Business & Economics Collected Works - Research Publications
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ItemRetomando Freire: uma Perspectiva Australiana das Epistemologias Indígenas e do Currículo Universitário(Pedro & João Editores, 2024-03-12)
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ItemNo Preview AvailableHow artists can help us perceive organizational dysfunction and broken-ness differently(The Art of Management and Organization, 2024)This paper considers what organizations might learn from artists and the aesthetic devices they employ in the production of art that deals with dysfunction and broken-ness. By introducing these conditions as central to the redrawing of art’s remit following the existential crises and traumas of the 20th and 21st Centuries, it positions them as central to the critical contestation of what defines ‘functionality’ at an organisational level. From problematising the binarism of (and, consequently, the drawing of the boundary between) dysfunctional|functional and broken|fixed, I offer an organizational alternative as presented by artists. The work of German artist Joseph Beuys (1921–1986) and Venezuelan artist Alejandra Ghersi (1989–) has been selected for the insights they offer to support this task. This paper explores their re-constitution of aesthetic registers (such as harmony, beauty, rhythm, and tone) as an organizational act, and positions the resulting ‘transformative dissonance’ as metaphor for a condition of post-binary organization. By focusing on each artist’s determined non-binarism and the associated aesthetic construct of their respective work, this paper presents approaches to dysfunction and broken-ness that accept dissonance as a natural organizational phenomenon, that then, from this (dis)position of acceptance, avail themselves to the pursuit of organizational transformation.
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ItemExperimentalism as Aesthetic Entrepreneurialism: a (sonic) pedagogical offering(The Art of Management and Organization, 2023)(Hear…) Here, my sonic practice[1] navigates the nexus between aesthetics, organization and pedagogy. It does so in a curious entrepreneurial spirit. Upon encountering the essay ‘How art becomes organization: Reimagining aesthetics, sites and politics of entrepreneurship’ (Holm & Beyes, 2022), I was taken by the authors’ comparison (or conflation) of art and entrepreneurialism; particularly the reading of their “power to experiment with how the social is apprehended, organized and inhabited” (Holm & Beyes, 2022, p. 227). I considered the place of sonic experimentation in this entrepreneurial context, with apprehending, organizing, and inhabiting as necessarily pedagogical pursuits.
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ItemSense and sensibility: measuring and evaluating the impact and value of aesthetic experience in teaching and learning(British Educational Research Association, 2022)BERA Conference abstract Sense and sensibility: measuring and evaluating the impact and value of aesthetic experience in teaching and learning In its unholy trinity with climate change and political extremism, COVID19 continues to shape a period of unparalleled existential crisis, leaving Higher Education to navigate the challenging terrain between transformation and survival. Educators, rising to the challenge, are engaging motifs of humanism, sustainability and inclusivity to protect the learning experience, sometimes uncomfortably shoehorning them into the dominant neo-liberal imperative of measurable growth and scalability (Riemer, 2021; Spector, Shreve & Daniels, 2021). As educators seek deeper insight into how best to navigate this terrain, an increasing focus on the experiential dimension is notable (Lizzio, Wilson & Simons, 2002; Baeten, et. al., 2010). Starting from the fundamental question of if (or to what extent) this experience itself affects outcomes and graduate attributes, this paper presents the aesthetic (and associated emotional) experience of teaching and learning as a topic of significance. In doing so, it seeks to address the lack of attention to aesthetic experience in the Scholarship of Teaching and Learning (SoTL); more specifically, the paucity of literature contextualised for HE. Currently, any scholarship around aesthetic experience in teaching and learning is almost exclusively focused on K-12 and/or arts-based pedagogies and curricula (Hinchcliffe, 2011; Webster & Wolfe, 2013; Lewis, 2009, Thyssen, Doull & Olusoga, 2021). Beyond presenting the definitional and theoretical foundations of aesthetic experience, this paper maps the development of a methodological framework designed to measure the impact and value of this experience in teaching and learning. Metanalyses have identified upwards of 30 such measures (Schindler, et. al., 2017), however, this is the first categorised as a pedagogical measure. The participants in this study are academic teaching staff and students from a Faculty of Business and Economics at a large public university in Melbourne, Australia. Using a simple, four-quadrant matrix to determine which course ‘experience’ and student cohort to engage, it was concluded that mapping the experience of a single cohort of students within a single course would be the best means by which to evaluate the impact and value of aesthetic experience in teaching and learning (see Diagram 1). This paper describes the conditions determining the need for intervention, and the engagement with course facilitators or coordinators to support and stage the intervention. The preliminary review of the pre-intervention conditions considers three dimensions of the learning experience: 1. Teaching delivery: • What is the approach and/or mode of teaching? Is it a traditional lecture/tutorial format, workshop based or external WiL? Is it delivered as a located, online or hybrid course? 2. Learning environment: • What is the nature of the learning environment? In most respects this will be in alignment with the approaches/modes; is it a large lecture hall, a small tutorial setting, a clinic or studio or an external business? What roles do the Learning Management System or other virtual environments play? 3. Curriculum design and course content: • How thoughtfully has the curriculum been designed and content curated? Is it well-structured and paced? Is it manageable and does it ‘make sense’? What is its relation to other courses? Is there a large amount of reading material or does it incorporate multimedia-driven content? Does it provide active or authentic learning opportunities? The paper then describes how, in response to this review and these questions, certain aesthetic interventions or devices can be applied to address any unsatisfactory or disengaging experiences identified. Moreover, it considers how these extend beyond merely enhancing the transmission of knowledge, to how they develop experiences that enhance graduate outcomes and attributes. Finally, the paper explains how this impact and value might be measured and evaluated, describing the data collection and analysis by way of participant observation, interviews and a written response survey to determine what, if any, benefits the changed approaches and conditions elicit. The associated conference session will engage attendees in an activity that applies some of the experiential interventions and devices proposed and provide a ‘snapshot’ of the value of aesthetic experience to teaching and learning. The session will then conclude with a discussion about contingencies, alternatives and potential risks or hurdles.
