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  1. 1. Inspiration and Engagement<br />in Business Education<br />Ursula Glunk<br />
  2. 2. What do I do?<br />2<br />
  3. 3. Inspiration and Engagement<br />When did you last feel inspired and engaged?<br />- in your free time<br />- as a student / learner<br /><ul><li> as a tutor / coordinator
  4. 4. as a researcher</li></ul>Take the body posture of being inspired and engaged<br />What are the “symptoms” of being inspired and engaged? <br />
  5. 5.
  6. 6. “Symptoms” of being inspired / engaged<br /><ul><li>Flow state (Csíkszentmihály, 1990)
  7. 7. Full immersion into an activity
  8. 8. Forgetting time
  9. 9. Feeling energetic and joyful, alive, awake, alert, switched on
  10. 10. Feeling spontaneous, creative, connected
  11. 11. Feeling enriched</li></li></ul><li>The antidote to exhaustion is wholeheartedness.<br />David Whyte<br />
  12. 12. What does inspire / engage me?<br />Doing something I find meaningful<br /><ul><li>Learning / talking about an interesting new perspective or topic
  13. 13. Actions that are aligned with my values - even if risky
  14. 14. Creativity, improvisation, unpredictability
  15. 15. Challenge, autonomy
  16. 16. Authentic involvement of others
  17. 17. Dealing with the messiness of life, wisdom
  18. 18. Contributing positively, having impact</li></li></ul><li>... in Business Education?<br /><ul><li>The “intangibles” in organizations: creativity, team dynamics, leadership
  19. 19. Leadership development as an art (rather than a science)
  20. 20. Coaching, seeing people grow
  21. 21. New approaches to doing business (e.g., CSR, dialogue)
  22. 22. New approaches to business education</li></li></ul><li>We are prisoners ...<br />.... of yesterday’s theories about the world and human beings<br />
  23. 23. Ripple effect: It starts with the coordinator<br />Tutors<br />Topics<br />Approach<br />Students<br />Coordinator<br />
  24. 24. Students / Tutors<br />
  25. 25. Challenges for “engaged” coordinators<br />The more we care about teaching, the more heartbreaking it can be. <br />If we teach things we care about, we become vulnerable to indifference, judgment and ridicule.<br />We have to face our own difficulties with taking risks, with being a “deviant”, with uncertainty, messiness, ambiguity.<br />Potential disenchantment / resignation….<br />
  26. 26. Challenges for me<br />Students who only care about passing the exam with as little effort as possible.<br />Status differences between wholehearted researchers and wholehearted teachers. <br />Academia cultivates the illusion of objective knowledge and tries to ignore or eliminate all that is intangible, uncontrollable, unpredictable, not measurable.<br />The educational system? Well, actually the system provides lots of possibility to increase inspiration and engagement....<br />
  27. 27. Example 2.1 IB: Topics<br /><ul><li>Myth and reality
  28. 28. Paradigm shifts
  29. 29. Paradox
  30. 30. Learning
  31. 31. Leadership
  32. 32. Teams
  33. 33. Creativity
  34. 34. …</li></ul> No text book<br />
  35. 35. Example 2.1 IB: Teaching Approach<br />The intention of this course is to create an environment where you are actively engaged in your learning, where you can bring in your personal style and capacities, and where your can expand your understanding of management and organizations. <br />In order to achieve this, you will be asked to manage and organize something yourself, i.e., a tutorial meeting. From session 4 onwards, we will work with pairs of facilitators who will be in charge of a full two-hour meeting. <br />In terms of material, the course uses a set of articles that provides refreshing views and food for thought. <br />Tutors will be there for support and encouragement. They will make sure that the level of understanding is deep enough, challenge you where necessary and clarify things when needed. In the first three sessions, they are the discussion leaders.<br /> <br />
  36. 36. The Future: 1.1 ….<br />
  37. 37. Polarities in Teaching<br />Safety and challenge<br />Structure and flexibility<br />Diversity and unity<br />Content and process<br />
  38. 38. “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”<br />Parker Palmer (1998): The courage to teach. <br />
  39. 39. Inspiring Readings<br />Csíkszentmihályi, Mihály (1998). Finding flow: The psychology of engagement with everyday life. Basic Books.<br />Freire, Paulo (1970). Pedagogy of the oppressed. New York: Continuum.<br />Palmer, Parker (1998). The courage to teach. San Francisco: Wiley.<br />Whyte, David (2001). Crossing the unknown sea. Work as a pilgrimage of identity. Riverhead.<br />
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