Beyond the strategic frameworks, logic and critical thinking needed to run a successful business, the world’s most innovative and disruptive leaders also have creative vision, empathy and agility to think outside of the box and unlock new potential.
How can business schools teach these vital soft skills to tomorrow’s leaders, beyond the theoretical case studies and leadership methods embedded within the MBA curriculum? The answer may lie in the creative arts.
Several high-profile business schools take learning from the creative arts and apply it to business education. MIT Sloan offers an elective module in improvisational theatre for its MBA students. Harvard Business School professors Joseph L Badaracco and Sandra J Sucher ask students to trade in case studies for literature. Berkeley Haas School of Business provides a class in storytelling for leadership, shaping students’ ability to tell their personal stories to build trust and connection.
According to Ralf Wetzel, associate professor of organisation and applied arts at Vlerick Business School, creativity and artistic vision can be helpful tools when faced with unexpected change or crisis.
It’s not all clowning around
Ralf teaches various art forms on the MBA at Vlerick including improvisation, theatre play, movement and dance, surreal painting and clowning – methods you might not expect on an advanced business programme.
Ralf said: “The brain is the least reliable partner in a panic moment. A non-cognitive, intuitive and embodied response is the key element to effective decision-making." Working with techniques from the creative arts enables students to “explore and rehearse how to capitalise on the unknown, rather than run away from it.”
In the classroom, Ralf introduces the subject. It could be change, effective teamwork, impactful communication or agile leadership. Without talking about frameworks up front, Ralf lets the students experience disruption through rational, cognitive leadership and non-cognitive, embodied leadership, while drawing from artistic exercises.
“I don’t explain the models for the students to understand,” he said. “They dive into physical exercises which produce an experience and a feeling, which is way more impactful than sole cognitive understanding.”



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