Search results
1 – 10 of 53The 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
Nancy Duxbury, Fiona Eva Bakas and Cláudia Pato Carvalho
Culture is increasingly recognized as a key component of local development, but this attention is largely focused on large cities. This paper aims to focus on the ways in which…
Abstract
Purpose
Culture is increasingly recognized as a key component of local development, but this attention is largely focused on large cities. This paper aims to focus on the ways in which the innovative, participatory action-research (PAR) methods of IdeaLabs and community intervention workshops are used by two projects with solidarity economy enterprise (SEE) participants to activate place-based cultural resources for local development in small communities.
Design/methodology/approach
An in-depth reflexive analysis undertaken by researchers involved in the two projects, taking a feminist ethics of care perspective, demonstrates the ways in which these two PAR methods promote local development with the goal of fighting against the economic, social and cultural degradation of small cities and rural areas.
Findings
The PAR methods used by the two projects examined stimulate place-based local development initiatives through collaboration and knowledge co-production among participants and researchers. The projects go beyond an instrumental view of the use of culture and the arts for local development to innovate and demonstrate new methodologies for more participatory approaches.
Originality/value
This paper addresses a gap in social economy literature, presenting methods that can be used in PAR projects to catalyse the use of culture as a local development tool by local SEEs.
Details
Keywords
Chern Li Liew and Victoria Passau
Online/Digital cultural heritage platforms have the potential to serve as empowering sites and tools for democratic participation, and for promoting social cohesion, acting as…
Abstract
Purpose
Online/Digital cultural heritage platforms have the potential to serve as empowering sites and tools for democratic participation, and for promoting social cohesion, acting as convergence points for diverse societal groups. They enable the gathering of multiple voices, including those of minorities and groups often marginalised in mainstream cultural heritage documentation. This research paper examines the ways in which these aspirations of cultural heritage platforms as meeting, learning and dialogic spaces for connecting and empowering online communities have been realised.
Design/methodology/approach
Using a qualitative design, interviews were conducted with users of New Zealand’s Auckland War Memorial Museum’s Online Cenotaph. Participants shared their experiences with the platform, perceptions of it as a collective social history resource and views on its role as a participatory space for online communities. They also discussed their expectations for its development as an online space for collective memorialisation.
Findings
Interviews revealed that users value Online Cenotaph for placing personal, publicly contributed memories and narratives alongside primary military sources. Participants expressed feelings of civic responsibility, social awareness and a sense of identity and connection through their use and contribution to this online commemorative space. The shift from a one-way flow of information from the Museum towards embracing public contribution embodying a high-trust approach, was a notable finding.
Originality/value
This research underscores the evolving role of museums and other GLAM institutions in recognising the importance of inclusivity, diversity and community participation. It provides insights into how digital cultural heritage social platforms can contribute towards these goals and promote social cohesion. This research is also a starting point for further studies on crowdsourcing and social Web activities on digital cultural heritage platforms as sites of community building through public participation and engagement in historical/cultural heritage narratives.
Details
Keywords
This paper aims to tentatively explore the benefits of placing art’s knowledge-building tradition, with its capacity to disrupt and reframe, at the centre of how we look at…
Abstract
Purpose
This paper aims to tentatively explore the benefits of placing art’s knowledge-building tradition, with its capacity to disrupt and reframe, at the centre of how we look at alternative organizing and alternative economic spaces, positioning lived experience, its uncertainties intact, at the heart of researching and practicing social enterprise (SE).
Design/methodology/approach
The paper explores indeterminacy through two case-study narratives, one of an academic arts-based research project and the other of a unique organization it encountered.
Findings
The paper describes the way juxtaposition, encounter and drift value indeterminacy as central to generative processes, challenging the control central to management and its research.
Research limitations/implications
The paper proposes that adopting an arts-based approach that challenges control can create a research instrument sensitive to similar tendencies in case studies, thus highlighting what is different and alternative about them. This responds to concerns about the diminishing centrality of SE’s democratizing ethic expressed in its scholarship, about creativity in its research and about its socially transformative potential.
Practical implications
The practice, by SEs of an approach welcoming chance, encounter, meandering paths and place-making with porous boundaries, proliferates transformative possibilities and is linked to democratization and participation.
Originality/value
Though dangerously challenging to accepted notions of academic rigour, this paper proposes an unusual thought experiment tied in with lived experiences, in themselves experimental in practice.
Details
Keywords
In the following theoretical article, the author generates a theory of Leadership Pedagogy and its connection to Creative Arts Education.
Abstract
Purpose
In the following theoretical article, the author generates a theory of Leadership Pedagogy and its connection to Creative Arts Education.
Design/methodology/approach
The article analyzes Leadership Theory across three pillars: Socio-relational, Cognitive and Creative, and how these areas underscore thoughtful and caring pedagogy and inclusive teaching in undergraduate education.
Findings
Drawing on the Scholarship of Teaching and Learning (SoTL), the article advocates for a flexible, multifaceted approach to curricular design rooted in theoretical pluralism, prioritizing interdisciplinary methods to bridge theory and practice in Creative Arts Education.
Originality/value
The article concludes with implications for future research and collaboration connecting Leadership Studies and the Arts.
