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11 – 20 of over 19000Summer F. Odom, Anthony C. Andenoro, M’Randa R. Sandlin and Jaron L. Jones
Leadership educators are faced with the challenge of preparing students to serve organizations and people in dynamic and ever changing contexts. The purpose of this study was to…
Abstract
Leadership educators are faced with the challenge of preparing students to serve organizations and people in dynamic and ever changing contexts. The purpose of this study was to examine undergraduate leadership students' self-perceived level of moral imagination to make recommendations for moral imagination curricula. Moral imagination is the foundation of moral decision-making, which is critical to develop for aspiring leaders. It also has the potential to develop resilience and hardiness in organizations and people, which is paramount for community sustainability. Students in leadership courses at two universities were surveyed to measure their level of moral imagination in terms of three constructs: reproductive, productive, and creative imagination. One hundred fifty-one leadership students completed the instrument. It was found that participants had moderate moral imagination abilities with their highest scoring abilities in productive imagination. Recommendations lie in educational opportunities, curricula structure, and teaching techniques.
The purpose of this study is to examine employee imagination and implications for entrepreneurs of China. In 2015, the European Group of Organization Studies released a call for…
Abstract
Purpose
The purpose of this study is to examine employee imagination and implications for entrepreneurs of China. In 2015, the European Group of Organization Studies released a call for papers highlighting poor knowledge of employee imagination in organizations. To address this need, the current study hypothesizes employee imagination consisting of seven conditions common to the organizational experience of Chinese Entrepreneurs.
Design/methodology/approach
The current paper reviews the Chinese enterprising context. Cases from China are used to illustrate the effects of proposed conditions and their value for entrepreneurs and innovators in businesses undergoing change.
Findings
Employee imagination underpins and conditions how Chinese employees make sense of their organizations and better understand the process of organizational change. From the viewpoint of human resource management, emphasis on coaching and developing imagination enables businesses to stay competitive and adapt to environmental demands such as lack of information, too much information or the need for new information.
Research limitations/implications
The proposed conditions apply to the Chinese context; however, their application to wider contexts is suggested and requires attention.
Practical implications
Employee imagination was found to be a powerful tool, which facilitates the process of organizational change management.
Originality/value
Theoretically, the research adds new insights to knowledge of a poorly understood organizational behavior topic – employee imagination. Practically, the research findings provide mangers with knowledge of conditions, which could be adopted as powerful tools in facilitating organizational change management.
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Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a…
Abstract
Purpose
Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that foregrounds the critical imagination might take.
Design/methodology/approach
This argument is illustrated through analysing two sets of data that contain embodied enactments of contested gender issues across different modes and genres. Data from student teachers’ embodied enactments of contested gender issues and from their writing on these issues were analysed thematically.
Findings
A crucial aspect of the critical imagination entails creating pedagogical spaces that mobilise affect and empathy alongside criticality. Embodied literacy work across different modes and genres can play a significant role in facilitating the critical imagination by enabling students to enact, perform and immerse themselves in different discourses, ultimately generating new insights and ways of seeing.
Research limitations/implications
Data was drawn from a relatively small sample of 30 assignments in the context of teacher education in South Africa. More empirical research needs to be conducted across a wider range of contexts.
Practical implications
The paper provides a theoretical framework and practical ideas for implementing a critical writing pedagogy that foregrounds the critical imagination and thus could be used in both teacher education contexts and school literacy classrooms.
Originality/value
This paper challenges critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy.
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The purpose of this paper is to highlight the parallels between the ethical concept of moral imagination and the psychoanalytical concept of active imagination. A model combining…
Abstract
Purpose
The purpose of this paper is to highlight the parallels between the ethical concept of moral imagination and the psychoanalytical concept of active imagination. A model combining both concepts is then proposed and discussed. The paper argues that such synthesis is necessary to understand the process of moral deliberation, as well as to foster more consistent moral choices in organisations.
Design/methodology/approach
The paper is conceptual, and builds upon relevant literature from the field of business ethics and analytical psychology.
Findings
Imagination is a thoroughly ambivalent concept, which can be used to pursue moral as well as immoral goals. Moral imagination is an important element influencing decision making, but its quality depends on the state of balance of the psyche. A sound and effective moral imagination must be grounded in a healthy psyche, and needs the assistance of active imagination (or other similar activities) to achieve this. Such inner work is especially necessary for leaders to clarify their moral values and capabilities.
Research limitations/implications
The Active and Moral Imagination (AMI) model proposed has not been empirically tested; therefore its implications are tentative at this stage. The paper does not discuss in detail other psychological activities which may be complementary to active imagination.
Practical implications
Managers and leaders should reflect on their own unconscious, so as to understand the deeper mechanisms influencing their decisions and behaviours.
Originality/value
The paper presents an interdisciplinary approach to the role of imagination in ethics.
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Spencer J. Maxcy and Stephen J. Caldas
An increasingly popular argument proposes that the problems inpublic schooling may be solved through stronger, more morallyimaginative leadership. School administrators ought to…
Abstract
An increasingly popular argument proposes that the problems in public schooling may be solved through stronger, more morally imaginative leadership. School administrators ought to set forth a vision growing out of this moral responsibility, and may be trained to utilise moral imagination in directing teachers and students towards certain moral visions. A critique of the argument is presented and alternative (and conflicting) meanings of “moral imagination” surveyed. Four models of moral imagination are located: as discovery; as moral authority; as faculty of mind, and as super science. It is argued that each of these conceptions has inherent difficulties. The logical relationship of these views is explored. The notion of “school leadership” is traced in the literature as it has been attached to “moral imagination”. The work of W. Greenfield is examined and a philosophy of school administration, with certain assumptions, regarding values and authority, that reveal key difficulties for the unfettered use of “moral imagination” in school administration, is found. It is concluded that “moral imagination” ought to be replaced with “critical imagination”, coupled with “democratic value deliberation” and by so doing a richer leadership will result, leading to the empowerment of teachers and a fuller serving of the public good.
