Turning to Learning: Organising Reflection and Creating Space for Reflexive Practices via Arts Based Initiatives
AffiliationUniversity of Lapeenranta, University of Chester
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AbstractThe purpose of this study is concerned with ‘inclusive growth’ (Europe2020) in the sense of having a clear agenda to develop new skills and jobs as well as new skills for new jobs. We draw on research into conceptualisations of new leadership and management such as Eraut, M. (2000) Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, pp. 113–136; Raelin, J. (2004) Don't bother putting leadership into people. Academy of Management Perspectives August 1, vol. 18 no. 3 pp.131-135; Raelin, J. (2007) Academy of Management Perspectives December 1, 2007 vol. 6 no. 4 pp. 495-519. Our contribution is to discuss innovation potential through the idea of creating a broader participatory orientation where employees, managers, stakeholders, customers/end users and scholar’s needs, expertise and views can be utilized to develop new practices and ways of organizing reflection (Vince 2002; Pässilä & Vince, forthcoming; Vince & Reynolds 2009) and creating space for reflexive practices (Antonacopoulou 2004; Cotter 2014; Pässilä et. al 2013).
CitationPassila, A., Owens, A. & Sproedt, H. (2015). Turning to learning: Organising reflection and creating space for reflexive practices via arts based initiatives. Paper presented at: 31st EGOS Colloquium Organizations and the Examined Life: Reason, Reflexivity and Responsibility, European Group for Organizational Studies, July 2-4, 2015, Athens, Greece
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