@article{Sandberg, author = {Sandberg, Berit}, title = {Outcomes of Art-Based Leadership Development: A Qualitative Metasummary}, series = {Behavioral Sciences}, volume = {14}, journal = {Behavioral Sciences}, number = {8}, editor = {Gomes, A. Rui and Morais, Catarina}, publisher = {MDPI}, issn = {2076-328X}, doi = {10.3390/bs14080714}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:523-18886}, abstract = {Art-based leadership development, grounded in experiential learning, offers a learner-centered approach to leadership training by integrating relational, aesthetic and embodied dimensions. This systematic review investigates evidence on the outcomes of art-based leadership development, addressing the critical need for empirical validation of its effectiveness. A qualitative metasummary was employed to review 31 empirical studies published between 2008 and 2023. The studies were sourced from databases including Business Source Complete, ERIC, PsycINFO, Scopus, and Web of Science. The Quality Assessment for Diverse Studies (QuADS) tool was used to assess the studies. The analysis revealed that art-based methods significantly enhance reflective and reflexive practices, higher-order cognitive skills, emotional intelligence, and interpersonal competencies. Representing leader development, art-based initiatives facilitate holistic self-discovery and transformative shifts in mindset, offering a valuable complement to conventional skill-based approaches. Despite these promising benefits, the review highlights a need for more rigorous empirical studies, particularly longitudinal and quantitative research, to substantiate the long-term effectiveness of art-based methods.}, subject = {Erfahrungsorientiertes Lernen}, language = {en} } @article{SandbergStasewitschPruemper, author = {Sandberg, Berit and Stasewitsch, Elena and Pr{\"u}mper, Jochen}, title = {Skills Development through Virtual Art-Based Learning: Learning Outcomes of an Advanced Training Program for Project Managers}, series = {Education Sciences}, volume = {12}, journal = {Education Sciences}, number = {7}, editor = {Reichgelt, Han and Gordon, Neil}, publisher = {MDPI}, issn = {2227-7102}, doi = {10.3390/educsci12070455}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:523-15897}, pages = {1 -- 16}, abstract = {With regard to emerging requirements of the professional field, uncertainty competence is a skill to be cultivated and integrated into project management education and training. Art-based learning seems to be a promising approach because the artistic mindset is a suitable model for coping with uncertainty. However, it is widely unclear to what extent art-based learning's experiential nature will result in soft skills development under the restrictions of distance education. The present quantitative study explores whether—in a virtual learning environment—art-based executive training has a measurable effect on uncertainty competence. Data collection and analysis applied a quasi-experimental pretest-posttest control group design. Participants in the experimental group completed a month-long virtual training program based on visual arts. Contrary to its objective, the program did not cause meaningful changes in uncertainty competence or perceived stress but had a significant effect on participants' attentiveness and presence. Participants achieved a higher level of mindfulness in dealing with complexity. The results imply that—even in virtual settings—art-based approaches enhance terms of perceptive capacity and social presence but need to be long-term, related to participants' individual work-context, and disturb participants' routines to have an effect on uncertainty competence.}, subject = {Projektmanagement}, language = {en} }