The course welcomes Ph.D. students whose research relates to learning, creativity and innovation in diverse research fields such as education, business, human resource, social education, etc. The target group for the course includes both those about to do fieldwork and those who would like to engage in further reflection on the outcome of already accomplished research.
workshop facilitators and presenters:
Professor Bente Elkjær, Aarhus university, Danish School of Education
Professor Michael Peters, University of Waikato, Faculty of Education
Associate professor Birthe Lund, Aalborg University, Department of Learning and Philosophy
Associate professor Annie Aarup Jensen, Aalborg University, Department of Learning and Philosophy
Learning, creativity and innovative learning processes in organizations and education
The course aims to explore the conceptual relationships between learning and creative innovation processes within a humanistic, philosophical and social science-perspective. In Ph.D. project work, relating the concepts of learning, creativity and innovation implies methodological challenges. These will be addressed at the course by a board of competent researchers within the field of learning, creativity and innovation. This course is expected to ease Ph.D. students’ design challenges regarding research question(s), considerations on research methods, data analysis, theory building and discussions of the overall research process.
The course will present selected learning theories that are being associated with creativity and innovation processes. The intention is to deepen the Ph.D. students’ understanding of the implications of these concepts of learning for studies of creativity and innovation within organisations and education. The Ph.D. students are invited to share own considerations on research designs in workshop-organised discussions and reflections.
We wish to engage with Ph.D. students who are producing/have produced qualitative material (e.g. in the form of interviews, observations, ethnographic field work etc.) and discuss how this aspect of their Ph.D. work relates to their theoretical framework.
Wishing to establish the link between the concrete fieldwork and more abstract theoretical and methodological assumptions, the course takes its starting point in the following questions:
1) What is your research field and what are your challenges?
2) What was/is your own position in the field?
3) How do your methodological reflections establish the premises for your reseach?
Each participant is required to send a 4-5 page paper on initial ideas for answering the above mentioned questions, including outlining methodological consideration for the PhD thesis. Participating PhDs will be asked to present and discuss each other’s work in smaller groups chaired by a scholar. You will receive a link to a Dropbox-folder, where you can upload your paper.
All lectures and discussions will be in English.
A reading list will be distributed in advance of the course.
programme 15-16 june
15 - 16 June 2017 (time TBA)
Aalborg University, Kroghstræde 3, 9220 Aalborg East (Room TBA)
ECTS FOR STUDENTS:
2 ECTS, Additional 2 for paper
MAX. NO. OF PARTICIPANTS:
Deadline for registration:
15 May 2017
DEADLINE FOR PAPER
29 May 2017
Contact Jeanette Arboe email@example.com, if you have any questions regarding registration or other practical issues.
The Course is free of charge. You can cancel your registration until May 15th. Cancelation from May 15th will be charges with a fee of DKR 500,-
NB! More reading to be announced later.
Araya, D. & Peters, M.A. (2010) Education in the Creative Economy: Knowledge and Learning in the Age of Innovation. New York, Peter Lang.
Brandi, U., & Elkjaer, B. (2013). Organisational Learning: Knowing in Organising. In M. Kelemen & N. Rumens (Eds.), American Pragmatism and Organization. Issues and Controversies (pp. 147-161). Dorchester, UK: Gower.
Brandi, U. and Elkjaer, B. Chapter 14: Management education in a pragmatist perspective after Dewey’s experimentalism in: THE ROUTLEDGE COMPANION TO REINVENTING MANAGEMENT EDUCATION Ed by Chris Steyaert, University of St Gallen, Timon Beyes, Copenhagen Business School, Martin Parker, University of Leicester
Dewey, J. (1994). Art as experience. In S. D. Ross (Ed.), Art and its significance. an anthology of aesthetic experience (pp. 204-220). Albany: State University of New York Press
Elkjaer, B. (2004). Organizational Learning: The 'Third Way'. Management Learning, 35(4), 419-434.
Elkjaer, B., & Simpson, B. (2011). Pragmatism: A lived and living philosophy. What can it offer to contemporary organization theory? Research in the Sociology of Organizations, 32, 55-84.
Engeström, Y. (2011) From design experiments to formative interventions, Theory Psychology, 21:5, s. 598-62
Engeström, Y., & Sannino (2010), A. Studies of expansive learning: Foundations, ﬁndings and future challenges. Educational Research Review (2010), doi:10.1016/j.edurev.2009.12.002
Engeström, Y. and Sannino, A., (2011),"Discursive manifestations of contradictions in organizational change efforts", Journal of Organizational Change Management, Vol. 24 Iss 3 pp. 368 – 387
Jensen, J.B. (2015). Creativity and Elements of Learning and Change. I: Chemi, T., Jensen, J. B., & Hersted, L. (2015). Behind the Scenes of Artistic Creativity: Processes of Learning, Creating and Organising. Chapter 5, pp. 149-167. Frankfurt am Main: Peter Lang.
Lund, B. & Borup Jensen, J. (2011), Læringsteori: Hvordan skabes kreative samarbejdsprocesser? I E. Sørensen & J. Torfing, (red.) Samarbejdsdrevet innovation I den offentlige sektor, København: Jurist- og Økonomiforbundets Forlag.
Lund, B. & Jensen, A. A. (2013) Creativity development by management training in POPBL. In L. Krogh & A.A. Jensen (eds.) Visions, Challenges, Strategies. PBL Principles and methodologies in a Danish and global perspective. Aalborg University Press.
Marginson, S., Murphy, P. & Peters, M.A. (2010) Global Creation: Space, Mobility and Synchrony in the Age of the Knowledge Economy. New York: Peter Lang.
Murphy, P., Peters, M.A. & Marginson, S., (2010) Imagination: Three Models of Imagination in the Age of the Knowledge Economy. New York: Peter Lang.
Paavola, S., Lipponen, L., and Hakkarainen, K. (2004) Models of Innovative Knowledge Communities and Three Metaphors of Learning, Review of Educational Research, Vol. 74, No. 4, pp. 557–576
Peters, M.A., Murphy, P. & Marginson, S. (2009) Creativity and the Global Knowledge Economy. New York: Peter Lang
Peters, M. A. & Reveley, J. (2015). “Noosphere Rising: Internet-Based Collective Intelligence, Creative Labour, and Social Production,” Thesis Eleven. (forthcoming)
Peters, M. A. (2013). “Radical Openness: Creative Institutions, Creative Labor and the Logic of Public Organizations in Cognitive Capitalism”, Knowledge Cultures, 1(2), 47–72. https://www.youtube.com/watch?v=iZ5zb8gyAr4
Peters, M. A. (2009) “Education, Creativity and the Economy of Passions: New Forms of Educational Capitalism,” Thesis Eleven February 2009 96: 40-63
Rumens, N., & Kelemen, M. (2013). American Pragmatism and Organization Studies: Concepts, Themes and Possibilities. In M. Kelemen & N. Rumens (Eds.), American Pragmatism and Organization. Issues and Controversies (pp. 3-23). Dorchester, UK: Gower.
UNESCO (2013) Creative Economy Report . At http://www.unesco.org/culture/pdf/creativeeconomy-report-2013.pdf
Vo, L.-C., & Kelemen, M. (2014). John Dewey (1859-1952). In J. Helin, T. Hernes, D. Hjorth & R. Holt (Eds.), The Oxford Handbook of Process Philosophy and Organization Studies (pp. 236-251). Oxford: Oxford University Press.