Will be informed by the shift in contemporary

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will be informed by the shift in contemporary organization and management studies away from thinking about exchange value towards value-in-use (Ram rez 1999; Vargo and Lusch 2004, 2008) and from value chains (Porter 1985) to systems (Ackoff 1973), value constellations (Norman and Ram rez 1993), networks and ecologies ( Aldrich 1999) and hybrid arrangements (Ong and Collier 2005). In addition, the M(B)A will draw on socio-cultural approaches to understanding how markets work and how consumers consume (for example, Schor and Holt 2000) and how institutions form and change in response to innovation (for example, Hargadon and Douglas 2001). The implication for designers and managers concerned with designing better futures is to think not (only) at the level of products, services or experiences, or customers, end users and stakeholders but to consider how to act at the level of markets,
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systems and institutions and attend to their underlying symbolic structures. Aesthetic play Management and organization studies founded on a desire to create a scientific body of knowledge have neglected the role of aesthetics in understanding what goes on in organizing (Strati 1999; Barry and Rerup 2006). In contrast, art and design practices hold a privileged place for discussions of aesthetics. But within art and design education, aesthetics is built into the iterative, studio-based mode of teaching in which Manifesto for Designing Bett er Futures 171 students learn through handling and experiencing materials relevant to their discipline or field. The studio enables a more sensuous, embodied set of learning practices than the lecture theatre. Like other postgraduate courses linking design and management, this M(B)A will give students opportunities to develop their practices of material thinking (Carter 2004) by attending to both visual and non-visual aesthetic practices such as performance and choreography. Bringing to professional education opportunities for exploring the poetic and the beautiful, this course will be unusual in making a serious commitment to aesthetics in organizational life. Embracing the importance of play and its potential (Kane 2004; Guillet de Monthoux 2004; Guillet de Monthoux and Statler 2006), this M(B)A will help managers and entrepreneurs see the connections between ethics and aesthetics and learn how to create new playful practices in their teams, projects, organizations and policies. Publics and Engagement Managers and designers have to find ways to persuade people of their ideas and attend to how they know and how they might act. They must create or engage with regimes of accountability and governance that shape what is possible and how action is understood. Whether this is conceived of as rhetoric (for example, Buchanan 1995) or enrolment (for example, Callon 1987), the important challenge for managers and entrepreneurs designing better futures is to find ways to represent and to involve stakeholders in conversations and design activities. The course explores different ways in
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