This article responds to the recent calls for rethinking management education, particularly to those that emphasize space, affect and atmosphere, and makes the case for the practice of dérive as a way of infusing management education with experiential, experimental and reflexive learning processes. The authors draw on ideas and practices of the art movement Situationist International who proposed the dérive, informed by the concept of psychogeography as a way of exploring and reimagining the atmospheres of everyday life. The paper is illustrated by the authors’ teaching experiences in this area (or space as one might say). The authors argue that the dérive in management education may foster future managers’ imaginative skills and inspire an imaginative self-reflection of the business school and its spatial organization. The paper concludes that in re-enacting their experience of educational space, participants may learn about, reflect on, and develop their affective capacities for becoming part of organizational processes, both as students of the business school and as future managers.
As a counterbalance to the speed of movement that dominates the modern era, rural living can offer a less frenetic experience, including slow food, and an imagined (if romanticized) rural "idyll." Urban cosmopolitans and tourists partake of both leisure and tourism activities in the
countryside, and in some cases even settle there permanently. The authors explore the impacts of such developments on local culinary "habitus" and the impacts of tourism demand on local gastronomic traditions and identity using a series of in-depth interviews undertaken in several regions
of rural Hungary. These interviews reflect the perspectives of local communities, urban migrants, and other stakeholders who have contributed to the diversification and hybridization of the rural environment and its gastronomic traditions. The authors conclude that traditional food production
and gastronomy play a central role in the imagined construction of a rural idyll, community identity construction, and the nostalgic idealization of rural living in Hungary.
This paper explores teaching business students research methods using a psychogeographical approach, specifically the technique of dérive. It responds to calls for new ways of teaching in higher education and addresses the dearth of literature on teaching undergraduate business students qualitative research methods. Psychogeography challenges the dominance of questionnaires and interviews, introduces students to data variety, problematizes notions of success and illuminates the importance of observation and location. Using two studies with undergraduate students, the authors emphasize place and setting, the perception of purpose, the choice of data, criteria of success and the value of guided reflection and self-reflection in students’ learning. Additionally the data reflect on the way students perceive research about management and the nature of management itself. The paper concludes that the deployment of psychogeography to teach business research methods although complex and fraught with difficulty is nevertheless viable, educationally productive and worthy of further research.
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