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1 – 10 of over 93000The 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.
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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.
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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.
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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.
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Shelley Margaret Hannigan and Jo Raphael
This paper explains a collaborative self-study research project that included an evolving arts-based inquiry (ABI) approach. The combined experiences of a visual artist/art…
Abstract
Purpose
This paper explains a collaborative self-study research project that included an evolving arts-based inquiry (ABI) approach. The combined experiences of a visual artist/art educator and a drama educator, informed the design and use of ABI strategies to investigate practices of Australian teacher educator-researchers. These strategies are shared along with results from interviews that reveal the dynamics and value of this particular model of ABI within a larger research project.
Design/methodology/approach
ABI was included in the methodology of collaborative self-study. It involved listening to participants’ arts-based and written responses then basing the next provocations on these outcomes. This gave ownership to the group members and reinforced the community of practice foci.
Findings
ABI challenged academic identities and practices. It allowed for more enjoyment in the workplace, for reflection and reflective practice to develop. It provided opportunities for shifting perspectives and perceiving teaching practice differently, inspiring more creativity in teaching. It also improved relationships with co-workers and held the group together.
Research limitations/implications
The authors share this research to recommend others a way to collaborate within group research projects.
Practical implications
The authors found it vital to have a co-ABI facilitator from within the group to collaborate with, in order to develop the most appropriate ABI provocations within an emerging research project.
Social implications
This model of research can generate honest and in-depth insights for participants (members of a community of practice) as to how and why they do the work (practices) they do.
Originality/value
The study’s use of ABI offers an original perspective in the use of this methodology.
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Anne Pässilä, Allan Owens and Maiju Pulkki
The purpose of this paper is to conceptualise “Learning Jam” as a way of organising space, time and people through arts-based pedagogies in work-based learning. This form of…
Abstract
Purpose
The purpose of this paper is to conceptualise “Learning Jam” as a way of organising space, time and people through arts-based pedagogies in work-based learning. This form of encounter originated in Finland to challenge functional silo mentality by prioritising polyphony. Through the use of a “kaleidoscopic pedagogy”, arts-based initiatives are used to collectively and subjectively reconsider practice.
Design/methodology/approach
The research design is grounded in one of a series of Learning Jams co-created by practitioners from the field of arts and arts-based consultancy and academics from the field of arts, arts education, innovation and management, learning and development. The focus was on exploring the value of each participants work-based learning practice through the lens of an Arts Value Matrix. Rancière’s critical theory was used to frame the exploration. The research questions asked; what are the ingredients of this creative, transformative learning space and in what ways can the polyphonic understandings that emerge in it impact on work-based learning?
Findings
Findings of this study centre around alternative ways of being in a learning setting where we do not defer to the conventional figures of authority, but collectively explore ways of organising, where the main idea is to lean on something-which-is-not-yet.
Research limitations/implications
A key research implication is that teaching in this context demands reflexive and dialogical capabilities for those who hold the role of organising and facilitating spaces for learning and transformation. The main limitation is in stopping short of fully articulating detailed aspects of these capabilities.
Originality/value
The originality and value of the practice of Learning Jam is that managers and artists explore the potential of operating as partners to develop new ways of working to realise organisational change and innovation.
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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.
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– The purpose of this paper is to consider the dynamics of submitting arts-based research in a climate that is dominated, in the UK, by the social sciences.
Abstract
Purpose
The purpose of this paper is to consider the dynamics of submitting arts-based research in a climate that is dominated, in the UK, by the social sciences.
Design/methodology/approach
It begins by taking a view on arts-based research, considering mainly Eisner and Dewey but exploring the possibilities of other forms such as baroque research. It goes on to look at some examples of arts-based research that has been carried out, funded by the Arts and Humanities Research Council. The authors conclude by saying that interdisciplinary research, while being encouraged by research councils, is also made more difficult by these same research councils’ funding structures.
Findings
The authors consider that this has an effect on defining what educational research is and could be. The authors argue that this is important not only in relation to the range of disciplinary perspectives that can be drawn upon within educational settings, for example, the need to engage with disciplines such as English, History, Philosophy, Music and Fine Art, but also in relation to methodological understandings of how research should be conducted within educational settings.
Originality/value
The research studies are arts based but with an original educational orientation.
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Emma Rich and Kerrie O’Connell
Purpose – The purpose of the chapter is to introduce visual methods and, more specifically, arts-based forms of visual methods, as an innovative and emerging research approach…
Abstract
Purpose – The purpose of the chapter is to introduce visual methods and, more specifically, arts-based forms of visual methods, as an innovative and emerging research approach within the study of sport and physical culture. The chapter examines the use of art and aesthetics as research data and as a representation issue. It draws upon the case of a research-based arts exhibition to represent and communicate research on bodies.
Design/methodology/approach – The chapter details an international collaborative research project exploring the impact of health policies and their imperatives on schools in the United Kingdom, Australia and New Zealand. The research formed the focus of an arts-based exhibition involving artists’ interpretations of the authors’ research findings. The chapter addresses salient epistemological and ontological issues of ‘representation’ and ‘interpretation’ in visual methods.
Findings – The chapter reveals how the use of arts-based approaches to research do not simply ‘represent’ research, but are constructive in the generation of new insights and forms of knowledge.
Research limitations/implications – The challenges of using arts-based and visual approaches to research are highlighted, particularly in terms of issues of knowledge interpretation. The ways in which these methods allow for lines of sight into life that written texts do not are highlighted.
Originality/value – The chapter provides an introduction to the use of arts-based visual methods in sport and physical culture research. Rather than focusing on visual methods solely as an approach to the collection of data, the chapter extends the discussion around visual methodology to include its use as a form of interpretation that generates and translates knowledge from a new perspective.
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