Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum
dc.contributor.author | Kofinas, Alexander K. | en |
dc.date.accessioned | 2017-10-31T10:57:06Z | |
dc.date.available | 2017-10-31T10:57:06Z | |
dc.date.issued | 2017-12-26 | |
dc.identifier.citation | Kofinas AK (2017) 'Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum', Management Learning 49 (2) 204-221 | en |
dc.identifier.issn | 1350-5076 | |
dc.identifier.doi | 10.1177/1350507617738864 | |
dc.identifier.uri | http://hdl.handle.net/10547/622338 | |
dc.description.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. | |
dc.language.iso | en | en |
dc.publisher | SAGE | en |
dc.relation.url | http://journals.sagepub.com/doi/abs/10.1177/1350507617738864 | |
dc.rights | Green - can archive pre-print and post-print or publisher's version/PDF | |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | teaching and learning | en |
dc.subject | aesthetics | en |
dc.subject | higher education | en |
dc.subject | X342 Academic studies in Higher Education | en |
dc.title | Managing the sublime aesthetic when communicating an assessment regime: The Burkean Pendulum | en |
dc.type | Article | en |
dc.identifier.journal | Management Learning | en |
dc.date.updated | 2017-10-31T10:52:48Z | |
html.description.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. |