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International Journal of Development Education and Global Learning 7 (2) 2015 ■ 75
The phenomenon of
being-in-management in
executive education programmes
An integrative view
Kosheek Sewchurran
University of Cape Town
and
Jennifer McDonogh
Managing in Complexity
Abstract
Currently, we experience a situation in society in general as well as business
school education, where leaders and executives prefer to remain ambivalent
and inauthentic about humanity’s worsening socio-economic challenges. As a
result of this, we continue with regimes of common sense that have lost their
legitimacy and perpetuate an unsustainable future. Occasionally we notice this
when there is a nancial, environmental, social, or ecological crisis. Is it possible
to resurrect a willingness to be more proactive? This paper uses the business
school education challenges to explore this dilemma and offer insight on how
the situation could be changed. The paper argues that the key phenomenon of
being-in-management has not received sufficient attention and is an important
aspect of teaching and learning in business schools that constrains impact. We
experience this as a lack of will, commitment, and subsequent lack of action to
improve many of the socio-ecological threats we encounter. This paper makes a
concerted effort to offer a coherent argument that this is the case, and integrates
recent views of the phenomenon of being-in-management to illustrate the
potential for more societal impact. While the business school setting is in focus,
Kosheek Sewchurran and Jennifer McDonogh
76 ■ International Journal of Development Education and Global Learning 7 (2) 2015
the insight is of equal value to academics interested in development education
and global learning.
Key words executive education, being-in-the-world, being-in-management
Introduction
e scholarship of global learning, development education, and business education
share many similar challenges and pursuits, and can cross-fertilize each other with
observations and ndings. For example, they both share the aim of inspiring action
to make the world a better place. Since its emergence, the discipline of development
education and global learning has been raising awareness and understanding of
how the global aects the local, and how individuals, communities, and societies
can and do aect the global (Bourn, 2015). Business education has recently had
to emphasize a similar process of consciousness development as issues of global
inequality and ecological sustainability risks have increased. In his evaluation of the
theory and practice of global learning, Douglas Bourn makes the observation that
development education is much more than learning about development (ibid.). is
paper will illustrate how Bourn’s observation in development education and global
learning can also be noticed in business education (ibid.). In addition, this paper
proposes that a focus on the phenomenon of being-in-management is relevant for
both disciplines.
e business school curriculum in recent years has had to be revised to create
capacities for graduates to address both the reality of growth not being inclusive or
sustainable (Hesselbarth and Schaltegger, 2014; Marcus et al., 2010; Setó-Pamies
and Papaoikonomou, 2015), and to address serious criticisms of business schools,
management education, and MBA programmes (Bennis and O’Toole, 2005;
Birnik and Billsberry, 2008; Chia and Holt, 2008; Datar et al., 2011; Ghoshal, 2005;
Mintzberg, 2004; Mitro et al., 2015; Moldoveanu and Martin, 2008; Pfeer and Fong,
2002; Schlegelmilch and omas, 2011; omas and Cornuel, 2012).
ese issues point to a too narrow conceptualization of a manager as being a rational,
reective agent controlling and optimizing people and resources. ey also point
to a lack of appreciation of the ‘messiness’ of management, and the inadequacy of
the business school curriculum in preparing managers to deal with this messiness
(Mitro, et al., 2015).
A common scholarly response has been to highlight the problem and pose solutions,
despite Russell Acko’s statement that we should focus ‘on the management
of messes rather than the solution of problems’ (Acko, 1981: 22). We see this in
particular in the discussion around the future of the MBA and of the business school
(as referenced above). e revisions that have taken place in business schools
The phenomenon of being-in-management in executive education programmes
International Journal of Development Education and Global Learning 7 (2) 2015 ■ 77
in response to criticism, can be seen in the incorporation of a number of theories
and frameworks, such as sustainability, shared value, customer capitalism, design
thinking, authentic leadership, impact investing, inclusive innovation, social
entrepreneurship, and in the mapping of new required competencies.1 It has also led
to a revival of scholarly interest in wisdom as a relevant concern in the management
and organizational sciences.2 e result is great uncertainty about what management
students should be taught and what they should learn (Birnik and Billsbury, 2008).