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Manveer K. Mann and Yuping Liu-Thompkins
This study aims to examine gender differences in the impact of imagining product use on purchase decisions. The authors argue that while imagination can enhance purchase intention…
Abstract
Purpose
This study aims to examine gender differences in the impact of imagining product use on purchase decisions. The authors argue that while imagination can enhance purchase intention for female consumers, it can be detrimental to male consumers. This study explores the conditions under which imagination can be turned into a positive device for male consumers.
Design/methodology/approach
Three experimental studies were conducted. The first two studies illustrate the differential effects of imagination on males vs females. Given the negative effect found among males, the third study focused exclusively on male consumers to identify conditions under which the negative impact of imagination on these consumers can be alleviated.
Findings
Studies 1 and 2 show that while an imagination tactic has positive or no effect on female consumers, a generic imagination request lowers male consumers’ purchase intention. Focusing on potential ways of alleviating this negative effect, Study 3 shows that for males without prior brand ownership experience, imagining product use in a less-typical context can increase purchase intention.
Research limitations/implications
The results provide evidence that gender impacts the effectiveness of imagination in improving product evaluation. Furthermore, the context of imagination and previous brand experience can be used together to determine how male consumers respond to imagination.
Practical implications
The study’s findings warn against the blind use of imagination tactics. Instead, retailers need to customize imagination tactics based on gender, previous brand experience and product usage context.
Originality/value
To the best of the authors’ knowledge, this is one of the first papers to examine the impact of gender on the influence of imagination on product evaluation.
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The primary objective of this paper is to explore how space organizations can incorporate children and imagination in their accountability-based accounting and decision-making…
Abstract
Purpose
The primary objective of this paper is to explore how space organizations can incorporate children and imagination in their accountability-based accounting and decision-making processes.
Design/methodology/approach
This study centers on stakeholder engagement with children, specifically examining the drawing competition associated with the CHaracterising ExOPlanet Satellite (CHEOPS) space exploration mission. We employ a multidimensional research design consisting of both an interpretive approach to the 2,748 space-related drawings submitted by children across Europe to the CHEOPS drawing competition in 2015 and a content analysis of 46 media releases published by ESA and the University of Bern, the key partners of the CHEOPS mission.
Findings
Our analysis of the children’s drawings and the CHEOPS media releases indicates that the related organizations account for some of the children’s visions and imaginations, but shortcomings exist in addressing the ethical and space environmental concerns related to space exploration. We explore implications for the space accounting agenda by applying the critical dialogic accountability framework proposed by Dillard and Vinnari (2019), which allows for a discussion on an outline for action by incorporating intergenerational equity (Thomson et al., 2018) and moral imagination (Werhane, 1999).
Originality/value
This study offers a novel exploration of a largely overlooked yet crucial stakeholder group: children. By focusing on their unique perspectives and imaginative capabilities, the paper brings forth the voices of those who will inherit the future of space exploration. Employing children’s drawings as a medium of symbolic communication, this research study offers fresh insights into their perceptions, particularly relevant to space accounting. This innovative approach not only enriches the literature on stakeholder engagement and accountability but also provides space organizations with valuable guidance on fostering inclusivity and ensuring that the interests of future generations are considered in decision-making processes.
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Since the rise of rationalism (Bond, 1935) the imagination has often been considered too subjective, and at times regarded with scholarly skepticism (Burke, 2008). Yet, imagination…
Abstract
Since the rise of rationalism (Bond, 1935) the imagination has often been considered too subjective, and at times regarded with scholarly skepticism (Burke, 2008). Yet, imagination seems to provide basic psychological functions for the human intellect and our understanding particularly of large problems (Hillman, 1975), (Winnicott, 1971). More than the mere ‘fancy’ criticized by Dr Johnson (Havens, 1943), the imagination serves both speculative and interpretive functions, displaying distinct use of cerebral imagery to solve complex environmental and interpersonal challenges. Yorke (2013) argues that humans experience the world dialectically, interpreting everything as cause and effect. Imagination plays a vital role in these universal narratives, shaping our cultural heritage, expression and experience (Zittoun & Gläveanu, 2018). Our oldest tales feature monsters, creatures who are often more interesting and memorable than the heroes who fight them. Halberstam (1995) theorises that monsters are meaning machines. Monsters serve an admonitionary role, and their transgressive nature defines them while displaying a distinct visuality. Like imagination, monsters enable us to analyse and approach difficult topics in innovative ways.
H. P. Lovecraft is one of the most influential horror writers of the twentieth century (King, 1985). Imagination, the visual and the monstrous find a unique balance in his works. Using Lovecraft's copious correspondence, his drawings and his 1927 short story The Call of Cthulhu as a lens, the relationships between imagination, the visual and the monstrous are examined. These postulate an underlying mutual interdependence between the normative and the monstrous and suggest Lovecraft's imaginative use of the visual and monstrous to transgress the bounds of conventional epistemologies and experiences, thereby displacing the anthropocentric focus of conventional narratives.
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Raida Abu Bakar, Rosmawani Che Hashim, Sharmila Jayasingam, Safiah Omar and Norizah Mohd Mustamil