ABSTRACT
Conventional management and leadership learning has paid little attention to the self or encouraged reflective practice in the management-leader role. Instead greater emphasis has, until now, been given to the role incumbents’ capabilities in meeting practical and measurable imperatives. In the workplace the potential contribution of imagination has been greatly subordinated by know-how. That is until now; it appears that the arts are confronting the borders that created this split. Adler (2006) describes how the arts are inspiring creative and improvisational skills with corporate leaders and that leading business schools worldwide are beginning to add arts-based courses to their curriculum. The corporate world is beginning to take interest in the human capacity for imagination and the value of imaginative learning methods (Nissley 2002; Darsø 2004), but what is arts-based or arts-informed learning and what added benefits can it bring to management education?
