{"id":46516,"date":"2019-01-10T13:59:00","date_gmt":"2019-01-10T21:59:00","guid":{"rendered":"http:\/\/world.edu\/?p=46516"},"modified":"2019-01-10T13:59:00","modified_gmt":"2019-01-10T21:59:00","slug":"bring-pedagogy-outside-the-walls-a-masters-degree-in-management","status":"publish","type":"post","link":"https:\/\/world.edu\/bring-pedagogy-outside-the-walls-a-masters-degree-in-management\/","title":{"rendered":"Bring pedagogy outside the walls: a master’s degree in management"},"content":{"rendered":"

\"\"<\/span><\/p>\n

In October 2018, I had the opportunity to initiate in Paris-Dauphine a\u00a0<\/span>master course on the transformations of work in the digital age<\/span><\/a>\u00a0.\u00a0It was about understanding the links between changes in work and new forms of organization and management.\u00a0In the spirit, this teaching was also an opportunity to try to link often separate practices (pedagogy and research).\u00a0The debates, the doing and the analysis intertwined with sessions outside the walls.\u00a0Part of the hours had to take place on the ground, in these places where the very object of the course is built: coworking spaces, corporate labs, makerspaces, hackerspaces, militant associations, cooperatives …<\/span><\/p>\n

Beyond this spatial decompartmentalization, the idea was also that the students see themselves as participants in the long course, all the old remaining associated with the modules.\u00a0Through social media and a blog, the goal was also to allow all those who wished to participate in the sessions and to ask questions.<\/span><\/p>\n

Today, most courses, even the most innovative, rarely value the work of students in and for society.\u00a0Copies, reports, prototypes, often remain in the academic space.\u00a0Here, the idea was to associate all learners with the co-production of a\u00a0<\/span>“common”<\/span><\/a>\u00a0knowledge through different types of articles published in media that respect the most generous creative commons.<\/span><\/p>\n

Vary roles<\/strong><\/span><\/h4>\n

In order to maximize the combination of points of view, three types of roles were assigned to students.\u00a0Four of them (the “journalists”) were responsible for producing a report and an article summarizing the course (in French in The Conversation and in English in\u00a0<\/span>LSE Business Review<\/span><\/em>\u00a0).\u00a0Six groups of students played “analysts” by conducting class sessions with presentations, round tables, recorded interviews and micro-workshops.<\/span><\/p>\n

The instruction was to articulate theoretical blocks (related to research in the social sciences and management) with interventions from two to five major witnesses that would allow to create even more interactions.\u00a0Each group of analysts had to write an article summarizing their session (published in Medium).\u00a0Both the course and the articles had to mobilize theories, concepts and data of a research nature.\u00a0Finally, a third role of “historians” concerned all the student analysts who were all to feed a report in real time of the course (from a\u00a0<\/span>Framapad<\/span><\/a>\u00a0).<\/span><\/p>\n

The whole course was organized as follows: six hours of inaugural lesson I taught, followed by fifteen hours of thematic sessions led by the students.\u00a0An hour of distance debriefing session of the last course marked the formal end of the teaching.<\/span><\/p>\n

Theory and practise<\/strong><\/span><\/h4>\n

The six-hour seminar anchored this experimental course in a tradition: that of the inaugural lecture.\u00a0This first part was an opportunity to problematize the transformations of work and management and to provide a framework for analysis.\u00a0The intervention was divided into three parts: a first on new work practices, a second on the stakes and dimensions of new work practices, and finally, a third articulating work transformations and management changes.<\/span><\/p>\n

I wrote a summary and in-depth text of the inaugural lesson –\u00a0<\/span>“Meaning, information and machines in the digital era: in the hands of Merleau-Ponty”<\/span><\/a>\u00a0.\u00a0Anchored in my research, he positions the whole of the reflection on the work and the new forms of organization in a phenomenological logic, that of the philosopher\u00a0<\/span>Merleau-Ponty<\/span><\/a>\u00a0.<\/span><\/p>\n

This founding article introduces a new personal concept: “reversible organizational narratives” (NOR).\u00a0The idea is that new forms of work and management are increasingly taking the form of narrative devices and practices.\u00a0These narrations make superimposable relations that seemed rather dialectical in the context of the “old world” (client-producer, private-professional, failure-success, home-office, employee-entrepreneur, single-set …).<\/span><\/p>\n

