Evaluation in management education: A visual approach to drawing out emotion in student learning

Ward, J. and Shortt, H. (2013) Evaluation in management education: A visual approach to drawing out emotion in student learning. Management Learning, 44 (5). pp. 435-452. ISSN 1350-5076

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Publisher's URL: http://dx.doi.org/10.1177/1350507612459169

Abstract

This paper introduces a confluent (Castillo, 1974) method of evaluation from the qualitative paradigm that encourages student feedback via a sensory route; namely participant-produced drawings. Through a phenomenological qualitative inquiry carried out at a UK University where the use of participant-produced drawings were piloted, three areas for consideration with regards to enhancing the evaluation of undergraduate provision in management education were identified; (1) giving students space to emotionally respond to their learning (2) acknowledging the temporal aspect of student learning and (3) offering students the opportunity to set and shape the evaluative agenda. Participant-produced drawing is offered as a method of evaluation that is appreciative of the cognitive-affective learning debate and the rapidly changing nature of higher education practice. We argue this method provides rich evaluative data on the affective nature of learning that is not as easily explored by traditional, quantitative methods.

Item Type:Article
Additional Information:Published online first 19 Nov 2012
Uncontrolled Keywords:projective drawing, emotion, evaluation, management education, student learning
Faculty/Department:Faculty of Business and Law > Department of Business Management
ID Code:16684
Deposited By: Dr H. Shortt
Deposited On:02 May 2012 09:43
Last Modified:29 Nov 2013 15:15

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