Furthermore, despite these eorts, we have not seen a noticeable reduction in the
fundamental problems of inclusivity and sustainability. e complex problems we
face globally are increasing, rather than decreasing (Whiteman, Walker, and Perego,
2013). At the same time there has, between 1960 and 2010, been a signicant decline
in the proportion of published research that can be considered ‘actionable’ and
useful in practice, both for managers and their teachers (Pearce & Huang, 2012).
is paper proceeds as follows: First, we look critically at contemporary arguments
in research landscapes of project management, management education, and
entrepreneurship; and highlight eorts in these disciplines to bring about a new
capability to address developmental challenges. An interesting observation from
this synthesis is that what is being experienced as inadequate theory in practice,
and a lack of action to reduce the problems, emerges from concerns that point to a
need to better understand the phenomenal world of management. ere have been
two signicant eorts to describe such a phenomenon: Aristotle and Heidegger.
Aristotle oered the idea of phronesis (practical wisdom). As this concept has been
extensively covered in the eld of teacher education, and is now increasingly been
considered a relevant concept in the management literature as well (Nonaka, et al,
2014; Shotter and Tsoukas, 2014; Grint, 2007; Nonaka and Toyama, 2007), we will not
discuss phronesis here. Nor will we provide a discussion of Heidegger’s concepts
as explanations also exist elsewhere (Florian and Graham, 2014; Popp and Holt,
2013; Guignon, 2012; Sewchurran, 2008a, 2008b; Spinosa et al. 1997). Instead, the
second step in this paper will be to oer some of our key heuristics for understanding
the phenomenon of being. ese heuristics are informed by Heidegger’s work.
ereafter we discuss contributions from scholars who have used Heidegger’s ideas
to promote a phenomenal view of being-in-management or entrepreneurship that we
have found useful in our teaching practice. Finally, interwoven in this discussion,
we put forward our views on how these perspectives have helped us communicate
and teach the phenomenon of being-in-management to students on an Executive
MBA programme at a South African business school. is teaching is founded on our
proposition that a shift in the being-in-management of executives, from detached
deliberation to involved experimentation, might lead to more intense engagement
with, and articulation of, the complex social, economic, and environmental
challenges we face.
Kosheek Sewchurran and Jennifer McDonogh
78 ■ International Journal of Development Education and Global Learning 7 (2) 2015
Evidence from the research: the need for ‘modes of being’ in
management and entrepreneurship
e research disciplines of project management, general management, and
entrepreneurship, are all concerned with driving tacit skills (i.e. those that are hard
to represent explicitly), such as the ability to organize, manage, and ‘entrepreneur’.
ese disciplines all question the adequacy of theory to explain practice, and have
been highlighting the need for a focus on ‘being’.
Researchers studying the phenomenon of projects and related management
practices (Bredillet, 2015; Maylor and Söderlund, 2015; Sewchurran, 2008b) have
been grappling with understanding what sustains the gap between theory and
practice. ere has been a concern that despite an accumulation of new theories
of project management, there has not been a corresponding improvement in the
success rates of projects. e research contributions in the space of projects that oer
explanations of this illustrate a growing realization among researchers that project
management, as a collection of instrumental techniques, is an insucient paradigm
to guide the creation of new, innovative practices of organizing. Furthermore, it is
becoming apparent that project management is dependent on responding to unique,
dynamic situations: it requires reexive learning, moral thought, practical wisdom,
and prudence (Cicmil, 2006; Cicmil et al., 2006; Pollack, 2007; Sewchurran, 2008a,
2008b). ese suggestions highlight that behavioural, cognitive, and communicative
aspects are of far greater value to managerial or leadership performance in projects
than sets of prescriptive techniques. Bredillet (2015) suggests that the search for
theories needs to be focused on the dierent intelligences that are needed in
practice rather than an overemphasis on the knowledge as predictive or descriptive
models. Sewchurran (2008a) similarly oers a perspective of how to educate for a
new way of being in projects that allows for the prudent interplay of dierent ways
of being. Furthermore, Sewchurran and Brown (2011) draw attention to the dangers
of continuing to theorize with an incorrect model of being-in-projects and warn
that new knowledge about projects as descriptive or prescriptive can imprison
and confound rather than enable intervention or understanding. ey argue that
research and practice in business education about projects has not embraced a
wider ontology of human lived experience and this has helped preserve a pretence
about what project management education and research ought to focus on.
