Ramen Sen's research while affiliated with Sheffield Hallam University and other places
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Publications (7)
This chapter is based on a series of experiential workshops and exercises to help leaders and followers to be more mindful about their leading and following styles, and the impact that has on their followers or leaders. This approach has emanated from the authors’ experience as academics, practitioners, and dancers. It focuses on management learnin...
In this paper, we explore how leadership and followership are relational, mutually constructed
and mutually enabled. Using dancesport as metaphor and medium, we focus on the
embodied, corporeal aspects and dynamics of leading and following, relating them to
lead/follow roles and tasks of people in organizations. In a mainly autoethnographic
explora...
This paper tells the story of a journey of inquiry, which has turned into a journey of research, through the lens of collaborative autoethnographic work, connecting work lives, private lives, dance lives, a journey in time (nearly two decades) but also in spaces (dancefloors, universities, other organisations). It connects dance competitions with o...
This paper aims to ‘unpick’ the spatial elements of leadership and followership in competitive ballroom dancing and to explore how they relate to organizational life. To explain and underpin this relational field, the authors use examples from their own learning journeys, both as amateur dancers and in their professional roles.
Management can learn much from modern competitive ballroom dancing. Dance embodies many aspects of organisational life in a microcosm – teamwork , power relationships, job roles, competition, politics, etc. In the authors' experience with dance and leadership workshops, it offers dancers and non-dancers alike a medium to explore, experiment and cha...
This workshop explores the role of the follower in enabling leadership, the leader’s twofold obligation to the present and the future, issues around power and ‘powerful-ness’, as well as the relevance of this in a work context.
We use both the metaphor and the reality of ballroom dancing to explore and challenge behaviour and assumptions in our ro...
Citations
... This requires close attention to what an individual student is experiencing in the moment and calibration of the activity's variables to create a balance between what Kolb and Kolb (2005) call challenge and support. I often invite students to craft resonant somatic metaphors (Foster, 2015;Matzdorf & Sen, 2016). I may encourage them, for example, to bring to mind a current situation in their life where they feel stuck while engaging in a drill where their partner is restraining their range of motion. ...
![[object Object]](https://i1.rgstatic.net/ii/profile.image/285166502203392-1445000400580_Q64/Fides-Matzdorf.jpg)
... In dancesport (depending on skill level and envisaged outcome), the leader's responsibilities are (see Matzdorf 2005;Matzdorf & Sen 2016): ...
... Multiple levels of connection to all elements in dance is well articulated by Matzdorf and Sen (2014) as follows: "Follower and leader have to manage themselves in their respective roles, but also manage their relationship to each other (trust, acceptance, allowing mistakes), their own 'private space', their 'communal space', as well as the space around them and the 'moving obstacles' in itthe other dancers on the floor, competing and collaborating for space to 'power through'. Beyond themselves, dance partners also have to manage the relationship with the rhythm of the music, and both the amount (small vs large floor) and the shape (square vs rectangular vs any other shape of floor) of the space around them." ...
