•A creativity training course was developed for university students.•STEAM activities were incorporated to practice the creative thinking skills.•The training significantly enhanced university ...students’ creative abilities.•The training led to a trend of increase in university students’ creative self-efficacy.
In this fast-paced world, we are constantly required to be adaptive and creative. In particular, creative ability is needed to solve problems in various situations. The current study aimed to develop a creativity training course for university students in which STEAM (science, technology, engineering, arts, and mathematics) activities were incorporated to practice and strengthen the creative thinking skills required across domains. 80 university students were recruited for the study. Before and after the training course (duration = 4 months), participants’ creativity was measured in terms of both creative abilities and creative self-efficacy. Using a pre-posttest between-subjects design, the results showed significant improvements in tasks measuring participants’ creative abilities after the training, and the increase was significantly higher than in the control group. In addition, the creativity training group tended to improve their creative self-efficacy. The current findings suggest that creativity training integrating STEAM activities could be an effective approach to foster creativity. The implications for developing effective creativity training with (in) STEAM activities are discussed.
In this article, the authors structure and significantly expand the theory of the typology of creative practices. The authors offer two groups of grounds for constructing a typology of creativity. ...The first group is socialization. Under the socialization foundations of creativity, the authors understand a set of social factors that contribute to or hinder the process of socialization of an individual as a subject of creative practices. The authors talk about socialization factors that contribute to and hinder the realization of creative potential and, accordingly, introduce new concepts, such as socialization harmonious (laminar, favorable) and socialization conflict (turbulent, unfavorable) creativity. The authors also distinguish the second group of grounds for the typology of creativity, namely, the factors of the social and political environment external to the creative subject. So, two types of realization of creative potential are distinguished, the authors designate them as societally favorable and societally unfavorable. As a result, the authors propose a three-dimensional typology of social trajectories of subjects of creative potential — creative social trajectories. The authors also propose a classification of creative potential according to the parameters of profile — non-core. The profile creative potential of an individual or group social subject is understood as the potential realized in the field of the main profile of his professional activity. Accordingly, non-core potential is realized either in leisure practices or in professional practices that are not related to the main profile of the subject’s professional activity. Based on the criterion of the nature of innovation contained in a creative product, the authors introduce a typological division into conformal and non-conformal/radical creativity. The concept of individual and group creativity is also introduced, the concepts of individual and group creative potential are described as well.
Creativity is an increasing skill for the improvement of the personal, social and economic well-being of individuals of a society marked by the complex challenges of a modern world in continuous ...change. Analyzed profusely from the field of health sciences and human sciences, a philosophical analysis is urgently needed. This article presents a philosophical review of creativity from the contributions made by leading figures in the history of philosophy to the current debates on the issue. In this way, a greater clarification of the concept of "creativity" is sought, improving the understanding of said concept, and as a consequence, facilitating its application in our daily context.
Fruit d'investigacions prèvies, es desenvolupa la Creative Decoding Tool (CDT), una enquesta online que mesura una sèrie de competències centrals en els processos creatius dels dissenyadors i que ...resulta útil com a eina per fomentar la reflexió personal. A més, la CDT proporciona una valuosa base de dades sobre estudiants i professionals del disseny de tot el món. El present article analitza la primera mostra recollida, composta per 599 individus. Els resultats preliminars permeten constatar l'existència de diferències significatives en les competències en funció de característiques sociodemogràfiques i assenyalen la conveniència de realitzar noves anàlisis conforme la base de dades vagi augmentant.
Divergent thinking (DT) tests are useful for the assessment of creative potentials. This article reports the semantics-based algorithmic (SBA) method for assessing DT. This algorithm is fully ...automated: Examinees receive DT questions on a computer or mobile device and their ideas are immediately compared with norms and semantic networks. This investigation compared the scores generated by the SBA method with the traditional methods of scoring DT (i.e., fluency, originality, and flexibility). Data were collected from 250 examinees using the "Many Uses Test" of DT. The most important finding involved the flexibility scores from both scoring methods. This was critical because semantic networks are based on conceptual structures, and thus a high SBA score should be highly correlated with the traditional flexibility score from DT tests. Results confirmed this correlation (r = .74). This supports the use of algorithmic scoring of DT. The nearly-immediate computation time required by SBA method may make it the method of choice, especially when it comes to moderate- and large-scale DT assessment investigations. Correlations between SBA scores and GPA were insignificant, providing evidence of the discriminant and construct validity of SBA scores. Limitations of the present study and directions for future research are offered.
