Due to the recent global financial crises, academic business schools have come in for much criticism, having, in the eyes of the public, failed in their responsibility to society by teaching future managers only how to increase their personal gain without any consideration as to their actions’ social and cultural consequences. Realising that there is a pressing need to innovate their educational offers accordingly, business schools are beginning to turn to the humanities and social sciences to improve on the understanding and thus the teaching of management. This book is the result of an empirical study conducted at eight academic business schools that either already practise or are beginning to practise linking management education to the humanities and social sciences. Gathered mostly in interviews our research team conducted during site visits to these schools, the material presented shows three major fields of concern: how to shift the focus from instrumental to transformative learning, how to reframe the concept of disciplinary subject matter towards a more relational understanding of knowledge—especially in the light of the impact digitalisation is having on education—and how to address the organisational, as well as the political consequences of management education turning towards the inclusion of the humanities and social sciences strategically. The findings indicate that the humanities and social sciences indeed offer knowledge which can significantly help management education with meeting the challenges of the twenty-first century. Innovating management education by making it part of its program portfolios proves a challenge in and of itself in the face of a university system which still determinedly clings to disciplinary segregation. Reforming management education towards an engagement with fields of knowledge traditionally at best ignored and at worst vilified as being completely useless in the "real world" may therefore place academic business schools at the forefront of a movement that is beginning to reshape the educational landscape as a whole. This book will be of value to researchers, academics and students in the fields of business, management studies, organisational studies and education studies.

Due to the recent global financial crises, academic business schools have come in for much criticism, having, in the eyes of the public, failed in their responsibility to society by teaching future managers only how to increase their personal gain without any consideration as to their actions’ social and cultural consequences. Realising that there is a pressing need to innovate their educational offers accordingly, business schools are beginning to turn to the humanities and social sciences to improve on the understanding and thus the teaching of management. This book is the result of an empirical study conducted at eight academic business schools that either already practise or are beginning to practise linking management education to the humanities and social sciences. Gathered mostly in interviews our research team conducted during site visits to these schools, the material presented shows three major fields of concern: how to shift the focus from instrumental to transformative learning, how to reframe the concept of disciplinary subject matter towards a more relational understanding of knowledge—especially in the light of the impact digitalisation is having on education—and how to address the organisational, as well as the political consequences of management education turning towards the inclusion of the humanities and social sciences strategically. The findings indicate that the humanities and social sciences indeed offer knowledge which can significantly help management education with meeting the challenges of the twenty-first century. Innovating management education by making it part of its program portfolios proves a challenge in and of itself in the face of a university system which still determinedly clings to disciplinary segregation. Reforming management education towards an engagement with fields of knowledge traditionally at best ignored and at worst vilified as being completely useless in the "real world" may therefore place academic business schools at the forefront of a movement that is beginning to reshape the educational landscape as a whole. This book will be of value to researchers, academics and students in the fields of business, management studies, organisational studies and education studies.

Melodrama, it is said, has expanded beyond the borders of genre and fiction to become a pervasive cultural mode. It encompasses distinct signifying practices and interpretive codes for meaning-making that help determine the parameters of identification and subject formation. From the public staging of personal suffering or the psychologization of the self in relation to consumer capitalism, to the emotionalization and sentimentalization of national politics, contributions to this volume address the following question: If melodramatic models of sense-making have become so culturally pervasive and emotionally persuasive, what is the political potential of melodramatic victimhood and where are its political limitations? This volume represents both a condensation and an expansion in the growing field of melodrama studies. It condenses elements of theory on melodrama by bringing into focus what it recognizes to be the locus for subjective identification within melodramatic narratives: the victim. On the other hand, it provides an expansion by going beyond the common methodology of primarily examining fictive works - be they from the stage, the screen or the written word - for their explicit or latent commentary on and connection to the historical contexts within which they are produced. Inspiration for the volume is rooted in a curiosity about melodramatic forms purported to increasingly characterize aspects of both the private and the social sphere in occidental and western-oriented societies.

Wherever we turn, we find creative practices and creative spaces, creative organizations and creative subjects. At work or in public places, in media representations and in advertisements, on social platforms, in schools and universities: There is a demand to be new and special, conspicuous and singular. How did this creativity complex and its imperative to be creative come about? Which terms and concepts enable us to understand its multiple and partly contradictory forms and processes? Where are its limits? Gathering and interweaving 40 short and incisive essays, this companion maps, investigates and illuminates the contemporary creativity complex.

The relationship between economy, finance and society has become opaque. Quantum leaps in complexity and scale have turned this deeply interdependent web of relations into an area of incomprehensible abstraction. And while the economization of life has come under widespread critique, inquiry into the political potential of representational praxis is more crucial than ever. This volume explores ethical, aesthetic and ideological dimensions of economic representation, redressing essential questions: What are the roles of mass and new media? How do the arts contribute to critical discourse on the global techno-economic complex? Collectively, the contributions bring theoretical debate and artistic intervention into a rich exchange that includes but also exceeds the conventions of academic scholarship.

