When antecedents diverge: Exploring novelty and value as dimensions of creativity     

Melissa L. Gruys  Natasha V. Munshi  Todd C. Dewett 《Thinking Skills and Creativity》2011,6(2):132-137

Though an ongoing debate exists concerning how creativity should be defined and measured, it is generally agreed upon that creativity is the generation of ideas that are novel and of value ( [Amabile, 1996] and [Hennessey and Amabile, 2010] ). Yet most studies treat creativity as a black box in regards to the nature of the relationships between some commonly known antecedents of creativity and its two prime components, namely novelty and value. This is the issue we address in this exploratory paper as we look at antecedents that are similarly related and differentially related to novelty and value. We propose that such relationships could have an impact on creative outcomes in organizations. We also discuss potential implications for broader application to practitioners interested in learning how to boost their employee creativity and organizational innovativeness.  相似文献   

Creativity as a twenty-first-century competence: an exploratory study of provision and reality     

L. M. Davies  L. D. Newton  D. P. Newton 《Education 3-13》2018,46(7):879-891

Recently, creativity has begun to be talked about as a twenty-first-century competency [UNESCO (United Nations Educational, Scientific and Cultural Organisation). 2006. The World Conference on Arts Education: Building Creative Capacities for the 21st Century: Working Document, Lisbon, Portugal, 6–9 March 2006. Lisbon: UNESCO]. Several government-endorsed publications have also stressed the importance of fostering creativity in the classroom [Robinson Report. (1999). Great Britain Department for Education and Employment. Department for Culture, Media and Sport. National Advisory Committee on Creativity and Cultural Education. All Our Futures: Creativity and Culture in Education. London: DfEE; DfES. (2004). Excellence and Enjoyment: A Strategy for Primary School. London: DfES; QCA. (2005). Find It! Promote It! London: QCA]. This study aims to explore opportunities to foster creativity following the new National Curriculum’s introduction (DfE (Department for Education). [2013a. National Curriculum for Art & Design. London: DfE; DfE. 2013b. National Curriculum for History. London: DfE; DfE. 2013c. National Curriculum for Science. London: DfE]). It explores provision and attempts to go beyond this into daily classroom practices by interviewing teachers. Analysis indicates a wide variation in terms of in-school provision. Certain schemes of work may be more successful at fostering creativity and that relying purely on the National Curriculum can hinder opportunities for creativity. Teacher responses indicate that they value creativity but find it hard to accurately describe incidents of creativity being fostered and teaching creatively is often confused for teaching for creativity. Training has been designed to address this, although a pervading emphasis on schools’ performativity will mean creativity is not embedded into daily learning to the extent it can be a twenty-first-century competence unless there is a major policy change.  相似文献   

创业团队知识异质性、知识整合能力与团队创造力关系研究     

刘泽双  杜若璇 《科技管理研究》2018,(8)

基于知识整合的视角,以258名创业团队成员为调查对象,采用多元回归分析方法考察知识异质性、知识整合能力对团队创造力的影响,并检验环境不确定性是否调节知识整合能力对团队创造力的影响。通过回归分析发现:创业团队知识异质性正向作用于知识整合能力、团队创造力;知识整合能力正向作用于团队创造力;同时知识整合能力在知识异质性对团队创造力的影响中起到部分中介效应;在知识整合能力与团队创造力的关系中,环境不确定性产生正向调节作用。  相似文献   

珠三角创造力产业生成路径及重点领域     

苏启林  刘光明 《科技管理研究》2017,(7)

珠三角产业转型升级衍生出对创造力产业巨大的需求,产业基础和政策设计的定位与目标的差异直接影响珠三角不同城市创造力产业沿着不同的路径生成和发展。结合运用技术预见理论和破坏性创新理论,指出传媒出版和电影(移动视频)产业将是珠三角创造力产业重点领域。  相似文献   

在活动中应重视幼儿创新潜能的开发与培养     

李槐青 《湖南科技学院学报》2005,26(7):171-172

科学创新能力关系到国家兴亡、名族中兴,是个体与时代发展的需要,是个体成功成才的关键,婴幼儿时期是科学创造力发展的关键期。教师在活动中应该利用各种途径去开发和培养幼儿的科学创新思维能力。  相似文献   

"学思维"活动课程对初中生创造力影响的实验研究     

胡卫平  郧海丽 《教育科学》2006,22(1):92-94

采用自行设计的“学思维”活动课程,对39名初中生进行为期两年的思维能力训练,探讨该课程对学生创造力的影响。结果表明,实验组学生的创造性思维能力、科学创造力和语文创造力有明显的提高。  相似文献   

Two decades of research on children's creativity development during primary education in relation to task characteristics     

《Educational Research Review》2023

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Emergence of creativity in IS development teams: A socio-technical systems perspective     

《International Journal of Information Management》2024

Despite the crucial role of creativity in the dynamic and intricate practice of Information Systems Development (ISD), our understanding of its emergence in ISD teams is limited. Prior research has focused on isolated interventions into the people, structure, task, and technology components of ISD practices. However, the synergistic interactions between these components are often overlooked, resulting in interventions that may be ineffective or counterproductive. Drawing on Leavitt’s Socio-Technical Systems (STS) theory, this paper explores creativity as a synergistic outcome of interactions within and between the people, structure, task, and technology components. Our qualitative study at a multinational banking software provider reveals that creativity emerged from within-component interactions when innovators and facilitators in ISD teams interact empathetically during idea generation and evaluation, visualize ideas using technologies for representation and collaboration, and align their creative styles with the organization's formal and informal structures. Additionally, we found that interactions between the STS components in ISD team practices created stimulating environments for creativity to emerge. Our study advances an STS perspective on the emergence of creativity in ISD teams, emphasizing synergistic interactions between people, structure, task, and technology rather than isolated interventions. Practically, our findings provide insights into how IS professionals can nurture creativity by fostering empathetic leadership, aligning creative styles with organizational structures, and balancing tensions between control and drift.  相似文献