Search results

1 – 10 of 97
To view the access options for this content please click here
Book part
Publication date: 24 November 2014

David Gilling

Few organisations exhibit the importance of physicality in leadership as explicitly as the symphony orchestra. While usually attributed to the direction of the conductor…

Abstract

Few organisations exhibit the importance of physicality in leadership as explicitly as the symphony orchestra. While usually attributed to the direction of the conductor my own experience suggests that leading in orchestral performance is grounded in physical relations between individuals and among instrumental groups across the orchestra as much as in the interaction between musicians and maestro. In order to further interrogate this experience while enhancing our understanding of onstage relations among orchestral musicians, I recently undertook research that employed an autoethnographic methodology underpinned by the phenomenology of Merleau-Ponty (2002, 2004) and the sense-making ideas of Weick (1995, 2001a). Using this method while drawing on ideas such as kinaesthetic empathy (Pallaro, 1995; Parviainen, 2002), the picture presented in what follows is one of leadership embedded in physical interaction among colleagues.

This interaction is, I suggest, based on sense-making and sense-giving activity that occurs in a ‘kinaesthetic loop’ that draws on and is generated by auditory, visual and gestural information given and received by individual musicians. This activity in turn mediates the acoustic space between musicians and thus, ultimately, determines how leadership and coordination in the orchestra are constituted. Rather than being disembodied products of dictatorial direction dispensed through the orchestra’s hierarchy, orchestral performance and leadership emerge in this more nuanced account as co-creative processes in which all the musicians on stage share responsibility.

Details

The Physicality of Leadership: Gesture, Entanglement, Taboo, Possibilities
Type: Book
ISBN: 978-1-78441-289-0

Keywords

To view the access options for this content please click here
Book part
Publication date: 24 November 2014

Donna Ladkin and Steven S. Taylor

Although within the leadership literature there is a body of research concerning the physical attributes of leaders, close examination reveals that much of it offers a…

Abstract

Although within the leadership literature there is a body of research concerning the physical attributes of leaders, close examination reveals that much of it offers a rather surface level of analysis. A number of studies, for example, attempt to correlate leaders’ height with their success, and attempts have been made to identify a relationship between leaders’ performance and their attractiveness. In this book, a range of scholars from differing perspectives delve below the apparent level of physicality to highlight its paradoxically ‘invisible’ aspects including: the impact of gesture, the way in which the physical is intrinsically interwoven with the social and the contradictory nature of bodily taboos. The book shows how each of these aspects plays an important role in the creation and maintenance of leadership relationships.

This chapter introduces three tussles we and our authors have faced in navigating this territory. Firstly, we have worked hard to find forms of writing which ‘point towards’ the experience of physicality. Realising that written language can never ‘be’ that experience (just as Magritte demonstrates with his painting, ‘Ceci n’est pas une pipe’ that the reproduction of the pipe is not the pipe itself) we have encouraged authors to contribute first-person accounts, in-depth case studies focused on individuals and even activities which involve the reader in order to evoke a sense of the physical. Secondly, we have endeavoured to distinguish the ‘inside-out’ phenomenon of ‘embodiment’ from the ‘outside-in’ occurrence of ‘physicality’. Finally, our authors have worked to reveal the mutual entanglement of social and material worlds, such that paradoxically, the physical reveals itself to be ‘in flow’ and continually in a process of ‘becoming’. After describing how we have sought to resolve these challenges, a taster from each chapter is offered. The chapter concludes by reasserting the importance of recognising the physical nature of the connection at the heart of human relationships experienced as leadership.

Details

The Physicality of Leadership: Gesture, Entanglement, Taboo, Possibilities
Type: Book
ISBN: 978-1-78441-289-0

Keywords

To view the access options for this content please click here
Article
Publication date: 1 March 2003

Olin E. Myers

Society’s relations to animals pose possible blind spots in sociological theory that may be revealed and illuminated by studying systems of human‐animal interaction. By…

Abstract

Society’s relations to animals pose possible blind spots in sociological theory that may be revealed and illuminated by studying systems of human‐animal interaction. By investigating whether and how animals enter into key processes that shape self and society we may determine the ways in which animals might be included in the core subject matter of sociology. An earlier discussion of the role of animals in sociology initiated by Weber is reviewed. Issues that debate raised about the extent of linguistically‐mediated human‐animal intersubjectivity are updated. It is in principle difficult to rule out animal languages, and some animals have acquired human language. But sociology may follow a more fecund empirical route by examining successful human‐animal performances produced by enduring interspecies relationships. Following this route, this paper specifically argues that the human self should be seen to take root in the available mixed species community. To show this, the work of G.H. Mead is revisited and corrected in light of recent work on early human development, and conceptual analyses of language, the body, and the self. The formation of the self is not dependent on only linguistic exchanges; a nonverbal nonhuman other can contribute to the self‐reflective sense of being a human self. Based on this reasoning, examples of studies of humans with wild and domestic animals illustrate the potential for a human‐animal sociology.