Similarly, researchers in management implicate the kinds of knowledge produced
and taught in business schools for failing to explain the dichotomy between theory
and practice, and they raise the lack of impact of business school education on the
real challenges in management as a concern. Moldoveanu and Martin (2008) notice
that business schools take advantage of the large market for business education,
but do little to make business education more relevant to the contextual challenges
The phenomenon of being-in-management in executive education programmes
International Journal of Development Education and Global Learning 7 (2) 2015 ■ 79
faced by managers in practice. ey present a perspective on the ‘future of the MBA’
as needing to be a concept-making role, and argue that management education
has to prepare managers to thrive in the role of being articulators of new concepts
and common sense regimes. Like Spinosa et al. (1997), they see this articulator role
as needing to bring the disparate raw experiences of the many into coherence, to
stimulate understanding about and action on the situation of concern. In oering
these suggestions they recognize that there is a weakness of will to engage in this
kind of management and diagnose that there are new managerial virtues and
personal being dimensions, such as ontological openness or ‘open-beingness’, that
need development (Moldoveanu and Martin, 2008: 57). ey make the insightful
observation that academic practice can help bridge the theory–practice gap if it
works in the tacit domain by attempting to instil and develop ‘productive stances
and modes of being’ rather than separating taught knowledge from lived experience
and action (Moldoveanu and Martin, 2008: 47).
Chia and Holt (2008) explain that the production and dissemination of abstract
causal explanation over practical knowledge has led to a privileging of detached
contemplation over involved action. ey assert that we ought to take the being-in-
the-world of managers more seriously in research and teaching. Chia and Holt (2008)
further observe that an overemphasis on representational knowledge holds scholars
and practitioners back from realizing that management is mostly an immersed
perceiving, coping, and sense-making process: it is a set of skilled integrative social
practices, which may draw from the representational forms of knowledge. ese
practices are more of an art than a science. Management, they argue, is essentially
about ‘becoming aware, attending to, sorting out, and prioritizing an inherently
messy, uxing, chaotic world of competing demands that are placed on a manager’s
attention. Active perceptual organization and the astute allocation of attention is a
central feature of the managerial task’ (Chia, 2005: 1092). Managerial action thus
takes place from within messy situations that managers nd themselves in. As such,
the practice of managing is more of a phenomenon of method, as Chia and Holt
(2008) and others have argued.
e scholarship of entrepreneurship has undergone a similar anxiety with regard
to their search for relevant theory. ere is evidence that these scholars are also
settling for a more phenomenological understanding of the ‘entrepreneuring’
experience and are particularly concerned with sustaining, arousing, and nurturing
emotional commitment and new insight (Popp and Holt, 2013). In making a case
for entrepreneuring as research creating process, Steyaert (2011) and Johannisson
(2011), make the argument that the experience of (entrepreneurial) human venturing
is one of sense-making, emotional commitment, concrete action, and a vision from
Kosheek Sewchurran and Jennifer McDonogh
80 ■ International Journal of Development Education and Global Learning 7 (2) 2015
the orchestrator. us a research-laden approach should seek to nourish the venture,
keeping it meandering but focused, as well as energized and owing.
Whilst the research disciplines of project management, general management, and
entrepreneurship all dier in context, they all seem to suggest that to improve
practice, the dichotomies between theory and practice, and research and practice,
need to be eliminated. At the core of this debate lies a concern that what we value
as valid research is not adding to our ability to pursue the challenges in the world
of being-in-management. Hence it won’t be enough simply to get closer to practice:
there must be a moderation from an ontology of being-in-management.
e sections above illustrate that there is recognition of the limitations of
overemphasizing knowledge by representation, and not focusing suciently
on understanding the experiential knowledge in practice, and a need to suggest
ways in which these could be integrated to enhance the performance of being-
in-management as it unfolds in day-to-day practice. We argue that not striving
for integration of knowledge and experience (or theory and practice) confounds
the management experience and prevents impact being made in the real world.
It also limits practical mastery of the art of management, and it further limits the
development of the art of management as a phenomenon. Following lines of thought
expressed by both Tim Ingold (2011) and Hilary Austen (2010), we suggest that when
we are managing (or engaged in any other artistic performance) we are infused in
the medium in which we nd our being and through which we move. As is arguably
the case in our perception of the weather, we do not perceive our managing ‘out in
the open’, we perceive in our managing (Ingold, 2011: 138).
