This paper aims to understand the mediating role of general self-efficacy in the effect of environment supports (work and none work environments) on individual creativity in Palestinian SMEs. ...Respondents for this paper are 247 of employees and owners in small and medium enterprises (SMEs) in North West Bank- Palestine. The findings show that work and non-work environments are significantly directly influenced on GSE, while, not directly influenced individual creativity. In addition, the results show that general self-efficacy plays a significant mediating role in enhancing the effect of environment supports on individual creativity in the Palestinian SMEs.
Editor's Note Gilbert, Nora
Studies in the novel,
12/2017, Volume:
49, Issue:
4
Journal Article
Peer reviewed
Under her creative and thoughtful direction, the journal entered into an exciting new partnership with Johns Hopkins University Press, increased and vastly improved its online presence, was given a ...design overhaul and new look, updated and expanded its editorial board, and was brought into the twenty-first century in terms of its operations and submissions practices. On a personal note, I am extremely grateful for all the guidance and support Stephanie has given me over the years as I have progressed from the journal’s book review editor to associate editor to my new role as editor-in-chief.
We systematically review the concept and main characteristics of everyday creativity. First, we highlight the fact that a comprehensive definition of everyday creativity is still missing. The ...evidence reveals that the lack of a single approach for assessing everyday creative outcomes has led to an ambiguous understanding of this concept. Therefore, we propose a complementary perspective to define everyday creativity moving toward a broader comprehension of the construct. Second, we identify and analyze the main proprieties of everyday creativity in order to clearly distinguish it from big‐c creativity, genius kind of creativity; thereby offering a more complete explanation of the concept. Last, we outline pathways for future research, emphasizing the potential of everyday creativity studies to intersect between multiple fields.
This study explores how and when ethical leadership predicts three forms of team-level creativity, namely team creativity, average of member creativity, and dispersion of member creativity. The ...results, based on 230 members of 44 knowledge work teams from Chinese organizations, showed that ethical leadership was positively related to team creativity and average of member creativity but was negatively related to dispersion of member creativity. Consistent with the predictions of uncertainty reduction theory, psychological safety climate mediated the relationship between ethical leadership and the three forms of team-level creativity. Furthermore, supervisor support for creativity positively moderated the effect of ethical leadership on psychological safety climate and the indirect effects of ethical leadership on the three forms of team-level creativity through psychological safety climate. The analysis offers significant theoretical and practical implications on ethical leadership and creativity in organizations.
Our contemporary civilization increasingly relies on creative approaches and solutions. This growing dependence makes issues of control, regulation, and management of the process of creation ever ...more important. This article finds two major current theoretical perspectives on creativity and the process of creation to be vulnerable in one important respect: their explanation of the production of disequilibrium, which plays a singularly important role in the process of creation, does not pass the test of rational justification. This article suggests that the production of disequilibrium is intimately related to equilibration—the essential operation of rational thought processes. The emphasis on the role equilibration makes a rational justification of the production of disequilibrium possible. The new theoretical perspective opens the path toward a comprehensive and objective understanding of the process of creation, which is the main condition for regulating, controlling, and managing this process.
There is a path which takes any creative intellect from the world of information to that of wisdom through the world of knowledge. This path for creative realization is indeed resonant with the ...'Upanishadic' method of spiritual realization, i.e. the transformative ideology of the East, consisting of the phases of 'Sravana', 'Manana', and 'Nididhyasana' in that order, with the outcome of the phases being Information, Knowledge and Wisdom respectively. This has been seen to be true in the case of legendary literary work and unparalleled epic of the East, Mahabharata, inspired the master writer of India, MT Vasudevan Nair in penning an equally legendary work 'Randamoozham' (Second Turn), in this comparatively limited linguistic realm and the role played by libraries in that creative endeavor. The literary creative route of 'Randamoozham' the author vindicating the hypothesis; 'Library is the right fulgent path for transforming information through knowledge to wisdom'.
Since the turn of the century, there have been frequent expressions of concern about a perceived lack of creativity in UK schools, in both curriculum content and in teaching. Recently, as the ...emphasis on mathematics, science and technology has strengthened, serious concerns have also been expressed about the marginalisation of the arts and creativity in schools. In the light of these concerns, this paper reports in-depth, qualitative research into the pedagogies of practising artists experienced in working with young people and highly valued by the schools that employ them. We use the notion of ‘signature pedagogies’ to argue that the artist–teachers adopted a particular stance and set of pedagogic practices that are coherent and distinctively different to those that are currently officially promoted in UK schools, and that this distinctive pedagogy enhanced both creative practice and engagement in the arts in the schools in which the artists worked. In this paper, we identify the signature pedagogies of the artists, theorise their stance and argue that the findings of our study provide a heuristic which can be valuable to all teachers who are interested in expanding their teaching repertoires and fostering students’ creativity.
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