Details

International Journal of Sociology and Social Policy, vol. 23 no. 3
Type: Research Article
ISSN: 0144-333X

Keywords

To view the access options for this content please click here
Article
Publication date: 8 February 2016

Gaelle Beau

The purpose of this paper is to go beyond the leader-centric approach to highlight the shared leadership phenomena happening in organizations where there is no head…

Abstract

Purpose

The purpose of this paper is to go beyond the leader-centric approach to highlight the shared leadership phenomena happening in organizations where there is no head leader. Seeing interactions between the orchestra members through the lens of aesthetics is a useful way of understanding leadership phenomena.

Design/methodology/approach

The different approaches used are interviews, participant observation, analysis of video, photo materials and journalist review.

Findings

The managerial evidence says that without a head leader nothing is possible in organizations with a high level of complexity is not proved in a conductorless orchestra. The orchestra without a conductor shows that leadership is an aesthetic phenomenon. The conductorless orchestra is enhancing the sensitivity of organizational practices in a situation where beauty is a common goal to achieve. Studying leadership through the aesthetic lens is very relevant to understand this phenomenon, and shows that leadership is a co-construction between leaders and followers (and therefore negotiated).

Research limitations/implications

It has to be compared to a non “amateur” orchestra where power struggles are maybe more visible.

Originality/value

No study has been done on aesthetics and the no-conductor orchestra.

Details

Society and Business Review, vol. 11 no. 1
Type: Research Article
ISSN: 1746-5680

Keywords

To view the access options for this content please click here
Article
Publication date: 4 June 2019

Ben Walmsley

The purpose of this paper is to demonstrate how researchers in the field of arts marketing are gradually abandoning the traditional marketing concept in order to respond…

Abstract

Purpose

The purpose of this paper is to demonstrate how researchers in the field of arts marketing are gradually abandoning the traditional marketing concept in order to respond to established and emerging modes of audience engagement.

Design/methodology/approach

The study is based on a comprehensive content analysis of the past three decades of journal articles related to arts marketing.

Findings

The results of the content analysis highlight that a paradigm shift in arts marketing has occurred over the past two decades, from an overriding focus on neoliberal processes of consumption towards a relational, humanistic approach, which aims to enrich audiences and interrogate the wider value and impact of their arts experiences.

Research limitations/implications

The logical conclusion to be derived from this paradigmatic shift is that “arts marketing” is increasingly becoming an outmoded misnomer, which suggests the need for a fundamental reassessment of the traditional arts marketing concept.

Practical implications

In order to develop meaningful relationships with audiences, arts and cultural organisations should prioritise the long-term relational approaches offered by audience engagement over short-term tactical activities such as segmentation and promotion.

Originality/value

The paper advocates a radical reconceptualization of the field that would replace the transactional 4P model with a relational 4E model, derived from an adoption of theories, processes and practices related to the elements of experience, exchange, environment and engagement.

To view the access options for this content please click here
Article
Publication date: 31 January 2018

Rebecca O. Scott and Mark D. Uncles

Multisensory stimulation is integral to experiential consumption. However, a gap persists between recognition of the importance of multisensory stimulation and the…

Abstract

Purpose

Multisensory stimulation is integral to experiential consumption. However, a gap persists between recognition of the importance of multisensory stimulation and the research techniques used to study the effects of such stimulation on consumption experiences. This article draws on sensory anthropology to narrow the gap.

Design/methodology/approach

Sensory anthropology has the potential to help consumer researchers understand multisensory stimulation and its effect on consumption experiences. To highlight this potential, ethnographic fieldwork is reported for two related experiential settings: yacht racing and adventure racing.

Findings

It is shown how consumer researchers can apply concepts and data collection techniques from sensory anthropology to derive powerful insights into consumption experiences. A set of guidelines and examples is derived from the embodied concepts associated with sensory anthropology, namely, kinaesthetic schema, bodily mimesis, the mindful body and local biology. These concepts are used to comprehend how consumers experience sensations phenomenologically, understand them culturally and re-enact them socially.