Key heuristics from Heidegger: understanding management as a
phenomenon
As was clear from the previous section, the phenomenological concept of
being, (derived from Heidegger in particular) has been cross-appropriated from
philosophy and has entered the research areas of project organizing, managing, and
‘entrepreneuring’, through the work of theorists such as Nonaka et al. (2014), Popp
and Holt (2013), Cunlie (2009), Sewchurran (2008b), and others.
e questions levelled at the adequacy of our grasp of being-in-management are
questions concerning ontology. Every science presupposes some conception of the
essence of the entities that are the objects of its enquiry in research and educational
eorts. is conception is often referred to as ontology. Generally there is no need
for researchers to question these ontological frameworks. at said, during periods
of crisis, such as that faced by business schools in relation to their MBA programmes,
researchers and educators have to call into question the ontological frameworks
within which they work (Guignon, 1983: 64).
The phenomenon of being-in-management in executive education programmes
International Journal of Development Education and Global Learning 7 (2) 2015 ■ 81
Like the theorists from project organizing, managing, and ‘entrepreneuring’ cited
earlier, Heidegger was similarly concerned by a lack of understanding of ontology
regarding ‘as-lived’ experiences. is motivated him to give a general account of
existence, which is presented in his best known and most inuential work, Being
and Time (Heidegger, 1962; Guignon, 1983: 3).
Unlike Aristotle, Descartes and others, who all started with perception and detached
contemplation in presenting a fundamental ontology for being, Heidegger starts
instead from the phenomenal experience of being-involved-in-the-world. He is
the rst philosopher to attempt to do this (Sewchurran, 2008a). We will discuss
Heidegger here in heuristic form since more detailed explanations of some of the key
concepts exist in other papers (Guignon, 2012; Popp and Holt, 2013; Sewchurran,
2008b).
e ultimate aim for Heidegger’s Being and Time was to provide ontology to serve
as a basis for the development of other regional ontologies (Guignon, 1983: 65), of
which management is an example. Heidegger intended that his ontology should
inuence regional ways of looking at social practices such as project management,
management, and entrepreneurship (Sewchurran, 2008a).
Some of the key heuristics (‘rules of thumb’) relevant for a phenomenal understanding
of being as proposed by Heidegger, include the following:
1. Human beings embody understanding of their environments and this allows
them to undertake daily mundane activities without being reective;
2. Because of this tendency, human beings develop a pre-reective sense or
grasp of their environments, and apply habituated expectations in their
perceptions of their environments.
3. e daily activities human beings engage in do not follow strict thinking and
then doing iterations.
4. Human beings are occasionally reective and able to theorize.
5. Human beings only nd themselves in theorizing modes when things don’t
work the way they expect them to, such as when the world does not respond
in ways their habituated expectations anticipate.
6. e basic assumption that human beings are engaged in rational cognition
(i.e., that the environment is passed through the retina and these images are
processed by the mind using a cognitive process to compute understanding
of the phenomena, together with adequate behaviour for the given situation)
is untrue.
Kosheek Sewchurran and Jennifer McDonogh
82 ■ International Journal of Development Education and Global Learning 7 (2) 2015
7. Human beings are for the most part already involved-in-the-world and not
always aware of themselves.
8. Human beings do not encounter the world as objects with specic properties
and uses.
9. Human beings are always confronted with meaningful situations seeking their
involvement: seldom do they encounter objects through their properties.
10. In moments when the world does not respond as expected, human beings
become conscious of themselves being in the world with other human beings.
11. Human beings constantly rene their involvement in the world and this
shows up as new practices and solicitations (i.e. as relations between things,
which aord the opportunity to perform an action).
12. Hence, once theorizing or understanding happens, the resultant insight
moderates involvement in the world and changes the solicitations (requests,
calls, demands) a human being encounters.
ese heuristics oer insight into the dierent modes we might be in when we are in
the messy ux of being-in-the-world, and illustrate a range of states that education
and research do not consider when they assume that being-in-management is about
the rational selection of appropriate theories to use in particular situations.
e following section oers insight into how other researchers are trying to educate
for the being-in states of management.
