A Mangan - Animating the classroom - Pedagogical responses to internationalisation.pdf
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Animating the classroom: Pedagogical responses to internationalisation
Abstract
Internationalisation of the postgraduate classroom has become a feature of UK business schools, but traditional seminar-led learning often does not suit international students’ learning needs. This article reports on a pilot project that used experiential drama workshops, held in a local theatre, as a response to the challenges created by internationalisation. As part of a collaborative auto-ethnography between two academics and a theatre practitioner, the article focuses on a theatre workshop where UK and Chinese MA Management students (the latter being the majority) were given full creative control to create a theatrical performance about the collapse of Enron. We outline how the project provided students with an opportunity to learn about ethical leadership through a series of experiential drama exercises and how it equipped the lecturers with tools and understandings that were subsequently used to teach leadership and critical management studies in a more inclusive way. We conclude by discussing the benefits of using drama techniques to address internationalisation challenges and urge business schools with a large international cohort to engage in a degree of pedagogical risk-taking in order to foster alternative ways of learning that are more inclusive and experientially based.
Journal Article Type | Article |
---|---|
Acceptance Date | Aug 19, 2015 |
Publication Date | Aug 19, 2015 |
Publicly Available Date | Mar 29, 2024 |
Journal | MANAGEMENT LEARNING |
Print ISSN | 1350-5076 |
Publisher | SAGE Publications |
Volume | 47 |
Issue | 3 |
Pages | 285-304 |
DOI | https://doi.org/10.1177/1350507615598908 |
Keywords | Drama, ethical leadership, ethnography, experiential learning, improvisation, internationalisation |
Publisher URL | https://doi.org/10.1177%2F1350507615598908 |
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