Practical implications

By acknowledging and engaging the senses, researchers can acquire embodied information that would not be evident from the conventional interview, survey or experimental data. Sensory anthropology adds to what is known from psychological, social and cultural sources to enable organisations to differentiate their offerings by means of the senses and sensory expressions, not only in yacht and adventure racing but potentially in many other experiential settings, such as travel, shopping, entertainment and immersive gaming.

Originality/value

This article offers distinct and original methodological insights for consumer researchers by focusing on concepts and data collection techniques that assist the study of experiential consumption from an embodied and corporeal perspective.

To view the access options for this content please click here
Article
Publication date: 8 April 2014

Sheldene Simola

The purpose of this paper is to first, provide an interdisciplinary overview of the pedagogical perspective known as “embodied learning”; second, describe the particular…

Abstract

Purpose

The purpose of this paper is to first, provide an interdisciplinary overview of the pedagogical perspective known as “embodied learning”; second, describe the particular relevance of embodied perspectives for business ethics and business ethics education; third, introduce “relational sculpting” as a pertinent embodied technique in this context.

Design/methodology/approach

Content analysis of qualitative data on relational sculpting from n=50 participants in two sections of a required undergraduate course on business ethics was conducted.

Findings

Findings indicated that the use of relational sculpting was associated with increased emotional awareness of, and empathy for stakeholders; a more compelling sense of connection to ethical issues and the affected stakeholders; enhanced understanding of stakeholder perspectives; and, a stronger appreciation of interconnections among stakeholders, as well as of the situation as a whole.

Research limitations/implications

Future investigations could explore diverse other applications of relational sculpting and any implications these might have for learning effectiveness. Consideration could also be given to the viability, development, implementation and assessment not just of embodied techniques, but also, of integrated and coherent educational programs that are embodied in nature.

Practical implications

Step-by-step practical guidelines for using relational sculpting are provided. Additionally, comprehensive ethical guidelines for the use of innovative teaching methodologies such as relational sculpting are also provided.

Originality/value

Management scholars have recently advocated not only for increased ethics training in undergraduate and graduate curricula, but also for enhanced teaching and learning through the integration of diverse scholarly perspectives and innovations. This paper provides an interdisciplinary overview of the pedagogical perspective known as “embodied learning,” identifies its relevance for business ethics and business ethics education, and also introduces “relational sculpting” as a relevant embodied technique.

Details

Journal of Applied Research in Higher Education, vol. 6 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

To view the access options for this content please click here
Book part
Publication date: 18 December 2016

Stephanie A. Peak, Emily J. Hanson, Fade R. Eadeh and Alan J. Lambert

In a diverse society, empathy would intuitively seem to represent a powerful force for social good. In particular, we expect empathic people to tolerate (rather than…

Abstract

In a diverse society, empathy would intuitively seem to represent a powerful force for social good. In particular, we expect empathic people to tolerate (rather than reject) attitudes that might be different from their own, and to resolve and/or avoid (rather than escalate) potential disagreements with others. Some research supports this benign view of empathy, but somewhat surprisingly, there is a “dark” side to empathy, one that can sometimes exacerbate attitudinal conflict. That is, empathy can often be parochial, in the sense that people are inclined to reserve their compassion for others only when they are deemed to be worthy of such support. In this chapter we review classic and contemporary research on the light and dark side of empathy, and consider its implications for the kinds of dynamics that could potentially emerge when people encounter people and ideas that are different from their own.

Details

The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

To view the access options for this content please click here
Article
Publication date: 11 January 2019

Jessica I. Rutherford

The purpose of this paper is to provide an overview of a Learning Programme designed around the animation film-making process, contextualising abstract concepts to address…

Abstract

Purpose

The purpose of this paper is to provide an overview of a Learning Programme designed around the animation film-making process, contextualising abstract concepts to address the cognitive limitations of children with foetal alcohol spectrum disorders (FASD).

Design/methodology/approach

Animation production is tactile, multimodal and multisensory which allows for wide application alongside traditional learning tools, targeting multiple learning pathways with its visual, auditory and kinaesthetic approach. Individuals with FASD require information to be explained in a concrete way to enable them to process and understand. Most information can be drawn, providing a visual to assist the individual, but we must also consider abstract concepts which require further explanation or a series of drawings to display the concepts development. Animation, however, allows us the opportunity to make abstract concepts concrete, contextualising the concept in a visualisation of the child’s story, narrated with their voice and designed to represent their world, in a film produced entirely by them, therefore allowing opportunity for a therapeutic approach to learning through storytelling. This learning tool is designed to be implemented in a specifically designed therapeutic learning environment to enhance the benefits of participation from both educational and therapeutic perspectives.