The phenomenon of being-in-management
A number of scholars (Chia and Holt, 2008; Moloveanu and Martin, 2008; Sewchurran,
2008a, 2008b; Spinosa et al., 1997) have presented a phenomenal view of being-in-
management or being-in-artistic-performance. Almost all of them reference Aristotle
or Heidegger, except for Austen (2010), who draws on Dewey. We discuss them here,
and highlight in particular the ideas that we have found to be useful in teaching
being-in-management to Executive MBA (EMBA) students.
Chia and Holt (2008) suggest that being-in-management is like being in a never-
ending dance of ‘building’ and ‘dwelling’. In the ‘building’ mode, they suggest, the
manager is able to build mental models and theories of intervention prior to any
practical engagement with the world. And in the ‘dwelling’ mode managers are
inextricably immersed in their surroundings and have no means of retreating for a
birds-eye view and must reach out from wherever they are. Chia and Holt (2008) also
elaborate on the downside of overemphasizing the ‘building’ of a ‘rational, reective
manager in the world’ in research and teaching. eir ideas are useful to articulate
the breadth of the phenomenon of being-in-management since they highlight
The phenomenon of being-in-management in executive education programmes
International Journal of Development Education and Global Learning 7 (2) 2015 ■ 83
the many modes that are important to develop, and they draw attention to the
importance of developing all of these. eirs is a useful way of putting the ‘dwelling’
dimension on the radar for management development rather than the phenomenon
being undened, ambiguous, and a source of frustration.
Spinosa et al. also draw attention to the ‘dwelling’ mode and highlight a specic state
in this mode, which they identify as the state of experiencing anomaly or disharmony.
ey argue that this state can be used as a source of insight and focus to usher in what
they term ‘whole new worlds’, which, they say, used to be quite a normal capacity
prior to the industrial revolution, but has since been lost. ey suggest that:
Before the advent of machine-powered tools one had to bend to one’s will as much
as possible the tendencies in the thing one is working with, whether the grain of the
wood, the shifts and power of the wind, the will of the horse, or one’s own desires.
(Spinosa et al., 1997: 26)
In other words, human beings used to have the capacity to improvise in a steering,
authentic way, but this mode of being has been enfeebled by the new cultural style
we have acquired, which is obsessed with certainty, with knowing completely before
acting, and with being in control. eir ideas communicate the value of the ‘dwelling’
mode of being and how the capacity to make productive use of this mode of being
has become concealed, with the result that we do not notice our in-dwelling in the
world in which we are being managers.
Austen’s ideas on performance mastery and artistry are helpful in highlighting the
latent value in the ‘dwelling’ mode and how its value can be accessed (Austen, 2010).
In her study of artistry and performance, she suggests that artists and performers
build qualitative knowledge of what it feels like to be in a performance or to engage in
an artistic work (ibid.). is amounts to a felt-experience that they try to sustain. She
denes these qualitative kinds of knowledge as distinctly dierent from knowledge
by representation, and denes the notion that there are ‘qualitative markers’ of being
in performance.
Moldoveanu and Martin (2008) build on the claims of Spinosa et al. (1997) that
human beings have lost their ability to disclose new worlds, when they diagnose
that there is a weakness of will and emotional commitment to venture into dening
new regimes of common sense. In arguing their case, they refer to the culture of
reasoning that society is ensconced in, and the subsequent eects this has on the
roles of management and leadership. ey explain that the master narratives, such
as shareholder-capitalism and an overemphasis on analytical thinking, no longer
hold self-evident truths. ey regard the lack of progress with changing the societal
conditions we are experiencing as a lack of will and commitment to act among our
leaders and managers. In giving advice on how to design the thinkers of the future
Kosheek Sewchurran and Jennifer McDonogh
84 ■ International Journal of Development Education and Global Learning 7 (2) 2015
suitable for management and leadership, they propose that contemporary leaders
(and business schools) need to champion the role of articulating new regimes of
common sense and new concepts, in order to bring the disparate raw experiences of
the many into discussions about new business models, new policies, and new worlds
of possibility. ey describe the phenomenal experience of dwelling, and oer a
suggestion that future leaders need to build a capacity not only to leverage the tension
that is experienced when they have choices to make among undesirable, opposing
options, but also to enjoy doing so. ey suggest that whenever choice situations
emerge, the thinker of the future must resist the role of being a choice maker and
allow for new options to emerge. is requires an ‘integrated thinking’ ‘intelligence’
of holding two or more opposing ideas in mind concurrently whilst resisting choice
and still retaining the ability to function. ey argue that the manager, as high-value
decision maker, is fundamentally an integrator and an articulator.
