Mangan, AML, Kelemen, ML and Moffat, S (2015) Animating the classroom: Pedagogical responses to internationalisation. Management Learning, 47 (3). pp. 285-304. ISSN 1461-7307

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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.

Item Type: Article
Additional Information: This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Sage at Please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: Drama, ethical leadership, ethnography, experiential learning, improvisation, internationalisation
Subjects: N Fine Arts > N Visual arts (General) For photography, see TR
Divisions: Faculty of Humanities and Social Sciences > School of Humanities
Depositing User: Symplectic
Date Deposited: 28 Sep 2015 08:45
Last Modified: 10 Jul 2018 10:20

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