Abstract
This paper discusses a teaching experiment in which 20 university students in Finland participated in the course Critical and Novel Approaches to Management and Organisational Studies, which familiarized them with the method of embodied reflection of images. First, the paper presents the method and the teaching experiment. Then, it presents and discusses the students’ experiences while experimenting with the method. The students’ written reflections form the data of the study, which were analyzed qualitatively using content analysis. The findings of this small-scale study show that the method of embodied reflection of images provided students with a novel perspective into management and organization, fostered collaboration, and promoted critical thinking. In addition, rational knowledge was furnished with experiential and affective modes of knowledge. Based on students’ positive feedback, the experiment succeeded in elucidating the method and its applicability in research on management and organization. This study promotes teaching arts-based research methods in higher education.
Highlights
How do we teach research methods in management and organization studies in higher education? How do we integrate emotions and experiences into studies of organizational life? How do we provide students with opportunities to experiment with a variety of research methods and to develop an understanding of their practical applicability? How do we encourage and guide students to explore the potential of
Arts-based and embodied research methods, when studying diverse matters related to management and organization? These are the questions we considered and sought to answer when teaching research methods as part of health and social management studies in higher education
Even though research methods are an integral part of management and organization studies in higher education and are being taught constantly, there is a lack of literature on how to teach research methodology in practice (Earley, 2014; Engbers, 2016; Massard de Fonseca & Segatto, 2021; Wagner et al, 2019)
Summary
How do we teach research methods in management and organization studies in higher education? How do we integrate emotions and experiences into studies of organizational life? How do we provide students with opportunities to experiment with a variety of research methods and to develop an understanding of their practical applicability? How do we encourage and guide students to explore the potential of1 3 Vol.:(0123456789)arts-based and embodied research methods, when studying diverse matters related to management and organization? These are the questions we considered and sought to answer when teaching research methods as part of health and social management studies in higher education. Even though research methods are an integral part of management and organization studies in higher education and are being taught constantly, there is a lack of literature on how to teach research methodology in practice (Earley, 2014; Engbers, 2016; Massard de Fonseca & Segatto, 2021; Wagner et al, 2019). This was the research gap targeted in this study. Curriculum developers and teachers should develop pedagogical solutions that facilitate students’ transference from the theoretical understanding of research methods to their practical application (Howard & Brady, 2015; Massard de Fonseca & Segatto, 2021; Nind & Lewthwaite, 2018)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