Findings

A review of relevant literature highlights a significant connection between animation, the learning needs of those with FASD and the need for a therapeutic learning environment. This is a proof of concept study, demonstrating the value and potential of animation film making in this new area of practical application. The study closely considers the learning environment from a therapeutic perspective and aims not only to develop a learning tool but to also define the optimum therapeutic learning environment. The study is therefore untested at this stage.

Practical implications

Phase 2 of this ongoing research study seeks to explore additional benefits of participation and engagement with the process in an educational and therapeutic context. Considerations of the therapeutic learning environment will be further explored to determine the optimum setting to support the ongoing learning of this pedagogically bereft (Carpenter, 2011) population. Phase 2 also aims to clarify therapeutic benefits as additional outcomes of participation in this programme.

Originality/value

The proposed learning tool and therapeutic learning environment outlined in this paper is an original contribution to knowledge and if found to be successful, could offer significant opportunities for a therapeutic approach to education for this population and others.

Details

Advances in Dual Diagnosis, vol. 12 no. 1/2
Type: Research Article
ISSN: 1757-0972

Keywords

Content available
Article
Publication date: 22 November 2019

Xanthippi Tsortanidou, Thanasis Daradoumis and Elena Barberá

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology…

Abstract

Purpose

This paper aims to present a novel pedagogical model that aims at bridging creativity with computational thinking (CT) and new media literacy skills at low-technology, information-rich learning environments. As creativity, problem solving and collaboration are among the targeted skills in twenty-first century, this model promotes the acquisition of these skills towards a holistic development of students in primary and secondary school settings. In this direction, teaching students to think like a computer scientist, an economist, a physicist or an artist can be achieved through CT practices, as well as media arts practices. The interface between these practices is imagination, a fundamental concept in the model. Imaginative teaching methods, computer science unplugged approach and low-technology prototyping method are used to develop creativity, CT, collaboration and new media literacy skills in students. Furthermore, cognitive, emotional, physical and social abilities are fostered. Principles and guidelines for the implementation of the model in classrooms are provided by following the design thinking process as a methodological tool, and a real example implemented in a primary school classroom is described. The added value of this paper is that it proposes a pedagogical model that can serve as a pool of pedagogical approaches implemented in various disciplines and grades, as CT curriculum frameworks for K-6 are still in their infancy. Further research is needed to define the point at which unplugged approach should be replaced or even combined with plugged-in approach and how this proposed model can be enriched.

Design/methodology/approach

This paper presents a pedagogical model that aims at bridging creativity with CT, collaboration and new media literacy skills.

Findings

The proposed model follows a pedagogy-driven approach rather a technology-driven one as the authors suggest its implementation in low-tech, information-rich learning environments without computers. The added value of this paper is that it proposes a novel pedagogical model that can serve as a pool of pedagogical approaches and as a framework implemented in various disciplines and grades. A CT curriculum framework for K-6 is an area of research that is still in its infancy (Angeli et al., 2016), so this model is intended to provide a holistic perspective over this area by focusing how to approach the convergence among CT, collaboration and creativity skills in practice rather than what to teach. Based on literature, the authors explained how multiple moments impact on CT, creativity and collaboration development and presented the linkages among them. Successful implementation of CT requires not only computer science and mathematics but also imaginative capacities involving innovation and curiosity (The College Board, 2012). It is necessary to understand the CT implications for teaching and learning beyond the traditional applications on computer science and mathematics (Kotsopoulos et al., 2017) and start paying more attention to CT implications on social sciences and non-cognitive skills. Though the presented example (case study) seems to exploit the proposed multiple moments model at optimal level, empirical evidence is needed to show its practical applicability in a variety of contexts and not only in primary school settings. Future studies can extend, enrich or even alter some of its elements through experimental applications on how all these macro/micromoments work in practice in terms of easiness in implementation, flexibility, social orientation and skills improvement.

Originality/value

The added value of this paper is that it joins learning theories, pedagogical methods and necessary skills acquisition in an integrated manner by proposing a pedagogical model that can orient activities and educational scenarios by giving principles and guidelines for teaching practice.

Details

Information and Learning Sciences, vol. 120 no. 11/12
Type: Research Article
ISSN: 2398-5348

Keywords

1 – 10 of 97