Creativity in Higher Education: Teaching Activities during Student Groups’ Idea Evaluation Process (original) (raw)
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2013
"With the growing importance of innovations, much attention and resources are given for their development. Innovation development is directly related to creativity. One of the branches of current research on creativity is related to the systems innovation approach where creativity is used for the integration of the existing knowledge into new combinations. Systems innovation approach examines novelty not of an individual element of the system but in the context of the whole system. Systems innovation development usually requires a broad spectrum of the knowledge and good integration abilities. Due to this, systems innovation is not an individual but a collective task that is developed by teams. Systems innovation development teams represent the collective creativity model. To stay successful with systems innovations, the teams need collective creativity skills from each member of a team and especially from team leaders. One of the key objectives pursued by higher education institutions is to develop team creativity skills necessary for systems innovation development. This is well in line with the creative characteristics of a new type of entrepreneur - the concept currently dominant in political and educational discourses around the globe. According to Bloom's taxonomy (1956) revised by Anderson (2001), the ability to create is assigned as the highest level of educational achievement. To develop collective creativity skills is even harder than to develop individual creativity skills. Traditional educational methods such as lectures, seminars, etc. are not efficient enough for collective creativity skills development. Problem Based Learning approach suits the collective creativity skills development more appropriately, however, this method has its own shortcomings as well. This paper analyses the factors that influence the effectiveness of student teams in systems innovation development. The authors of this paper conducted a survey with teams of the students who have applied a problem based learning methodology for systems innovation development. The influence of two groups of factors according to Amabile (2011) - “the catalyst” and “the nourishment” - were analysed. Furthermore, the analysis of the influence of team composition and its members' value profiles according to Schwartz values scale (2001, 2006) was carried out. The findings and recommendations for improving student team creativity skills performance are presented in the article."
COLLECTIVE CREATIVITY SKILLS DEVELOPMENT IN STUDY PROCESS: INSIGHTS ABOUT STUDENTS TEAMWORK
With the growing importance of innovations, much attention and resources are given for their development. Innovation development is directly related to creativity. One of the branches of current research on creativity is related to the systems innovation approach where creativity is used for the integration of the existing knowledge into new combinations. Systems innovation approach examines novelty not of an individual element of the system but in the context of the whole system. Systems innovation development usually requires a broad spectrum of the knowledge and good integration abilities. Due to this, systems innovation is not an individual but a collective task that is developed by teams. Systems innovation development teams represent the collective creativity model. To stay successful with systems innovations, the teams need collective creativity skills from each member of a team and especially from team leaders. One of the key objectives pursued by higher education institutio...
Creative practice applied in a higher education class
Creativity, Innovation and Entrepreneurship
In a society where information is widely available, being able to filter and under-stand facts is paramount to envision, devise and design practical solutions concerning a particular problem, and further consider its implications. In a higher education context, skills such as creativity and rational thinking are trained through-out a course, encouraging understanding and problem-solving skills, essential aptitudes in an everchanging world.Creativity can transform an idea of an existing domain into a new one, it is all about being curious, examining, connecting, experimenting, and playing with the surroundings, and thus incubating an entire new version or set of ideas, adding value to the process. It is the ability to reason and create connections with previously acquired knowledge that generate new ideas. The interest in creativity as a scientific area began in the 1960’s, with advertising result of interaction between the individual thoughts and sociocultural context, creativity is...
2021
We live in a changing world and learning and creativity are significant processes. They are important both in organizations—where the need to be innovative and able to adjust to that ever-changing world persists—as well as in schools and higher education institutions, in order to prepare students for an unknown future. Furthermore, we are facing new social and global challenges that require advanced interdisciplinary solutions. This chapter first presents results on what characterizes the creative knowledge processes when specialized researchers in interdisciplinary groups learn from one another and work to develop innovative ideas in an organizational context. It then describes how these results can be transferred to another context, i.e. to student groups in higher education at the beginning of their educational careers. Some similarities between the two contexts are observed; for instance, both cases involve diversity and individuals with different perspectives, which stimulates ...
Un-educating creativity: a case for a greater emphasis on creativity in medical education
Creativity has been synonymous with the field of the Arts, however, it is slowly emerging as an important issue in science education. Investigations into elucidating cognitive mechanisms underlying scientific creativity have been divided into three broad categories: studies of the creative person(s); studies of the cognitive processes underlying creativity; and studies of the careers of scientists and the contributions that they have made. 1 The aim of this review is to provide insights into some of the important findings in the study of scientific creativity such as the cognitive strategies that famous creative scientists employ; factors that diminish and enhance creativity (confirmation bias and visualization, respectively); the importance of interpersonal relationships and communication on creative problem solving; and the beneficial role of group dynamics and composition. The primary aim is to equip those who teach medicine an understanding of how the scientific mind thinks creatively. With this knowledge, educators could develop a more effective, and informed, teaching agendum aimed at cultivating an environment that supports and encourages creativity in medicine.
Creativity in higher education:great expectation
Creativity has been highly emphasized in higher education and identified as one of the essential graduate outcomes by many institutions. The issue however remains do we inculcate creativity among our learners? It is therefore important to know if an adequate place for developing creativity exists in our curricula not only in terms of teaching strategies but also the assessment component. Using examples from the literature on health professions education this paper will encourage participants to reflect on what is creativity within a professional course, what approaches are currently being used and how do we evaluate creativity in order to restructure the curricula.
Cultivating creativity in engineering and science education
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In this paper we will describe an experiment carried out in the first semester of medialogy students at Aalborg University, Denmark. The aim was to investigate the impact of more systematic creativity training on group formation, student's motivation for self directed learning and the quality of the project proposals prepared by students. Creativity training was designed using a mix of lectures, workshops, seminars and café dialogs based on creativity research and collaborative learning theories. The experiment was evaluated by data on group formation, comparing project proposals with previous years, analyzing students' process analysis' and conducting an online survey. The conclusion was that the creativity training had resulted in a higher quality of the project proposals prepared by students, a higher motivation towards self directed learning in terms of self prepared project proposals, and a group formation process which to a higher extent was influenced by professional interest that established social relations.
Development and Learning in Organizations: An International Journal, 2012
One of the challenges in higher education is how to teach creativity; i.e. the ability to think outside the box and beyond standard textbook solutions. This paper explores what is creativity, whether it is possible to learn creativity, and if so, how to facilitate learning of creativity. One such method is innovation camps. The paper asks, is it possible to transfer the experiences from innovation camps to other kinds of organizations and settings? This paper is based on one qualitative and two quantitative surveys. Interdisciplinary teams of students from different educations who did not know each other before the innovation camps were able to work together and produce creative and innovative concepts. The students' learning outcomes differed, depending on their education. may produce creative and innovative concepts if the process is properly organized. Many of the experiences from innovation camps about how to facilitate learning of creativity are most likely transferable to other organizations and settings.