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Animating the classroom: Pedagogical responses to internationalisation

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)285-304
Number of pages20
JournalManagement Learning
Volume47
Issue number3
Early online date19 Aug 2015
DOIs
DateAccepted/In press - 19 Jul 2015
DateE-pub ahead of print - 19 Aug 2015
DatePublished (current) - 1 Jul 2016

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.

    Research areas

  • Drama, ethical leadership, ethnography, experiential learning, improvisation, internationalisation

    Structured keywords

  • MGMT Work Organisation and Public Policy

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  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Sage at https://journals.sagepub.com/doi/10.1177/1350507615598908 . Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 387 KB, PDF document

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