is section has highlighted some existing contributions that are being incorporated
into our EMBA teaching practice to help managers learn to notice, hold on to, and
articulate a phenomenal description of being-in-management. Whilst our research
is still in its early stages, and our interventions on the EMBA in South Africa are still
being tested, with only three cohorts of EMBAs having gone through the programme
so far, we are hopeful that the remarks above might inspire more pedagogical
experiments to bring about a dierent way of being in management practice.
e purpose of this paper has been to argue that the emerging scholarly eorts to
explore the phenomenon of being-in-management, which has been lacking in
management education, might present an access point with which to leverage the
tensions created by an evident lack of will, commitment, and progress in dealing
with many of the socio-ecological threats we encounter, to allow for new worlds of
possibility to be articulated, disclosed, and enacted.
We argue that a framework that is founded on a phenomenal understanding of
being-in-management, and that uses texts such as those cited as theoretical lenses,
might be useful in business education because:
1. It systematizes and organizes the totality of the messy experience of being-in-
management, and provides an entry point to competence development and
mastery across the entire breadth of the managing experience.
2. It assists in making the opportunities for learning, sense-making, sense-
giving, competence development, mastery, and intervention noticeable to
the manager.
3. It broadens the denition of knowledge so that the focus goes beyond
knowledge-by-representation to include felt experience of being-in-
management as well.
The phenomenon of being-in-management in executive education programmes
International Journal of Development Education and Global Learning 7 (2) 2015 ■ 85
4. It serves to make the management experience more fullling and more
purposeful, inspiring more commitment to sustain a lifelong pursuit of
learning and more authentic engagement with the world.
Conclusion
is paper has claried the validity of the concern by Bourn (2015) that development
education must go beyond its information roles and focus on pedagogy: it did this
using the context of business education. e purpose of the paper has been to go
beyond this and exemplify how a phenomenon of being-in-management might be
central to making the management experience more fullling and purposeful, as
well as illustrate how the phenomenon of being in management is a key constraint
aecting a lack of will, commitment, and subsequent progress in dealing with many
of the socio-ecological threats we encounter.
e contribution of the paper is that it highlights that the phenomenon of being-in-
management should be central to management education pedagogy and research,
as it provides the potential to calibrate ner, more detailed awareness of new ways of
being-in-management. It also cultivates more intensied involvement in executive
leaders and managers to help society and business regenerate themselves. In arguing
this case, we have provided a set of heuristics for understanding the phenomenon
of being-in-management, and drawn on theorists who are leading discussions on
how to design the business and societal thinkers of the future. We have connected
these suggestions to prominent emerging threads in project management, general
management, and entrepreneurship research, and highlighted that researchers in
these interventionist elds are calling for a light to be shone on the being-in-practice
of managers. We have consolidated what this might mean for more socially impactful
leadership and management pedagogy, and argued that a lack of action seems to
emerge from not having the ‘being intelligence’ or the will and commitment to notice,
articulate, and implement new regimes of common sense that might be more open
to generating more inclusive and sustainable growth and development agendas.
While the roles being considered in this paper are more prominent in business, they
are signicant inuencers in pursuing the aims of global learning and development
education. e pedagogical insights from this paper may also be relevant to the
broader aims of development education and global learning.
Kosheek Sewchurran is Program Director of the Executive MBA at the Graduate
School of Business, University of Cape Town. His research interests relate to
pedagogyfor executive management and leadership development.
Contact details: Kosheek.sewchurran@gsb.uct.ac.za
Kosheek Sewchurran and Jennifer McDonogh
86 ■ International Journal of Development Education and Global Learning 7 (2) 2015
Jennifer McDonogh is a researcher and writer interested in practices that enhance
authenticity, human consciousness and mood.
Contact details: jcmcdonogh@gmail.com
Notes
1 For a discussion of the rst sustainability MBA, see Hesselbarth and Schaltegger, 2014.
2 See Nonaka et al., 2014, for a review.
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