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Working with the potential of arts-based learning: Making sense and leaving ‘business as usual’ behind in an art seminar

hal.structure.identifierUniversité Lumière - Lyon 2 - UFR de Sciences économiques et de gestion [UL2 UFR SEG]
dc.contributor.authorFlamand, Guillaume
hal.structure.identifierDauphine Recherches en Management [DRM]
dc.contributor.authorPerret, Véronique
dc.contributor.authorPicq, Thierry
dc.date.accessioned2023-04-03T10:07:13Z
dc.date.available2023-04-03T10:07:13Z
dc.date.issued2022
dc.identifier.issn1350-5076
dc.identifier.urihttps://basepub.dauphine.psl.eu/handle/123456789/24613
dc.language.isoenen
dc.subjectArtistic initiativesen
dc.subjectArts-based learningen
dc.subjectBusiness educationen
dc.subjectMeaning-construction processesen
dc.subjectQualitative researchen
dc.subject.ddc650en
dc.titleWorking with the potential of arts-based learning: Making sense and leaving ‘business as usual’ behind in an art seminaren
dc.typeArticle accepté pour publication ou publié
dc.description.abstractenThe purpose of this study is to contribute to the interest in arts-based learning as part of the growing literature on artistic initiatives in business contexts, by advancing the understanding of the potential of arts-based business learning that people can yet fail to benefit from. We draw on Weick’s framework for how people construct meaning in organized situations and on a qualitative study of an art seminar in business education to consider arts-based learning in the face of pitfalls that can prevent people from engaging in approaches that differ from their usual ones and from which they can learn. We show that people can benefit from the potential of arts-based business learning when collective meaning-construction processes such as sensemaking or sensegiving can unfold and work in an iterative, active and intense way, to take people towards new experiences. Our study also highlights the usefulness of taking a perspective centred on ongoing collective meaning-construction processes and of focusing on both learning activities and learning situations when studying business learning.en
dc.relation.isversionofjnlnameManagement Learning
dc.relation.isversionofjnlvol53en
dc.relation.isversionofjnlissue2en
dc.relation.isversionofjnldate2022
dc.relation.isversionofjnlpages190-211en
dc.relation.isversionofdoi10.1177/1350507621990256en
dc.relation.isversionofjnlpublisherSageen
dc.subject.ddclabelGestion : généralitésen
dc.relation.forthcomingnonen
dc.description.ssrncandidatenon
dc.description.halcandidateouien
dc.description.readershiprechercheen
dc.description.audienceInternationalen
dc.relation.Isversionofjnlpeerreviewedouien
dc.date.updated2023-02-08T09:55:08Z
hal.identifierhal-04056075
hal.version1
hal.date.transferred2023-04-03T10:07:16Z
hal.author.functionaut
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