Due to the recent global financial crises, academic business schools have come in for much criticism, having, in the eyes of the public, failed in their responsibility to society by teaching future managers only how to increase their personal gain without any consideration as to their actions’ social and cultural consequences. Realising that there is a pressing need to innovate their educational offers accordingly, business schools are beginning to turn to the humanities and social sciences to improve on the understanding and thus the teaching of management. This book is the result of an empirical study conducted at eight academic business schools that either already practise or are beginning to practise linking management education to the humanities and social sciences. Gathered mostly in interviews our research team conducted during site visits to these schools, the material presented shows three major fields of concern: how to shift the focus from instrumental to transformative learning, how to reframe the concept of disciplinary subject matter towards a more relational understanding of knowledge—especially in the light of the impact digitalisation is having on education—and how to address the organisational, as well as the political consequences of management education turning towards the inclusion of the humanities and social sciences strategically. The findings indicate that the humanities and social sciences indeed offer knowledge which can significantly help management education with meeting the challenges of the twenty-first century. Innovating management education by making it part of its program portfolios proves a challenge in and of itself in the face of a university system which still determinedly clings to disciplinary segregation. Reforming management education towards an engagement with fields of knowledge traditionally at best ignored and at worst vilified as being completely useless in the "real world" may therefore place academic business schools at the forefront of a movement that is beginning to reshape the educational landscape as a whole. This book will be of value to researchers, academics and students in the fields of business, management studies, organisational studies and education studies.

Due to the recent global financial crises, academic business schools have come in for much criticism, having, in the eyes of the public, failed in their responsibility to society by teaching future managers only how to increase their personal gain without any consideration as to their actions’ social and cultural consequences. Realising that there is a pressing need to innovate their educational offers accordingly, business schools are beginning to turn to the humanities and social sciences to improve on the understanding and thus the teaching of management. This book is the result of an empirical study conducted at eight academic business schools that either already practise or are beginning to practise linking management education to the humanities and social sciences. Gathered mostly in interviews our research team conducted during site visits to these schools, the material presented shows three major fields of concern: how to shift the focus from instrumental to transformative learning, how to reframe the concept of disciplinary subject matter towards a more relational understanding of knowledge—especially in the light of the impact digitalisation is having on education—and how to address the organisational, as well as the political consequences of management education turning towards the inclusion of the humanities and social sciences strategically. The findings indicate that the humanities and social sciences indeed offer knowledge which can significantly help management education with meeting the challenges of the twenty-first century. Innovating management education by making it part of its program portfolios proves a challenge in and of itself in the face of a university system which still determinedly clings to disciplinary segregation. Reforming management education towards an engagement with fields of knowledge traditionally at best ignored and at worst vilified as being completely useless in the "real world" may therefore place academic business schools at the forefront of a movement that is beginning to reshape the educational landscape as a whole. This book will be of value to researchers, academics and students in the fields of business, management studies, organisational studies and education studies.

Melodrama, it is said, has expanded beyond the borders of genre and fiction to become a pervasive cultural mode. It encompasses distinct signifying practices and interpretive codes for meaning-making that help determine the parameters of identification and subject formation. From the public staging of personal suffering or the psychologization of the self in relation to consumer capitalism, to the emotionalization and sentimentalization of national politics, contributions to this volume address the following question: If melodramatic models of sense-making have become so culturally pervasive and emotionally persuasive, what is the political potential of melodramatic victimhood and where are its political limitations? This volume represents both a condensation and an expansion in the growing field of melodrama studies. It condenses elements of theory on melodrama by bringing into focus what it recognizes to be the locus for subjective identification within melodramatic narratives: the victim. On the other hand, it provides an expansion by going beyond the common methodology of primarily examining fictive works - be they from the stage, the screen or the written word - for their explicit or latent commentary on and connection to the historical contexts within which they are produced. Inspiration for the volume is rooted in a curiosity about melodramatic forms purported to increasingly characterize aspects of both the private and the social sphere in occidental and western-oriented societies.

Wherever we turn, we find creative practices and creative spaces, creative organizations and creative subjects. At work or in public places, in media representations and in advertisements, on social platforms, in schools and universities: There is a demand to be new and special, conspicuous and singular. How did this creativity complex and its imperative to be creative come about? Which terms and concepts enable us to understand its multiple and partly contradictory forms and processes? Where are its limits? Gathering and interweaving 40 short and incisive essays, this companion maps, investigates and illuminates the contemporary creativity complex.

The relationship between economy, finance and society has become opaque. Quantum leaps in complexity and scale have turned this deeply interdependent web of relations into an area of incomprehensible abstraction. And while the economization of life has come under widespread critique, inquiry into the political potential of representational praxis is more crucial than ever. This volume explores ethical, aesthetic and ideological dimensions of economic representation, redressing essential questions: What are the roles of mass and new media? How do the arts contribute to critical discourse on the global techno-economic complex? Collectively, the contributions bring theoretical debate and artistic intervention into a rich exchange that includes but also exceeds the conventions of academic scholarship.