Beteiligte: | |
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In: | Management Learning, 49, 2018, 2, S. 204-221 |
veröffentlicht: |
SAGE Publications
|
Medientyp: | Artikel, E-Artikel |
Umfang: | 204-221 |
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ISSN: |
1350-5076
1461-7307 |
DOI: | 10.1177/1350507617738864 |
veröffentlicht in: | Management Learning |
Sprache: | Englisch |
Schlagwörter: | |
Kollektion: | SAGE Publications (CrossRef) |
<jats:p> The importance of understanding students’ engagement is prominent in higher education. Assessment is the main driver of student engagement, a phenomenon known as backwash. I propose in this paper that students’ engagement with learning is often driven by an aesthetic motivation. I establish the connections between Burke’s (and Kant’s) conceptualisation of aesthetics as a dichotomy of beauty and the sublime (which I label the Burkean Pendulum) to motivation. I explore the links between this aesthetic motivation and the assessment regime focussing on the Burkean/Kantian sublime and suggest four communication strategies that can help manage the sublime when it arises in students’ education journeys. Thus, my contributions are twofold: firstly, I introduce the Burkean Pendulum as a means for educators to reflect on the aesthetic aspects of their designed assessment regimes. Secondly, I propose a framework of communication strategy narratives (Thriller, Horror, Exploration and Action) that could be used to manage the sublime of the assessment regime. </jats:p> |