This paper explores theoretical frameworks, drawn primarily from learning theory, which might inform future research into arts-based initiatives (ABIs) in organisations and HE, and both the analysis and dissemination of outcomes. The theoretical insights considered here include pedagogical and philosophical models (eg Buber 1937/2002; Heron 1992; and Gardner 2006, 2011); psychological and management frameworks in self-efficacy, social cognition, socio-constructive approaches and complexity theory (eg Bandura 1997; Hutchins 1995; Kolb and Kolb 2010; Mowles et al. 2008); and models applied to research in the creative arts, including metaphor, aesthetic distancing, embodiment, and threshold concepts (eg McGilchrist 2009; Pässilä and Vince 2012; Dreyfus 1996; Meyer and Land 2005). In the conference presentation, we will also review some of the more populist ideas, including emotional intelligence, presence and mindfulness (Boyatzis and McKee 2005; Senge et al. 2005; Goleman et al. 2002), which have become established in leadership and management development practice, aiming to consider whether their application to the analysis of research results may offer benefits in the dissemination and interpretation of arts-based research for practitioners. The paper concludes by considering potentially appropriate research methodologies and other recommendations for future research into ABIs, and by inviting debate and feedback.