Is Nurturing Creativity a Luxury or a Necessity for Schools in Developing Nations?

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After attending the World Innovation Summit for Education, I’m convinced that creativity matters – particularly as it applies to teaching and learning in developing nations.

The central theme of this year’s summit was “Imagine-Create-Learn: Creativity at the Heart of Education.” Creativity is the process by which we bring together seemingly unrelated ideas to make something – almost anything – new. Creativity is fueled by the passion to seek out meaning from the things we do.

For example, if schoolwork is perceived to be overly abstract and have very little real-world meaning, then students will have very little motivation to learn. This is why creativity plays a central role in both the UNESCO ICT Competency Framework for Teachers and the International Society for Technology in Education Teacher Standards and Student Standards for learning, teaching, and leading in the digital age. Read more

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Team Proactivity as a Linking Mechanism between Team Creative Efficacy, Transformational Leadership, and Risk-Taking Norms and Team Creative Performance

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Abstract

Despite the growing body of research on creativity in team contexts, very few attempts have been made to explore the team-level antecedents and the mediating processes of team creative performance on the basis of a theoretical framework. To address this gap, drawing on Paulus and Dzindolet’s (2008) group creativity model, this study proposed team creative efficacy, transformational leadership, and risk-taking norms as antecedents of team creative performance and team proactivity as an intervening mechanism between these relationships. The results of team-level regression analyses conducted on the leaders and members of 103 Korean work teams showed that team creative efficacy and risk-taking norms were positively associated with team creative performance. Furthermore, the relationships between team creative efficacy and team creative performance and between risk-taking norms and team creative performance were mediated by team proactivity. These findings offer new insights regarding the antecedents and the mediator of creative performance in team contexts and important implications for theory and practice.

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Linear and Nonlinear Thinking: A Multidimensional Model and Measure

Abstract

Building upon previously developed and more general dual-process models, this paper provides empirical support for a multidimensional thinking style construct comprised of linear thinking and multiple dimensions of nonlinear thinking. A self-report assessment instrument (Linear/Nonlinear Thinking Style Profile; LNTSP) is presented and preliminarily tested across three studies with an overall sample of 778 respondents comprised of business students and managers. The results indicate that nonlinear thinking style consists of seven distinct, yet interrelated dimensions: intuition, creativity, values, imagination, flexibility, insights, and emotions. Convergent and discriminant validity estimates vis-à-vis a multidimensional creative thinking index and an emotional intelligence measure provide support for further development of the instrument. The implications of these results for future managerial cognition research are discussed, as well as potential practical applications of the LNTSP for management education and business practice.

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Differential Effects of Personality Traits and Environmental Predictors on Reproductive and Creative Imagination

Abstract

The purpose of this study was twofold: (1) to analyze the effects of both personality and environmental variables on the imagination of video/film major university students; and (2) to test the mediator effect resulting from the variable of social climate. The results of this study supported both indicators of imaginative capabilities and environmental influences. The hypothesis of the study—that the variable of social climate mediates the effects of personality/environmental predictors and both types of imagination—was partially supported. The structural model also showed that most personality traits have direct effects on imagination, whereas most environmental predictors have indirect effects. Practical applications of this study were suggested, future inquiries were discussed, and limitations were acknowledged.

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“We’ve Got Creative Differences”: The Effects of Task Conflict and Participative Safety on Team Creative Performance

Abstract

Although both participative safety and team task conflict are widely thought to be related to team creative performance, the nature of this relationship is still not well understood, and prior studies have frequently yielded conflicting results. This study examines the ambiguity in the extant literature and proposes that both constructs must exist in tandem. Through a study of 55 design teams, we have identified a significant interaction between task conflict and participative safety. Results suggest that both participative safety and task conflict must exist in tandem to spur team creativity, and that team creative performance must be examined at the facet level, instead of simply as a single construct. In addition, supplemental analyses suggest that teams low on participative safety and task conflict are likely able to generate more original solutions for creative tasks due to the presence of an independent, disagreeable creative member. Implications for future research and practice are further discussed.

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Opening up Openness to Experience: A Four-Factor Model and Relations to Creative Achievement in the Arts and Sciences

Abstract

Openness to experience is the broadest personality domain of the Big Five, including a mix of traits relating to intellectual curiosity, intellectual interests, perceived intelligence, imagination, creativity, artistic and aesthetic interests, emotional and fantasy richness, and unconventionality. Likewise, creative achievement is a broad construct, comprising creativity across the arts and sciences. The aim of this study was to clarify the relationship between openness to experience and creative achievement. Toward this aim, I factor analyzed a battery of tests of cognitive ability, working memory, Intellect, Openness, affect, and intuition among a sample of English Sixth Form students (N = 146). Four factors were revealed: explicit cognitive ability, intellectual engagement, affective engagement, and aesthetic engagement. In line with dual-process theory, each of these four factors showed differential relations with personality, impulsivity, and creative achievement. Affective engagement and aesthetic engagement were associated with creative achievement in the arts, whereas explicit cognitive ability and intellectual engagement were associated with creative achievement in the sciences. The results suggest that the Intellectual and Openness aspects of the broader openness to experience personality domain are related to different modes of information processing and predict different forms of creative achievement.

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Perceptions of Age and Creativity in the Workforce

Abstract

As the workforce ages it becomes important to examine if there is misperception of creativity and age in work contexts. A laboratory experiment examined perceptions of the creativity of a team with both young and old workers and of a team composed entirely of young workers. Scripted videos portrayed such teams engaged in designing an outdoor advertising campaign. Altogether, 220 participants were randomly assigned to watch one of the video clips and complete a structured questionnaire. No significant differences were observed in the perceptions of the two teams’ performance or of the quality of the resulting advertising proposal. In general, there was also no significant difference in the individual characteristics attributed to the four characters on the teams. However, participants aged 35 or above evaluated both teams and all four characters more favorably than participants aged 20–34.

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