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As collaborative artistic inquiries, studios challenge logical–analytical approaches to knowledge. Studio activities entail materializing artifacts to explore a range of management and organization issues. Theoretical references are currently needed to keep pace with the growing interest in studio-informed pedagogy. Inspired by organizational aesthetics, my article engages with Luigi Pareyson's hermeneutic–aesthetic philosophy of production and theory of formativity for new understandings on the art of "learning-by-making" studio practices. Based in sensory knowing, formativity—conceptualized as aesthetic formativeness—denotes how artistic "making/doing" unfolds through trial and error, socio-material processes involving simultaneous invention and production. Building on previously established analytical distinctions for studying formativeness dynamics in practice, studio experimentations with two distinct MBA cohorts are explored. Excerpts from these studio accounts guide the reader through students' creative formative adventures. Extensions to the initial conceptual framework are put forward with the aim of contributing more nuanced aesthetic insights on studio-based education. Practical implications and future directions are considered. [ABSTRACT FROM AUTHOR]

Observation is an important component of research to examine complex social settings and is well-established for studying courtroom dynamics and judicial behaviour. However, the many activities occurring at once and the multiple participants, lay and professional, make it impossible for a sole researcher to observe and understand everything occurring in the courtroom. This article reports on the use of two researchers to undertake court observations, in two different studies, each nested in a different research design. The social nature of data collection and the value of dialogue between the two researchers in interpreting observed events, especially when studying emotion, are readily apparent in both studies. [ABSTRACT FROM AUTHOR]

The recent burgeoning of “organizational aesthetics” scholarship represents unrealized potential for transforming management learning practices. In response to calls for more embodied “holistic” ways of knowing, the present case study is a “wayfinding” journey into organizational aesthetic encounters with undergraduate management students. Initial encounters reveal how narratives of organizational quotidian evoke aesthetic attunement. Closer encounters engage students with their own aesthetic inquiries and artifacts to re-present aesthetic knowledge and sensibilities. As aesthetically attuned and active producers of “organizational aesthetics,” what is sensible and thus knowable in the context of management learning is disturbed—informing and enlivening our learning experiences. From a practical standpoint, these types of aesthetic encounters may breach the “management learning” peace, one disturbance at a time. [ABSTRACT FROM PUBLISHER]

The dominant image of judicial authority is emotional detachment; however, judicial work involves emotion. This presents a challenge for researchers to investigate emotions where they are disavowed. Two projects, one in Australia and another in Sweden, use multiple sociological research methods to study judicial experience, expression, and management of emotion. In both projects, observational research examines judicial officers’ display of emotion in court, while interviews investigate judicial emotional experiences. Surveys in Australia identify emotions judicial officers generally find important in their work; in Sweden, shadowing allows researchers to investigate individual judicial emotion experiences and expression. Evaluating the different methods used demonstrates the limitations and effectiveness of particular research designs, the value of multiple methods and the challenges for researching emotion. [ABSTRACT FROM PUBLISHER]

This article responds to calls from the field of organizational aesthetics to study and represent sensible-aesthetic knowledge with artistic-aesthetic approaches. An artistic-aesthetic touchstone artifact engages the sensibilities of 54 MBA Organizational Behavior students as they take an aesthetic risk to enjoy exploring and re-presenting the aesthetic dimension of group organizational life. In the context of dominant business school pedagogic practices that tend to neglect aesthetics, student reflections reveal that the creative process itself is imbued with its own aesthetic value. This study contributes to artistic-aesthetic knowing at the group level of understanding. This paper also makes a contribution to the field of organizational aesthetics by extending its reach into management education practices. It is further suggested that an aesthetic inquiry into the aesthetics of management education is well worth the effort. In accordance with aesthetic criteria, this paper seeks to represent a plausible account of this management education journey. [ABSTRACT FROM PUBLISHER]

This article examines the judgecraft required when judicial officers actively manage the time pressures created by long and unpredictable case lists. It considers the implications of this time management for the legitimate exercise of judicial authority. In particular, we focus on the strategy of altering the temporal sequence of the list by standing matters down and recalling them later in the list. This strategy, especially when initiated by the judicial officer, is analysed in light of the temporal goals of getting through the list on the day and moving cases along towards final resolution, and the ideological and practical requirements of legitimate judicial authority within the adversary system. The article is based on a court observation study of the general criminal list, concentrating on the role of the presiding judicial officer — the magistrate — in the lower courts of Australia. The research demonstrates that magistrates exercise considerable judgecraft which achieves temporal goals and can create space for a more engaged and therefore more legitimate decision-making process; however, their capacity to do so is limited by the judicial role and the roles allocated to others by conventional adversarial norms and practices. [ABSTRACT FROM AUTHOR]

This paper seeks to aesthetically explore the relationship between passion and knowledge. Some of the challenges associated with aesthetic readings surround the location, evocation and representation of multi-sensory experiences and aesthetic expressions. Place-based research indicates that places are important for both aesthetics and meaning. This symbiotic connection between aesthetics and 'senses of place' opens an important gangway through which to embark on a journey to locate, evoke and represent the 'aesthetic dimension' of seascapes and shipboard life. Conversations with 34 Norwegian seafarers support the relationship between passion and knowledge anchored in seascapes; provide the researcher with a familiar harbour for an impassioned aesthetic reading. Reflections along the voyage consider the importance of an 'integrated aesthetic approach' (Brady, 2003) which includes a double focus: on both the aesthetic experiences of organizational members and on the places wherein these experiences are aroused. This aesthetic reading also attends to the 'aesthetics' of aesthetic research. [ABSTRACT FROM AUTHOR]