NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1315003
Record Type: Journal
Publication Date: 2021-Dec
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1052-5629
EISSN: N/A
Studio Practices in Management Education: Creative Adventures in Aesthetic Formativeness
Mack, Kathy S.
Journal of Management Education, v45 n6 p889-915 Dec 2021
As collaborative artistic inquiries, studios challenge logical--analytical approaches to knowledge. Studio activities entail materializing artifacts to explore a range of management and organization issues. Theoretical references are currently needed to keep pace with the growing interest in studio-informed pedagogy. Inspired by organizational aesthetics, my article engages with Luigi Pareyson's hermeneutic-aesthetic philosophy of production and theory of formativity for new understandings on the art of "learning-by-making" studio practices. Based in sensory knowing, formativity--conceptualized as aesthetic formativeness--denotes how artistic "making/doing" unfolds through trial and error, socio-material processes involving simultaneous invention and production. Building on previously established analytical distinctions for studying formativeness dynamics in practice, studio experimentations with two distinct MBA cohorts are explored. Excerpts from these studio accounts guide the reader through students' creative formative adventures. Extensions to the initial conceptual framework are put forward with the aim of contributing more nuanced aesthetic insights on studio-based education. Practical implications and future directions are considered.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A