Examining Artistic Processes And Transfer

This exploratory qualitative case study inquires into the relationship between artistic processes in organizational theory and in education, examining the perception of transfer from a lived arts experience to student leadership contexts. The literature review considers the parallel evolution of artistic thinking strategies in organizations and in education, using three processes as a basis for comparison: tolerance for ambiguity, a collaborative culture of critique, and the empowerment of group members at all stages of an initiative. Evidence of these processes was analyzed for its relevance to leadership development using documents from single-gendered independent schools, participant journal entries, and interviews with students in leadership positions. In general, artistic processes are perceived and enacted in leadership situations involving authentic empowerment, leading to greater intrinsic motivation while facilitating creativity and innovation. The principal recommendation is for school leadership curricula to incorporate these principles in a transparent manner