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ItemSenses working overtime: locating aesthetics in Higher Education research in times of crisis, uncertainty and disruption(European Educational Research Association, 2022)During 2020-2021, the Higher Education landscape was reshaped by the paradoxical conditions of transformation and survival, with COVID-19 forging an unholy trinity with climate change and political extremism to shape an era of unparalleled existential crisis. Educational researchers have leapt to the challenge, engaging motifs of humanism, sustainability and inclusivity (and allied pedagogies) awkwardly shoe-horning them into the dominant neo-liberal imperative of measurable growth and scalability (Riemer, 2021; Spector, Shreve & Daniels, 2021). Drawing from the broader traditions of aesthetic philosophy, and honed with organisational and pedagogical aesthetic theories, this paper considers three, interconnected areas of educational research that can be enriched during these times of crisis: 1. The pedagogical perspective, or aesthetic pedagogy 2. The academic and the organisation, or organisational aesthetics 3. The learner experience of higher education, or aesthetic learning experience This paper provides both a theoretical framework and applicable strategies to each area to build a better appreciation of how aesthetics can be embedded in future educational research. In doing so it asks the following questions, contextualised for each research area: 1. What is the current gap in the research and supporting resources? 2. Why is it important? 3. What can we do about it? To the pedagogical perspective; this paper observes a paucity of research into the sensori-emotional experience of learning in higher education and practical advice for developing pedagogies that enrich these experiences. It is important to address this weakness in the research as it reinforces the primacy of cognitivist approaches to teaching. This section proposes ways of augmenting current teaching practice with approaches that can enhance the learning experience and associated outcomes. It demonstrates how these enhancements occur and what the improved outcomes mean for graduates and society. To the academic and the organisation, this paper proposes a deeper engagement with the aesthetic experience of the institutions of higher learning, by way of re-energising the post-COVID appreciation of the value of such institutions. Framing the work of OA theorist Antonio Strati to the context of HE organisations (predominantly the university) To the learner experience, the paper recognises the work that has been done that tends to be K-12-centric, taking relevant theory and practice while re-contextualsing for the undergraduate and graduate learner. This is an important action to ensure that there is not something in this literature that educational researchers are missing. From this point, we can discern if, or what strategies have potential for incorporating into curricula or learning spaces and interfaces. This can include a range of matters that affect diversity and inclusion policies (accessibility, sensory) and the located (learning space design) or virtual (LMS interface design) experience of learning. Finally, it presents the ecosystemic conditions in which all three areas co-exist and enable a normative state of engagement with aesthetics
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ItemSense and sensibility: How (and why) an understanding of aesthetics is integral to experiential learning( 2022-06-28)Conference presentation
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ItemProjecting innovation in higher education: An Australian study(Higher Education Research and Development Society of Australasia, 2020)This paper presents the findings of a preliminary study that reviews the literature detailing the historical trajectory of innovation in higher education. It contextualises this history for the 21st Century university (specifically for its developments in teaching and learning). Against this backdrop, the study interrogates the ontological disconnect of the university serving its community while also being a driver for change. A scoping study and textual analysis of the innovation strategies of all 40 Australian universities is presented. Per conjecturam, the study poses the question; if every university purports to be innovating in teaching and learning, how might a university reconsider its interpretation and representation of innovation in this space so as to become genuinely innovative?
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ItemThe Evolving Role of Internal Organization Development Offices in Higher Education: Perspectives from Australia and the United States(Organization Development Network, 2021)Internal organization development offices, scholars, and practitioners have an important role to play in helping organizations and their leaders navigate the ambiguity, complexity, and disruption posed by the COVID-19 pandemic and in helping them repair, recover, and reinvent for a post-pandemic future. Given the wide range of contemporary challenges and the need for leaders at levels of higher education to engage directly with these challenges, internal organiza¬tion development offices will need to straddle both operational and humanis¬tic imperatives. This article provides an overview of two internal organization development offices—one in Australia and one in the United States—and how these offices have evolved to best meet the short-term and long-term needs of university colleagues.