Details
Keywords
Camillia Matuk, Ralph Vacca, Anna Amato, Megan Silander, Kayla DesPortes, Peter J. Woods and Marian Tes
Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However…
Abstract
Purpose
Arts-integration is a promising approach to building students’ abilities to create and critique arguments with data, also known as informal inferential reasoning (IIR). However, differences in disciplinary practices and routines, as well as school organization and culture, can pose barriers to subject integration. The purpose of this study is to describe synergies and tensions between data science and the arts, and how these can create or constrain opportunities for learners to engage in IIR.
Design/methodology/approach
The authors co-designed and implemented four arts-integrated data literacy units with 10 teachers of arts and mathematics in middle school classrooms from four different schools in the USA. The data include student-generated artwork and their written rationales, and interviews with teachers and students. Through maximum variation sampling, the authors identified examples from the data to illustrate disciplinary synergies and tensions that appeared to support different IIR processes among students.
Findings
Aspects of artistic representation, including embodiment, narrative and visual image; and aspects of the culture of arts, including an emphasis on personal experience, the acknowledgement of subjectivity and considerations for the audience’s perspective, created synergies and tensions that both offered and hindered opportunities for IIR (i.e. going beyond data, using data as evidence and expressing uncertainty).
Originality/value
This study answers calls for humanistic approaches to data literacy education. It contributes an interdisciplinary perspective on data literacy that complements other context-oriented perspectives on data science. This study also offers recommendations for how designers and educators can capitalize on synergies and mitigate tensions between domains to promote successful IIR in arts-integrated data literacy education.
Details
Keywords
Belinda Mary MacGill, Sangeeta Jattan, Dropati Lal, Babra Narain, Bec Neill, Teupola Nayaca, Alexandra Diamond and Ufemia Camaitoga
The purpose of this paper is to explicate the links between public pedagogy, ethics of care and storying as a methodology and method in Oceania.
Abstract
Purpose
The purpose of this paper is to explicate the links between public pedagogy, ethics of care and storying as a methodology and method in Oceania.
Design/methodology/approach
This paper explores the role of extended families as First Teachers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji. Using storying as methodology, the authors, three Australian and four Fijian academics, present three portraits to make visible the pedagogical entanglements of public pedagogy research in diverse community contexts. These portraits reveal the intersection and integration of extended family with the authors' community–family–child–informed pedagogical approaches, and the advantages of culturally located standpoints when working with iTaukei and Indo-Fijian communities. This article's unique contribution lies in its demonstration of the importance of an ethics of care approach in site-specific and contextually emerging pedagogical encounters.
Findings
The findings demonstrate the traditional role of First Teachers and carers in iTaukei and Indo-Fijian Early Childhood contexts in Fiji who use arts-based approaches to teaching and learning within a public pedagogical framework.
Research limitations/implications
The implications of the research highlight the need to address policy interventions that disrupt the value of First Teachers in community context and their role in values formations for young people in community.
Practical implications
The implications of the research can be addressed at the policy and international level where considerations of educational arrangements need to be understood.
Social implications
The social implications of this publication are the value of iTaukei and Indo-Fijian Early Childhood educators in Fiji, and their voices being heard and understood via a published academic journal.
Originality/value
This work is original and is a collaborative paper written between Australian and iTaukei and Indo-Fijian Early Childhood educators.
Details
Keywords
This article's purpose is to examine the case for the use of the theatre arts in the evaluation of UK City of Culture (UKCC) programmes, specifically headphone verbatim.
Abstract
Purpose
This article's purpose is to examine the case for the use of the theatre arts in the evaluation of UK City of Culture (UKCC) programmes, specifically headphone verbatim.
Design/methodology/approach
Through an analysis of secondary evidence, supported by some primary research, this article analyses past and present evaluation practices surrounding UKCC programmes and the case for headphone verbatim to be included as a method of gathering and distributing research data. The article also observes the challenges in how data may be disseminated through verbatim theatre performance practices, given the limited examples of its use in this context.
Findings
The author argues that the theatre arts can provide a different way of knowing and understanding the impacts of UKCC projects on the host city. Specifically, that headphone verbatim can bring an experiential perspective that is rarely if ever captured by existing UKCC evaluation methods and policymaking in general.
Originality/value
This article details an innovative method of evaluating social impacts associated with UKCC projects.
Details
Keywords
Maria Teresa Ferazzoli and Lily Kpobi
This paper aims to provide new insights into and offer potential solutions to the challenges encountered by mental health services working with remote, rural or underserved…
Abstract
Purpose
This paper aims to provide new insights into and offer potential solutions to the challenges encountered by mental health services working with remote, rural or underserved communities in the UK.
Design/methodology/approach
In this paper, the authors reflect on the utility of integrating conventional clinical approaches, with preventive care and empowering work within the community, to provide culturally sensitive and accessible mental health services. The authors describe an example of community intervention from a mental health service in Ghana designed to enhance reach within remote and rural communities and identify potential lessons for practice in the UK.
Findings
The partnership between community mental health services and the rural communities, including families and existing social frameworks, applies collaborative care to overcome the lack of resources and facilitate the acceptability of mental health services to the local population. There are a series of important lessons from this experience including the importance of understanding the culture of a community to optimise reach and the importance of working IN the community and WITH the community.
Originality/value
This paper is novel because it provides learning from a model of care applied in the global south that has potential for implementation with underserved populations in the UK. The authors suggest a reframing of the notion of community care to encompass existing frameworks of community, not merely a biomedical conceptualisation.
Details