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dc.contributor.authorSchwabenland, Christinaen_GB
dc.date.accessioned2012-11-05T15:19:13Z
dc.date.available2012-11-05T15:19:13Z
dc.date.issued2011-02
dc.identifier.citationSurprise and Awe: Learning From Indigenous Managers and Implications for Management Education 2010, 35 (1):138-153 Journal of Management Educationen_GB
dc.identifier.issn1052-5629
dc.identifier.issn1552-6658
dc.identifier.doi10.1177/1052562910384374
dc.identifier.urihttp://hdl.handle.net/10547/251012
dc.description.abstractThis article describes a self-reflexive exploration of five instances of encounters with indigenous managers that challenged my preconceptions about management. My focus is on the praxis of the moments in which these challenges occurred. I analyze these experiences to answer four questions: How did learning occur? What was that learning? How did it influence me? What might be the implications of this analysis for management education? My examples are drawn from two research projects with managers and students working in the nongovernmental organization sector in India and the United Kingdom. The encounters that I describe have been characterized by an initial experience of surprise and disorientation, followed by increasing awareness of new ways of conceptualizing the tasks of management. Along with Said, I suggest that developing the capacity for attending to surprise, as a means of “decolonizing the imagination” should form a significant element of management education for both teacher and student. Finally, I draw on my experiences as a teacher to offer some suggestions on incorporating surprise into management pedagogy.
dc.language.isoenen
dc.publisherSage Journalsen_GB
dc.relation.urlhttp://jme.sagepub.com/cgi/doi/10.1177/1052562910384374en_GB
dc.rightsArchived with thanks to Journal of Management Educationen_GB
dc.subjectsurpriseen_GB
dc.subjectlearningen_GB
dc.subjectindigenous managementen_GB
dc.subjectNGOsen_GB
dc.titleSurprise and awe: learning from indigenous managers and implications for management educationen
dc.typeArticleen
dc.identifier.journalJournal of Management Educationen_GB
html.description.abstractThis article describes a self-reflexive exploration of five instances of encounters with indigenous managers that challenged my preconceptions about management. My focus is on the praxis of the moments in which these challenges occurred. I analyze these experiences to answer four questions: How did learning occur? What was that learning? How did it influence me? What might be the implications of this analysis for management education? My examples are drawn from two research projects with managers and students working in the nongovernmental organization sector in India and the United Kingdom. The encounters that I describe have been characterized by an initial experience of surprise and disorientation, followed by increasing awareness of new ways of conceptualizing the tasks of management. Along with Said, I suggest that developing the capacity for attending to surprise, as a means of “decolonizing the imagination” should form a significant element of management education for both teacher and student. Finally, I draw on my experiences as a teacher to offer some suggestions on incorporating surprise into management pedagogy.


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  • Centre for Leadership Innovation (CLI)
    CLI aims to explore the nature of leadership needed for healthy, effective, high performing and sustainable organisations, stimulate research and research-related activity within the sphere of management, in particular with regard to the strategic direction of organizations and the management and development of human resources.

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