Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum

5.00
Hdl Handle:
http://hdl.handle.net/10547/622338
Title:
Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum
Authors:
Kofinas, Alexander K.
Abstract:
The importance of understanding students’ engagement is prominent in higher education. Assessment is a main driver of student engagement, a phenomenon known as backwash. I argue that students’ engagement with learning is often driven by an aesthetic motivation. I establish the connections between Burke’s (and Kant’s) conceptualisation of aesthetics as a dichotomy of beauty and the sublime (which I label the Burkean pendulum) to motivation. I explore the links between this aesthetic motivation and the assessment regime focusing on the Burkean/Kantian sublime and suggest four communication strategies to manage the sublime when it arises in students’ education journeys. My contributions are twofold:firstly, I introduce the Burkean Pendulum as a means for educators to reflect on the aesthetic aspects of their designed assessment regimes. Secondly, I propose a framework of communication strategy narratives (Thriller, Horror, Exploration, and Action) that could be used to manage the sublime of the assessment regime.
Citation:
Kofinas AK (2017) 'Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum', Management Learning.
Publisher:
SAGE
Journal:
Management Learning
Issue Date:
30-Oct-2017
URI:
http://hdl.handle.net/10547/622338
Type:
Article
Language:
en
ISSN:
1350-5076
Appears in Collections:
Business and management

Full metadata record

DC FieldValue Language
dc.contributor.authorKofinas, Alexander K.en
dc.date.accessioned2017-10-31T10:57:06Z-
dc.date.available2017-10-31T10:57:06Z-
dc.date.issued2017-10-30-
dc.identifier.citationKofinas AK (2017) 'Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum', Management Learning.en
dc.identifier.issn1350-5076-
dc.identifier.urihttp://hdl.handle.net/10547/622338-
dc.description.abstractThe importance of understanding students’ engagement is prominent in higher education. Assessment is a main driver of student engagement, a phenomenon known as backwash. I argue that students’ engagement with learning is often driven by an aesthetic motivation. I establish the connections between Burke’s (and Kant’s) conceptualisation of aesthetics as a dichotomy of beauty and the sublime (which I label the Burkean pendulum) to motivation. I explore the links between this aesthetic motivation and the assessment regime focusing on the Burkean/Kantian sublime and suggest four communication strategies to manage the sublime when it arises in students’ education journeys. My contributions are twofold:firstly, I introduce the Burkean Pendulum as a means for educators to reflect on the aesthetic aspects of their designed assessment regimes. Secondly, I propose a framework of communication strategy narratives (Thriller, Horror, Exploration, and Action) that could be used to manage the sublime of the assessment regime.en
dc.language.isoenen
dc.publisherSAGEen
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectteaching and learningen
dc.subjectaestheticsen
dc.subjecthigher educationen
dc.subjectX342 Academic studies in Higher Educationen
dc.titleManaging the sublime aesthetic when communicating an assessment regime: The Burkean Pendulumen
dc.typeArticleen
dc.identifier.journalManagement Learningen
dc.date.updated2017-10-31T10:52:48Z-
This item is licensed under a Creative Commons License
Creative Commons
All Items in UOBREP are protected by copyright, with all rights reserved, unless otherwise indicated.