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Regent's College

Creative Management

MGT353  

CodeMGT353
SchoolEBSL
Description<br />
Module Level3
Module CodeMGT353
ClassGE|EL|MA|MI|
AvailabilityDE|SA|
Available SummerN
Semester1
Credits15
ECTS Credits7.5
Contact Hours48
Self Study Hours102
Course Aims"When the arts are thriving in higher education, industry will start to follow, in search of talent and ideas".   Following Charles Handy (2001), companies have to create an experience; they have to inform and amuse since consumers are looking for the E-Factor in every product à that E as in Entertainment, which, according to Wolf (1999) has found itself at the forefront of economic growth and cultural evolution. As entertainment companies sought to expand into other industries, non-entertainment business began to question the role of showbiz: fun, entertainment, recreation, companies need to provide an entertainment experience. The creative alliance between Arts and Business in an emerging field of practice which is part of a new trend of aesthetic thinking and learning that is entering the business and organizational world (Stenstroem 2000). The arts enhance new ideas, as well as new ways of thinking, feeling and perceiving and make knowledge explicit in new contexts: words, images, structures, motions as well as symbols. It deals with the unexpected or rather to anticipate surprise, and supports the individual to trust her/his own instincts. Hence, Creative Management students in conjunction with Leadership and Management and Psychology & Dramatic Arts students are given the opportunity to link business theory to managerial arts based practice.

CP Experience instigates a flow of positive energy among undergraduates who are driven towards a clearly distinct goal - to succeed both creatively and financially and believe like Lex Fenwick, Managing Director of Bloomberg Europe that close collaboration with the arts revolutionizes thought patterns and helps to create an environment where fresh thinking and innovation are actively stimulated.
Course ContentLCP Experience (a combination of three modules: Leadership and Management, Creative Management, Psychology and Dramatic Arts linking business theory to managerial practice. Whereas Leadership and Management is a final year core module, Creative Management (final year course) as well as Psychology and Dramatic Arts (first year course), are both option modules. Psychology and Dramatic Arts students are led ('directed') by final year students to encourage a 'so called' reward system which enhances personal growth processes.

Each year LCP students set up Short Film Competitions, Dramatic Plays, Fashion Shows, Arts Exhibitions and Music Concerts, in partnership - and in competition - with dramatists, publishers, filmmaker, musicians, actors, fashion designers and broadcasters. LCP strives to establish higher management quality through the development of its advanced creative products.

Creative Management: The creative resources of the LCP Experience:

Creative Management Students are providing the creative framework under which product outcomes have to been achieved in conjunction with the managerial unit: Leadership and Management. Creative Management students are working in each of the following units: Film-production, Fashion Design, Arts Exhibition, Drama, Music production.

Core Skills Content

Learning outcomes go hand in hand with skills assessed reflecting all 4 psychological domains.

