. what its environment provides. The paper considers whether this is a wider methodology that might be employed in non arts organizations.
Originality/value
With the rising use of art‐based methods in organizational development and change, this paper supports the suggestion that there is a large research agenda left to engage. It proposes a more focused piece of research with both arts and non arts organizations.
Details
Keywords
Brandon A. Knettel, Anna Oliver-Steinberg, M.J. Lee, Hillary Rubesin, Naomi N. Duke, Emily Esmaili and Eve Puffer
The refugee journey is fraught with challenges before, during and after resettlement. There is a critical need for mental health support upon arrival, and refugees face language…
Abstract
Purpose
The refugee journey is fraught with challenges before, during and after resettlement. There is a critical need for mental health support upon arrival, and refugees face language, cultural and logistical barriers. Arts-based therapies are a promising approach to mitigating such barriers. The purpose of this study was to elicit professional stakeholder perspectives on mental health challenges among refugees, the value of arts-based programs and future directions.
Design/methodology/approach
The authors conducted three 90-min focus groups with 19 professional stakeholders in North Carolina, USA. This included mental health professionals, professors and community services/resettlement workers. Participants were identified from professional networks and snowball sampling. Each group was held by videoconference, audio recorded and transcribed. Data were analyzed through a team-based approach using applied thematic qualitative analysis.
Findings
Interviewees described a need for targeted, culturally compatible mental health services for refugee families, including trauma-informed, family-focused services with language interpretation. Arts-based therapies were viewed as highly acceptable and culturally responsive approaches for understanding distress and building resilience and less stigmatizing than traditional mental health services. Services in schools and community settings would further reduce stigma and minimize logistical barriers. Participants identified needing strong, culturally sensitive assessment tools to measure treatment progress as a key future direction.
Originality/value
The study offers novel insights into the value of arts-based approaches and considerations for program development. The next phase of the project will obtain the perspectives of refugee parents and children to understand client preferences for arts-based therapies.
Details