The students then had the opportunity to analyze the six thematic blocks that were: “Telework and mobility in cities and countryside”, “Pluriactivity in a liquid world”, “Freelancing and new forms of work”, “Automata, platforms and new digital mediations “,” Makers and new forms of crafts “,” Third places and collaborative spaces “.<\/span><\/p>\n

Each time, the presentations were critically documented and put into perspective.\u00a0Round tables, recorded interviews, and animations made the whole thing very interactive without sacrificing content.<\/span><\/p>\n

Four observations on the logic of a pedagogical “common”<\/strong><\/span><\/h4>\n

First of all, students are very motivated when they really feel involved in producing a course.\u00a0I was very impressed by the momentum and the content.\u00a0I had the opportunity to learn new things about work transformations, much more than I had hoped.\u00a0Of course, defining a framework and a requirement is likely important for the exercise to deliver.<\/span><\/p>\n

We can also note the importance of the articulation course \/ experimentation.\u00a0The only lecture (the inaugural lesson) or the only experiment would probably have given different results.\u00a0The lesson has created an atmosphere, a requirement and an analytical framework.\u00a0Conversely, the thematic sessions, more experimental, have freed the course and really be in a collective logic.\u00a0No production of a common knowledge without opening all points of view.<\/span><\/p>\n

The third observation concerns the space and time of pedagogy.\u00a0Take for the teacher a position of withdrawal and erasure at the end of the lesson, take the course out of its usual context (whatever the type of classroom) and go to the city, in the heart of the neighborhoods where really spend the socio-economic activity, totally changes the atmosphere of teaching.\u00a0Everyone feels that the page is white and that he has the right to take charge of the narration.<\/span><\/p>\n

The fourth lesson focuses on the link between digital tools and the local course.\u00a0The presence of the journalists’ camera (also used to film the interviews), smartphones powered to tweet, blog or manage the live Facebook and the presence of the big witnesses helped to “put” the exercise.\u00a0This frame gave it an importance even a certain solemnity.\u00a0In addition, these practices have created a real bridge with the outside world.\u00a0Several questions, reactions from elders, consultants and researchers, came to me through these channels.\u00a0On the next edition of the course, however, I think that we can greatly improve the number and quality of these interactions that could have a more important place in the course.<\/span><\/p>\n

Merleau-Ponty has often insisted on the importance of\u00a0<\/span>chiasms<\/span><\/a>\u00a0, these reversible phenomena that seem to oppose and which are in fact the opposite of each other.\u00a0An academic is a teacher-researcher.\u00a0With this course, its combination of play and rigor, I have rarely felt that teaching and research were chiasms for each other.\u00a0In these times of devaluation of pedagogy, it is for me the most essential lesson.<\/span><\/p>\n

\n

I warmly thank all the students of the Master 128 (promotion 2019) and the diploma and Dauphine alumni who participated in this experiment.\u00a0Thanks to the places that hosted our out-of-town sessions, especially Startway and Le Square.\u00a0A big thank you to our great entrepreneurial witnesses, digital nomads, researchers, consultants, slashers, makers and artisans who have embodied the discussion.<\/span><\/em><\/p>\n

Author Bio: <\/strong>Fran\u00e7ois-Xavier de Vaujany is a Professor, PSL-University Paris-Dauphine (DRM) at the Paris Dauphine University – PSL<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

In October 2018, I had the opportunity to initiate in Paris-Dauphine a\u00a0master course on the transformations of work in the digital age\u00a0.\u00a0It was about understanding the links between changes in work and new forms of organization and management.\u00a0In the spirit, this teaching was also an opportunity to try to link often separate practices (pedagogy and […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":46517,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[269053],"coauthors":[11733],"class_list":["post-46516","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-reversible-organizational-narratives"],"acf":[],"yoast_head":"\nBring pedagogy outside the walls: a master's degree in management - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/bring-pedagogy-outside-the-walls-a-masters-degree-in-management\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Bring pedagogy outside the walls: a master's degree in management - 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