Tatiana Rodriguez Leal

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Tatiana Rodriguez Leal

Tatiana Rodriguez Leal

t.rodriguez79 @uniandes.edu.co

Profesor Asistente

Oficina: SD_934

Extensión: 3743

Facultad de Administración

Información básica
Cursos
Productos
Proyectos

Información básica

Cursos Recientes

  • 2021
    • COMPORT. ORGANIZACION.(INGLES)

      Primer Periodo
      Licenciatura

      LIDERAZGO

      Primer Periodo
      Maestría

Productos Recientes

Rodriguez T. (2019)
Explorations of Leadership
Produccion Periodistica

Proyectos Recientes

  • 2021
    • Using cinematic storytelling to foster virtue cultivation at the Business School

      Duración: 36 meses

      PR.3.2021.8087

      Business Schools have strived to strengthen their ethical curriculums, and scholars have designed interventions to foster character development among managers (Hill et al., 1999). Yet, it is debatable to what extent ethical training interventions enhance the moral outlook of students. There are several limitations to the teaching of ethics (Culham, 2013). For example, many of the programs have a strong theoretical component that addresses students' cognitive changes but not necessarily behavioral changes. Furthermore, the Covid crisis has posed significant limitations on face-to-face learning experiences, making the teaching of ethics even more challenging for business school professors.In brief, the project aims to explore the question: What are the affordances of educational video in fostering virtue ethics at the Business School? We will explore this question through the development and implementation of an intervention. By exploring the pedagogy of virtues at the Business and Management schools, this project contributes to our understanding of fostering virtues at the individual and institutional levels.The project also contributes to our understanding of the role of instructional video in teaching. Although the use of video in education has been widely explored (Bétrancourt and Benetos, 2018; Konning et al, 2018), there is still much to learn on what constitutes effective educational videos (Fiorella and Mayer, 2018; Hansch et al., 2015. Additionally, while some studies have explored the bearing of formal and technical aspects of video production on learning outcomes (e.g., Biard et al., 2018; Boucheix et al., 2018, McConville and Lane, 2006; Merkt et al., 2018), the aesthetic value as a construct for educational video remains heavily under-explored. There are far more developed inquiries in the field of film studies. For example, some studies have found that shot length, luminance, pacing, and motion have an important impact on the audience's attention (Cutting et al., 2011). Similarly, studies in perception suggest that long- term memory retention varies depending on the arousal level that visual content elicits (Caghil and McGough, 1995). Bringing aesthetic and perceptual considerations already explored in film studies to the study of educational videos can be an important and timely contribution to higher education.As part of the intervention, I will create a series of videos to foster virtue cultivation. The videos will vary in aesthetic value and will feature different storytelling devices. The videos will then be tested in different experimental settings to see their performance against several learning outcomes and among different audiences. Answering my research question can offer powerful tools for business ethics education. The research lessons are relevant to journals such as the Academy of Management Learning andEducation, Journal of Business Ethics, Business Ethics Quarterly, and Computers in Human Behavior. 

Cursos

  • 2021
    • COMPORT. ORGANIZACION.(INGLES)

      Primer Periodo
      Licenciatura

      LIDERAZGO

      Primer Periodo
      Maestría
  • 2020
    • COMPORTAMIENTO ORGANIZACIONAL

      Primer Periodo
      Licenciatura

      COMPORTAMIENTO ORGANIZACIONAL

      Primer Periodo
      Maestría
    • COMPORTAMIENTO ORGANIZACIONAL

      Segundo Periodo
      Licenciatura

      LIDERAZGO

      Primer Periodo
      Maestría
  • 2019
    • COMPORT. ORGANIZACIONAL

      Primer Periodo
      Licenciatura

      COMPORT. ORGANIZACIO. (INGLES)

      Primer Periodo
      Licenciatura
    • COMPORTAMIENTO ORGANIZACIONAL

      Segundo Periodo
      Licenciatura

      RETO 2 - EMPRENDIMIENTO E INNO

      Primer Periodo
      Maestría
    • LIDERAZGO Y ÉTICA

      Primer Periodo
      Licenciatura

      LIDERAZGO I

      Primer Periodo
      Maestría
    • ORGANIZACIONES

      Segundo Periodo
      Maestría
  • 2018
    • COMPORT. ORGANIZACIO. (INGLES)

      Segundo Periodo
      Licenciatura

      LIDERAZGO Y ÉTICA

      Primer Periodo
      Licenciatura
    • COMPORT. ORGANIZACIONAL

      Segundo Periodo
      Licenciatura

      LIDERAZGO Y ÉTICA

      Segundo Periodo
      Licenciatura
    • CAMBIO ORGANIZACIONAL

      Primer Periodo
      Maestría

Productos

Rodriguez T. (2019)
Explorations of Leadership
Produccion Periodistica

Proyectos

  • 2021
    • Using cinematic storytelling to foster virtue cultivation at the Business School

      Duración: 36 meses

      PR.3.2021.8087

      Business Schools have strived to strengthen their ethical curriculums, and scholars have designed interventions to foster character development among managers (Hill et al., 1999). Yet, it is debatable to what extent ethical training interventions enhance the moral outlook of students. There are several limitations to the teaching of ethics (Culham, 2013). For example, many of the programs have a strong theoretical component that addresses students' cognitive changes but not necessarily behavioral changes. Furthermore, the Covid crisis has posed significant limitations on face-to-face learning experiences, making the teaching of ethics even more challenging for business school professors.In brief, the project aims to explore the question: What are the affordances of educational video in fostering virtue ethics at the Business School? We will explore this question through the development and implementation of an intervention. By exploring the pedagogy of virtues at the Business and Management schools, this project contributes to our understanding of fostering virtues at the individual and institutional levels.The project also contributes to our understanding of the role of instructional video in teaching. Although the use of video in education has been widely explored (Bétrancourt and Benetos, 2018; Konning et al, 2018), there is still much to learn on what constitutes effective educational videos (Fiorella and Mayer, 2018; Hansch et al., 2015. Additionally, while some studies have explored the bearing of formal and technical aspects of video production on learning outcomes (e.g., Biard et al., 2018; Boucheix et al., 2018, McConville and Lane, 2006; Merkt et al., 2018), the aesthetic value as a construct for educational video remains heavily under-explored. There are far more developed inquiries in the field of film studies. For example, some studies have found that shot length, luminance, pacing, and motion have an important impact on the audience's attention (Cutting et al., 2011). Similarly, studies in perception suggest that long- term memory retention varies depending on the arousal level that visual content elicits (Caghil and McGough, 1995). Bringing aesthetic and perceptual considerations already explored in film studies to the study of educational videos can be an important and timely contribution to higher education.As part of the intervention, I will create a series of videos to foster virtue cultivation. The videos will vary in aesthetic value and will feature different storytelling devices. The videos will then be tested in different experimental settings to see their performance against several learning outcomes and among different audiences. Answering my research question can offer powerful tools for business ethics education. The research lessons are relevant to journals such as the Academy of Management Learning andEducation, Journal of Business Ethics, Business Ethics Quarterly, and Computers in Human Behavior.