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This chapter analyzes art-based methods that focus on the deliverables required from the student in an academic exchange.

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.

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.

Recognizing that empowering the complexity of expression liberates access to knowing abilities and independent critical learning.

Ecological systems comprise interdependent human and other living beings, along with their life-giving natural environments. The sustainability of such systems has become a critical global concern, both generally and in relation to business practice. This chapter considers the cultivation of care among business students as one important way of fostering engagement with such concern, with particular attention given to a specific and under-attended area in business research and practice: that of human sustainability. In order to overcome potential limitations of diverse and often disparate streams of research on care, this chapter considers Mayseless’ (2016) integrative framework for understanding caring motivation, and builds upon the four points of intervention for cultivating care that were articulated within that framework. Extant pedagogical research within business and management is used to elaborate additional insights and methods for developing caring skills, caring values, caring teaching and learning communities, and a more extensive vision of care that includes those who might be unknown, different from or distant to us. The framework, insights, methods, and examples discussed in this chapter provide a foundation that can help guide future care-related, ecologically focused pedagogical research and practice.

It is no surprise that artists rely closely on their senses to create, develop, and perform their art. Musicians rely on what they hear, dancers rely on their proprioceptive sense and sense of movement, and painters rely on their vision. They rely on these senses to make decisions during creation and performance. At the same time their art can be seen as an exploration of what humans can experience through the senses. Developing the capacity to sense is an integral part of art education that is valued as highly as learning technical skills, such as the musician’s mastery of the instrument, the dancer’s mastery of the body, and the painter’s mastery of color and brush techniques.

In management education, things are different. Relevant techniques are taught, but no special attention is given to developing the ability to sense. There is an implied assumption that managers already know how to do this. However, on a two-day MBA course, it became clear that not only is this assumption wrong, but moreover the traditional pedagogical formats used seem to actively limit the participants ability to sense. The result is leaders who know techniques for enacting leadership, but due to their underdeveloped ability to sense, are unable to apply these techniques appropriately in practical settings.

I consider the significance of just one silence in strategy research – it revolves around the ‘I’ which brings in matters of biography, epistemology and reflexivity. While different epistemic communities have their investigative conventions or protocols and allied evaluative criteria which either silence or give voice to an ‘I’, developments in the philosophy of science and the sociology of knowledge suggest the need to account for two particular and intertwined aspects of reflexivity. The first rests on C. Wright Mills' assertion that ‘craftsmanship is the centre of yourself’, and in this paper I share four snippets of autobiographical reflection outlining the crystallization of my interests and the sociological ‘eye’ which I bring to the study of strategic management. Second, the ways the established or taken-for-granted socio-politico-ethical orders routinely reproduce as legitimate (or not) particular ways of seeing-researching and thus, particular I's, is also woven into this account. My own intellectual ‘home’ of ethnomethodology is one where constitutive reflexivity is central and shows that the field of research interest – strategy work/strategizing – and our own practice of trying to understand this field are both a reflexive accomplishment.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

An approach to social responsibility in higher education will be proposed in this chapter and informed by a canon of literature and theorizing on critical pedagogy (Darder, Baltodano, & Torres, 2009; Freire, 1971; Giroux, 2011). Rooted in the work of education theorist Paulo Freire (1971, 1993) critical pedagogy embodies a set of critical dispositions about community, politics and education. Freire (1971, 1993) posited the nature of hope through transformative action in communities in which community empowerment arises from emerging critical consciousness and informed action. In common with the ideals of university–community partnerships critical pedagogy connects both to a community development mission and to an educational mission. However, though these principle philosophies of critical pedagogy may be inferred in the literature on civic universities, on higher education and public engagement and on wider aspects of social responsibility in higher education (Goddard & Kempton, 2016; UPP, 2019; Webster & Dyball, 2010), the chapter will explore how they may be more centrally located in analysis and in practice development.

We revisit the problem of redesigning the Master in Business Administration (MBA) program, curriculum, and pedagogy, focusing on understanding and seeking to tame its “wicked problems,” as an intrinsic part and challenge of the MBA program venture, and to render it more realistic and relevant to address major problems and their consequences. We briefly review the theory of wicked problems and methods of dealing with their consequences from multiple perspectives. Most characterization of problems classifies them as simple (problems that have known formulations and solutions), complex (where formulations are known but not their resolutions), unstructured problems (where formulations are unknown, but solutions are estimated), and “wicked” (where both problem formulations and their resolutions are unknown but eventually partially tamable). Uncertainty, unpredictability, randomness, and ambiguity increase from simple to complex to unstructured to wicked problems. A redesigned MBA program should therefore address them effectively through the four semesters in two years. Most of these problems are real and affect life and economies, and hence, business schools cannot but incorporate them into their critical, ethical, and moral thinking.

Contemporary societies face serious environmental and social challenges that require decisive action. In the 1970s, Environmental Education (EE) was conceived as an important method for raising awareness and bringing about the needed changes in social practices that can lead to environmental protection and more recently sustainable development (transforming EE to Education for Sustainability (EfS)). Since then, many EE/EfS programmes have been implemented and some change has been observed despite the persisting problems. EE/EfS – especially when aiming to change behaviours – has been akin to critical pedagogy which aims to prepare independent and critical thinkers and empowered citizens that can effectively address social problems. What pedagogical approaches and educational methods are more effective in bringing about changes in attitudes and social practices? What instructional design and practices facilitate this transformation? What are the challenges? These are questions that have troubled environmental educators and are worth reflecting on in the present context of knowledge societies and Higher Education that is significantly impacted by a neoliberal ideology.

This chapter aims to contribute to the ongoing discussions around these questions, via a dialogue between theory and practice. A discussion of critical theory and pedagogy and of EE/EfS is counterposed with theoretical reflections and insights from the author's more than three decades of teaching experience (primarily in Greece). A discussion of the instructor's key pedagogical influences and the evolution of her (my) instructional practices follows, with the aim to identify instructional practices that have a transformative potential, within the context of the challenges and the facilitating parameters of contemporary societies and educational contexts. The instructor's self-reflections and students' qualitative comments are used in a variety of research methods: a self-study research approach drawing on the author's self-reflections as instructor and an analysis of students' qualitative comments in course evaluations and other informal evaluative situations.