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Coding Schema and Mentoring Functions Served by Storytelling.
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How is it that mentors teach—that protégé’s learn—that wisdom is shared between a mentor and protégé? This exploratory, qualitative study responds to a call in the literature to better understand what occurs in mentoring interactions by examining storytelling as a mentoring tool. The focus is on how stories can convey meaning, inspire listeners, an...
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... It connects mentors and mentees on a deeper level while serving as a way to impart experience ( Figure 1). The technique has been explored in its role in mentoring (e.g., Aaker, 2022;Dicks, 2018;Storr, 2020) and as an educational tool (Abu Bakar, 2012;D'Abate & Alpert, 2017). Since stories capture peoples' attention, they are excellent channels through which to share life experiences that motivate others (Bloom, 2020). ...
Highlights
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... For example, we find research that highlights the role of narratives in stability and change in organizations (Brown, Gabriel & Gherardi, 2009;Frost, Nord & Krefting, 2003;Reissner & Pagan, 2013;Vaara, Sonenshein & Boje, 2016). Research also focuses on the relations of stories to organizational learning (Brown, Gabriel & Gherardi, 2009;Taylor, Fisher & Dufresne, 2002), organizational strategy and culture (Etmanski, 2018;Gabriel, 2004;Gold, Holman & Thorpe, 2002;Hamilton, 2013;Hansen & Kahnweler, 1993;McCarthy, 2008), entrepreneurship (D'Abate & Alpert, 2017;Komulainen, Siivonen, Kasanen & Räty, 2020;Mars, 2021), and leadership (Boje, Rosile, Saylors & Saylors, 2015;Clark & Kayes, 2019;Clifton, 2019;González, Rodríguez & Segovia, 2021;Grisham, 2006;Jones, Sambrook, Henley & Norbury, 2012;Maclean, Harvey & Chia, 2011;Schedlitzki, Jarvis & MacInnes, 2015). Despite their importance, stories resist reduction to a form of resolution for all organizational problems nor should we position the storyteller as the great "hero" (Reissner & Pagan, 2013). ...
... Understanding the world happens in the form of stories. Storytelling enables individuals to look at and understand the situations in which they find themselves (D'Abate & Alpert, 2017). This occurs within an organization: storytelling and story writing skills prepare managers to look at situations from different perspectives and make their decisions and change their behaviors according to these new insights, inspirations, and identities (Boje, 1991a;D'Abate & Alpert, 2017). ...
... Storytelling enables individuals to look at and understand the situations in which they find themselves (D'Abate & Alpert, 2017). This occurs within an organization: storytelling and story writing skills prepare managers to look at situations from different perspectives and make their decisions and change their behaviors according to these new insights, inspirations, and identities (Boje, 1991a;D'Abate & Alpert, 2017). ...
This study aims to integrate and consolidate academic knowledge about stories in management education. This research is based on a systematic review of national and international academic production. The analysis of identified research resulted in three central categories to explain the field: relevance (communication, engagement, creativity, politics, change, moral, and emotion), knowledge (typologies of stories, management practices, and teaching strategies and learning), and perspectives (storytelling and story writing). By elaborating a structured view of stories in management education, the results of this research contribute to structure, to stimulate, and to guide future research.
... Da nossa análise na produção acadêmica constatamos que, entre a criação e a contação de histórias, é majoritária a perspectiva desta última. O storytelling é reconhecido como uma tecnologia importante no processo de ensino-aprendizagem (D'Abate & Alpert, 2017), no qual emerge o potencial pedagógico das histórias como veículos deste processotanto em Administração quanto nas demais áreas do conhecimento (Gabriel & Connel, 2010), além de ser enfatizado como uma importante ferramenta na instrução de adultos e em organizações (Caminotti & Gray, 2012). As próprias organizações são tidas como formadas por histórias, consideradas como "storytelling organizations" (Boje, 1991). ...
As histórias e seu poder narrativo são fundamentais no campo da Administração pois explicam e qualificam a prática de líderes, empreendedores e gestores. Então, como formar gestores, líderes e empreendedores com base em histórias? Como a produção acadêmica em ensino e aprendizagem em administração é limitada, dispersa e fragmentada, desconhecemos revisões sistemáticas sobre esse tema. O objetivo deste artigo é integrar e consolidar o conhecimento acadêmico sobre histórias no ensino e aprendizagem em Administração. O mapeamento, seleção e análise do conjunto de pesquisas identificadas permitiu a elaboração e sustentação de categorias centrais para descrever o campo: relevâncias (comunicação, engajamento, criatividade, influência, mudança, moral e emoção), conhecimentos (tipologias de histórias, de práticas de gestão e de estratégias de ensino e aprendizagem), e perspectivas (contação e criação de histórias). Ao elaborar uma visão estruturada das histórias no ensino e aprendizagem em Administração, os resultados desta pesquisa contribuem para estimular e orientar a realização de pesquisas futuras. Palavras-chave: educação em administração; histórias; narrativa; ensino em administração; criação de histórias.