Creativity and innovation are considered important core competencies in Taiwan for nursing students. Teachers play a critical role in the development of student creativity. Although studies have ...investigated creativity training, there is no consensus on how best to evaluate the effectiveness of the training.
To evaluate whether a teaching for creativity module (TCM) can enhance teaching behaviors and self-efficacy of teaching creativity for capstone course nursing faculty. The TCM intervention was taught in two stages by experts in diverse areas of industrial design. A 2-day teaching creativity workshop was followed by reinforcement of creativity skills in the classroom with nursing and design faculties teaching side-by-side for 6 h of the 18-week capstone course.
This quasi-experimental study employed a pretest-posttest design to compare an intervention and control group.
Capstone course nursing faculties were recruited from five science and technology universities in Taiwan.
Forty-two capstone faculty members participated; 21 completed the TCM intervention and 21 were in the control group. Analysis of covariance (ANCOVA) demonstrated the TCM intervention group had significantly better post-test mean scores for creative teaching behaviors and self-efficacy of teaching creativity than the control group. Our findings suggest participation in a creativity workshop and reinforcement of teaching skills with classroom interdisciplinary teacher training can augment teaching for creativity of nursing faculty.
The findings of this study indicate that an intervention program in creativity can increase teaching behaviors as well as perceptions of self-efficacy regarding teaching for creativity, which could foster student creativity. These findings have important implications for educational settings, as they suggest that the workshop and reinforcement of learning with hands-on guidance in creativity with interdisciplinary teaching should be integrated into the curriculum, which could facilitate student creativity by increasing teaching behaviors and improving self-confidence regarding teaching creativity.
Radical technological advancements and the relentless progression of climate change compel organisations to ensure their workforce consistently exercise their creativity toward innovative green ...initiatives. These endeavours are essential to achieve the United Nations' (UN) sustainable development goals (SDGs). To do so, organisations require competencies fundamental to smart technologies, artificial intelligence, robotics and algorithms (STARA). STARA competencies are relevant for leaders to bolster green organisational innovative evidence (GOIE). GOIE can help to attract potential investors keen on advancing the UN's SDG agenda on environmental sustainability. However, eclipsed by a volatile environment, and despite the green innovation potential of several manufacturing organisations, investors are reluctant to invest and commit funds without evidence of green innovation. We therefore, investigate how leader STARA competence (LSC), green creativity components (task motivation, creativity skills and expertise) and environmental dynamism can aid organisations to boost their GOIE. Our key findings are as follows: (a) though green task motivation shows a stronger association with green creativity skills, LSC has a large influence on green creativity skills; (b) green creativity skills exert a strong influence on GOIE while also playing a competitive and complimentary mediating role in our model and (c) environmental dynamism is negatively associated with green creativity skills and GOIE. Furthermore, to validate indirect (v) effects size in mediation analysis, we propose a new and more approachable benchmark for v effect size estimations. Organisational and environmental policy implications are discussed.
This study focuses on the relationships between creativity and intelligence. The main objectives of this study are to know the relationship between creativity and intelligence manifested in ...individuals aged 9 to 12 and to predict the creativity scores from IQ scores. The design of this study is non-experimental with a correlational, cross-sectional, quantitative approach. In order to achieve the stated objectives, several education centres located in Murcia were selected, in which 323 students took part in a creativity test (PIC-N) and a test about intelligence, depending on the educational level (BADYG/E2r or BADYG/E3r). The results obtained were that intelligence (IQ) was related to general creativity and narrative creativity, but not to the specific domain of graphic creativity. In addition, the analyses indicate that scores on general creativity (F (1,321) = 14.302, p < 0.01) and narrative creativity (F (1,321) = 14.114, p < 0.01) can be predicted from the IQ. At the educational level, language is a determining factor in narrative creativity and, in turn, language is consolidated as children’s cognitive development proceeds.
The hospitality industry has been thriving in Taiwan; as a consequence, educational institutions and training programs in the future development of the culinary industry have become extremely ...important. In vocational education, practical skills were considered the core ability; nevertheless, we examined the importance of creativity in the hospitality and culinary business and challenge the traditional Chinese concept of education in the culinary field. After reviewing creativity literature, a semi-structured interview approach was taken. Data were analyzed according to hermeneutic phenomenology in coding, and in order to eliminate limitations, triangulation was used to cross-reference the findings. Five main themes were found in the structures of how organizations and employees defined creativity and reflection under the traditional Chinese concept. Participants (teachers) gave insights on organizational structure toward creativity. We aimed to contribute to new ways of seeking to raise the academic level of culinary or hospitality education.
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