Evaluation in management education : a visual approach to drawing out emotion in student learning Jenna Ward and Harriet Shortt
Material type: TextSeries: Management Learning ; Volume 44 , number 5,Los Angeles: Sage Publications; 2013Content type:- text
- unmediated
- volume
Item type | Current library | Call number | Vol info | Status | Date due | Barcode | |
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Journal Article | Main Library - Special Collections | HD20.15 MAN (Browse shelf(Opens below)) | Vol.44, No.5 page 435 - 452 | Not for loan |
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This article introduces a confluent 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: (a) giving students space to emotionally respond to their learning, (b) acknowledging the temporal aspect of student learning and (c) 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 that this method provides rich evaluative data on the affective nature of learning that is not as easily explored by traditional, quantitative methods.
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