Executive summary: This master’s thesis aims to expend the current scarce knowledge about business studios. It explores the potential to support management learning, where studio pedagogy could be the starting point for the future generations to build knowledge and necessary skill sets that could be transferred to the professional contexts. In order to stay competitive in the rapid changing business environment, creativity and innovation are one of the key activities in forward thinking organizations. Therefore, new ways of approaching organizational operations start to reshape traditional structures and processes to evoke and stimulate employees’ creativity by designing new work environments. Changes in the professional setting also affect educational institutions, as schools and universities worldwide adapt new instructional approaches and open creative learning spaces often called studios, centres, labs or incubators. This exploratory study included data of the individual interviews with 20 experts from the academic community around the world, who promote and practice studio pedagogy. The research also used the data collected at the Studio Summit 2014: towards a studio pedagogy for management education, at Copenhagen Business School. The aim of the data analysis was to find common business studio patterns and their relationships to explore an overall business studio system and its underlying processes. The study introduces the model of the “Studio learning set up”, which is composed of four participants: a professor, students, a stakeholder and surface structures. A sense of community is created when a professor designs a unique learning experience by adjusting 7 key studio elements. The discussion reveals the importance of a hidden curriculum and the development of studio habits of mind. Following, the formation of a business studio community with its specific characteristics is revealed by looking through the lenses of communities of practice and inquiry. At the end, the study looks into the notion of situated learning and its relation with studio pedagogy explaining that thinking, learning and knowledge is situated in meaningful experiences, where the participants and the environment interact. This master’s thesis extends a rather limited research in the particular field of study about business studios. For the further research it suggests to look at how business studio practice could be transferred to other contexts than education.
|Uddannelser||Cand.soc.oie Organisational Innovation and Entrepreneurship , (Kandidatuddannelse) Afsluttende afhandling|