Creative Management students are primarily assessed against affective and behavioural skill development processes and secondarily against cognitive and conative skill enhancement.
Learning OutcomesA10, B10, B12, C11, C12, D9, D10, D11, D12
PresentationGenerating an independent learning culture and a unique and challenging learning experience the module provides a strong link between theory and practice. The experiential action learning approach allows students to capitalize on their current and prior experiences by constantly reflection on themselves and others (peers). Learning outcomes will therefore be measured against product outcomes. The strong individual and peer focus allows taking cultural and ethical diversity into consideration. The external focus on assessment allows students to measure their performance in real life scenarios. Students take full responsibility of progress made and have to justify their own development/transformation processes within review/evaluation sessions.
Reading RecommendedAlimo-Metcalf M, Ford J, Harding N, and Lawler J (2000) Leadership development in British Organisations, Careers research forum, October 2000.
Beech, N, Cairns, G, and Robertson T (2000) Transient transfusion; Or the wearing-off of governance of the soul, Personnel Review 29 (4): 460-473.
Bell, E, & Taylor, S (2002) From Outward Bound to Inward Bound: Affective Management, paper presented at the Second European Academy of Management Conference, Stockholm, May, 2002.
Caulkin, S (2000) Arts for art's and business sake, The Observer, November 12, 2000.
Corrigan P (1999) Shakespeare on Management, Kogan Page.
Council for Excellence in Management & Leadership (2001) Management and Leadership Development: Building Future Supply, Report of the Advisory Group.
Crawley R, and Quacquarelli N. (2002) New models of executive education for the 21st century, The Guardian Tuesday January 15.
Creswell, J. W (2002) Educational research: Planning, conducting, and evaluating quantitative and qualitative research, Upper Saddle River, NJ: Merrill Prentice Hall.
Dawids, M (2003) The language scared off the corporate world, Berlingske Tidende, Learning Lap Denmark.
Fenwick, L (2001) The art of communication, Arts & Business National Newsletter, Issue 2.
Handy, C (2001) Arts & Business Week, London.
Hafrey, L (2003) Literature, Ethics and Authority, Course Outline, MIT/Sloan.
Heelas, P (1998) Religion, Modernity and Postmodernity, Blackwell, Oxford.
Joss, R, in George, C (2002) Leadership: Beware the Fast Track to Failure, Seminar series, offered to second-year MBA students at Stanford Business School, News Release.
Kets de Vries, M.F.R. (2002) Can CEOs Change? Yes, but only if they want to, INSEAD R&D, Working Paper, Insead.
Kirkeby, O, F (2002) The Music of Management, Some metaphysical aporias of leadership, paper presented at the Second European Academy of Management Conference, Stockholm.
Kultanen, T, & Rytkoenen T (2002) Emotional Intelligence and Work Counselling in the Process Intensive Leadership Development Program, paper presented at the Second European Academy of Management Conference, Stockholm.
Lagace, M (2001) Why Leaders Need Great Books, HBS Working Knowledge, HBSWK Publish.
Learning Lap Denmark (2003) The Consortium in the press, Research Consortia, Michael Dawid's Danish Radio, P1 orientering.
Mitroff, I and Denton E (2000) A Spiritual Audit of Corporate America: A Hard Look at Spirituality, Religion and Values in the Workplace, Jossey-Bass.
Morris, M in Coutu D (2001) The Dance of Creativity, Harvard Working Knowledge, HBSWK Publish.
Mumford, M.D., Marks, M.A, Connelly, M.s., Zaccaro, S.J., & Reiter-Palmon R (2000) Development of leadership skills: Experience and Timing, Leadership Quarterly, 11, 87-114.
Nevins M and Stumpf, S (1999) 21st century leadership: redefining management education. Strategy and Business, Vol 3, Issue 16.
Reason, P (2001) Handbook of Action Research: Participative inquiry and practice, Sage Publications.
Stahle, P, & Groenroos, M (2002) Dynamic Intellectual Capital: Knowledge Management in Theory and Practice, Vantaa: Tummanvuoren kirjapanino.
Stenstroem, E (2000) Kostiga Foeretag, EFI, Stockholm.
Welch J in Lagace, M (2001).Don't Be a Jerk, HBS Working Paper, HBSWK Publish, June, 2001.
Wolf, M.J. (1999) The Entertainment Economy, How Mega-Media Forces are transforming our lives, Random House.

Websites

http://www.hbsp.harvard.edu/products/cases/collections.html
http://mitsloan.mit.edu/research/
http://learning.mit.edu/
http://onlineethics.org/cases/index.html
http://www.pfdf.org/
http://www.behavior.net/
http://www.musicandmanagement.com/
http:/www.management and leadershipcouncil.org/press/release5.htm
Rickards, T, http://education.guardian.co.uk/egweekly/story/0,5500,652229,00.html
The Council For Excellence in Management & Leadership,
Asseseement MethodsSelf/peer evaluation measured against learning & product outcomes.
Key

Class
GE = General Education, EL = Elective, MA = Major, MI = Minor
Availability
DE = Degree, SA = Study Abroad