Teaching and learning organizational creativity
theatrical improvisation as a regenerative practice
DOI:
https://doi.org/10.22478/ufpb.2238-104X.2024v14n2.69756Keywords:
Management Education, Management Learning, Organizational Creativity, Theatrical Improvisation, PracticeAbstract
Purpose: The research aims to understand how theatrical improvisation sustains and regenerates the process of teaching and learning organizational creativity. Methodology: Methodology: The research is anchored in the field of teaching and learning creativity in management and theatrical improvisation. During four academic semesters of a curricular component of the undergraduate course in management, theatrical improvisation was applied to enhance the teaching and learning of organizational creativity. The qualitative method was based on the epistemology of practice, the analysis of narratives, and varied sources of information such as direct observation, collective interviews, and documents. Main results: The analysis reveals four learning practices of organizational creativity provided by theatrical improvisation: state of presence, willingness to error and risk, interpersonal cooperation, and dynamics between freedom and structure. Academic contributions: The results of the research represent a contribution to the advancement of knowledge in management by proposing the interdisciplinar mobilization of theater in the educational process in management and by clarifying how this use sustains and regenerates the learning of organizational creativity. Practical contributions: Practical contributions: The research and its results suggest insights for educational managers to promote curricular change and renewal by including creativity centrally in the curricula.
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