*Como citar: ROCHA, Camilla Rodrigues Netto da Costa; DAVEL, Eduardo Paes Barreto. Histórias no ensino e aprendizagem em administração: relevância, conhecimentos e perspectivas. In: ENCONTRO DA ASSOCIAÇÃO NACIONAL DE PÓS-GRADUAÇÃO E PESQUISA EM ADMINISTRAÇÃO (EnANPAD), 46., 2022, on-line. Anais eletrônicos [...]. Maringá: Associação Nacional de Pós-Graduação e Pesquisa em Administração, 2022.
... • Influence: stories are powerful tools of persuasion (D'Abate & Alpert, 2017;Franco, 2015;Palacios & Terenzzo, 2016). ...
... In research on management education, stories mostly appear from the perspective of storytelling (Caminotti & Gray, 2012;D'Abate & Alpert, 2017;Gabriel & Connell, 2010;Gold, Holman & Thorpe, 2002;Taylor, Fisher & Dufresne, 2002): teachers present students their stories or stories created by other authors. Teaching cases are situated in this context: stories created by researchers that are presented to students as a source for analysis and learning. ...
Storytelling is a fundamental skill in the professional practice and training of managers, entrepreneurs and leaders. However, management education focuses on storytelling from stories that are created by outside authors and presented to students. Rarely, management research focuses on learning how to create stories. The goal of this research is to understand how learning to create stories can regenerate research and educational practices in management. Based on inductive-oriented qualitative research, we carried out two analytical actions: we identified and discussed experiences of creating stories in management and we mapped and organized pedagogical processes from other areas of knowledge on how to create stories to nourish future research and educational practice in management.
Keywords: storytelling; story creation; management education; pedagogical process.
*Como citar: ROCHA, Camilla Rodrigues Netto da Costa; DAVEL, Eduardo Paes Barreto. Storytelling in Management Education: Paths for Creation. In: ADMINISTRATIVE SCIENCES ASSOCIATION OF CANADA (ASAC), 2022, Halifax. Proceedings [...]. Halifax, Nova Scotia (Canada): Dalhousie University, 2022.
... In the field of management, scientific research highlights the importance of stories for managers, entrepreneurs, leaders (Boje, 1991a(Boje, , 2008Boje, Rosile, Saylors & Saylors, 2015;Clark & Kayes, 2019) and for organizations (Boje, 1991a(Boje, , 2008(Boje, , 2019Gabriel, 2004;Gabriel & Connell, 2010;Gavin, 2021;Kainan, 2002). Themes range from reflection on the role of stories in situations of organizational change (Brown, Gabriel & Gherardi, 2009;Frost, Nord & Krefting, 2003;Reissner & Pagan, 2013;Vaara, Sonenshein & Boje, 2016), through organizational learning issues (Brown, Gabriel & Gherardi, 2009;Taylor, Fisher & Dufresne, 2002), organizational strategy and culture (Etmanski, 2018;Gabriel, 2004;Gold, Holman & Thorpe, 2002;Hamilton, 2013;Hansen & Kahnweler, 1993;McCarthy, 2008), in addition to entrepreneurship (D'Abate & Alpert, 2017;Komulainen, Siivonen, Kasanen & Räty, 2020;Mars, 2021) and leadership (Boje, Rosile, Saylors & Saylors, 2015;Clark & Kayes, 2019;Clifton, 2019;González, Rodríguez & Segovia, 2021;Grisham, 2006;Jones, Sambrook, Henley & Norbury, 2012;MacLean, Harvey & Chia, 2011;Schedlitzki, Jarvis & MacInnes, 2015). ...
... Stories are relevant in the process management education as they allow people to understand the processes and situations that surround them. Consequently, teaching and learning from stories prepares students to understand the complexity of the organizational settings, as well as the professional roles to be played in their future careers, whether as a manager, leader or entrepreneur (D'Abate & Alpert, 2017). Stories help in understanding the world around them, but this knowledge is not directly linked to students' ability to tell and create their own stories. ...
... • Engagement: the stories engage both the audience and students at management educational process (Brill, 2008;D'Abate & Alpert, 2017;Silva, Santos & Bispo, 2017). ...
In the process management education stories are relevant as they allow people to understand the processes and situations that surround them. The relevance of stories in the formation of managers, leaders and entrepreneurs can be pointed as communication, engagement, creativity, influence, morals, emotion. However, in research on management education, stories mostly appear from the perspective of storytelling and not the creation of them. The predominance of teaching experiences on storytelling, without explaining methodologies that bring the development of skills to create stories, makes it necessary to reflect why students are not confronted with pedagogical processes aimed at creation and at knowing how to tell and reflect on what they created? We lack a better understanding of possibilities and pedagogical paths to make story creation a central activity. The goal of this research is to understand how the creation of stories enhances the advancement of the field of research and practices in the management education process. Of all the practices analyzed, it is possible to observe that they all converge towards the same direction, which is: although the importance of creating stories for teaching and learning in administration is recognized, it is fundamental in the training of managers, leaders, entrepreneurs, they lack, all of them, from an approach in which the development of the necessary skills to create stories is explicit.
Keywords: storytelling; story creation; management education.
*Como citar: ROCHA, Camilla Rodrigues Netto da Costa; DAVEL, Eduardo Paes Barreto. Story creations in management education: experiences and pedagogies. In: SEMINÁRIOS EM ADMINISTRAÇÃO (SemeAd), 25., 2022, São Paulo. Anais eletrônicos [...]. São Paulo: PPGA/FEA/USP, 2022.
MSMEs play a crucial role in a country's economy. They contribute to job creation, local economic growth, and product or service innovation. Education is also recognised as a key pillar in community and economic development. Improving the quality of education has the potential to help MSMEs grow and thrive. The purpose of this study is to examine the role of business mentors in supporting the growth of MSMEs that receive support from education. This research is a literature review that uses a qualitative method approach, which means it will analyse and interpret data by relying on information and text from special sources, namely Google Scholar and Google search engine. The results of this study show that the role played by business mentors in supporting the growth of education-supported MSMEs is significant. The collaboration between business knowledge gained through formal education and practical guidance from mentors forms a strong foundation for sustainable business growth. Mentors not only provide insight and experience, but also help young business owners overcome challenges, formulate effective strategies, and build valuable networks. In an ever-changing business ecosystem, this role is becoming increasingly important in moulding the next generation of competent and innovative entrepreneurs.
Mentoring is an essential key to personal development and carer progression. This chapter documents a mentorship relationship journey within the profesional nursing context.First, the chapter provides an insight into the barriers to seeking support and the impact of mentorship on those barriers. Secondly, it documents typical mentorship activities, the concept of storytelling in mentorship, and the phases within a mentorship relationship. And, thirdly, it provides a reflective account of the mentor and the mentee using Gibb’s (1988) reflective cycle. The chapter concludes by describing storytelling as a powerful tool in motivating the Mentee, creating engagement, building a trustworthy relationship, and serving as a reflective medium for the mentors. Mentorship takes time, and one sure way to ensure maximum return on investment is by dedicating time and space.KeywordsSupportPeer mentorshipLeadershipMentorshipMirroringStorytellingRelationship
In the era of aging global, the group of older persons has been affected more than other groups. Some of them need caregivers due to living alone with suffering chronic diseases and need palliative care at homes or in hospice care centers, etc. This is necessary to promote qualified caregivers for taking care of them in long-term care. However, the ongoing COVID-19 outbreak that began in late 2019 has globally affected people around the countries, including Thailand. These continuous effects are not only in the health care system but also in nursing education. Looking for the traditional curriculum for caregivers, especially content and method of teaching and learning for elder care, face-to-face classroom, might not be appropriate to produce caregivers in the times of COVID-19. To generate a new model of caregivers’ curriculum which includes part of theoretical, practical, and ethical embedded, research titled “An innovation curriculum for caregivers in the digital era” was introduced as self-paced learning in theory and experimental parts at anywhere and anytime. In this regard, Massive Open Online Courses (MOOCs) were created and introduced to the caregivers’ program. Such an innovative research project required experienced and visionary senior and young researchers. Mentoring, therefore, was utilized as a strategy for developing youth researchers in the COVID-19 crisis. Mentorship activities are operated using a one-on-one and group approach.KeywordsRemote mentoringResearchMentorMenteeCOVID-19
As histórias são fundamentais no campo da Administração pois qualificam a prática de líderes, empreendedores e gestores. Como formá-los com base em histórias? A produção acadêmica em ensino e aprendizagem em administração é dispersa e fragmentada, desconhecemos revisões sistemáticas sobre esse tema então o objetivo deste artigo é consolidar o conhecimento acadêmico sobre histórias no ensino e aprendizagem em Administração. A seleção e análise das pesquisas permitiu a elaboração de categorias para descrever o campo: relevâncias, conhecimentos e perspectivas. Ao elaborar uma visão estruturada das histórias, os resultados desta pesquisa contribuem para estimular e orientar a realização de pesquisas futuras.
Palavras-chave: educação em administração; ensino em administração; criação de histórias.
*Como citar: ROCHA, Camilla Rodrigues Netto da Costa; DAVEL, Eduardo Paes Barreto. Produção e renovação acadêmica sobre inovações educacionais em Administração. In: CONSEJO LATINOAMERICANO DE ESCUELAS DE ADMINISTRACIÓN (CLADEA), 57., 2022, Guayaquil (Ecuador). Anais eletrônicos [...]. Lima (Peru): CLADEA, 2022.
