In highly competitive global markets, organizations have to distinguish themselves with creative and innovative solutions to satisfy discerning customers. Creativity, an important precursor for innovation, provides organizations with a competitive advantage in a reinforcing loop of improved customer service, increased staff morale, increased retention of quality staff and further improvements in service (Glisson & Durick, 1988; Anderson & College, 1992). Creative output comes from the performance of individuals with particular cognitive and personality traits (Masten & Caldwell-Colbert, 1987; Kirton, 1989) who are supported within a facilitative work environment (Scott & Bruce, 1994; Amabile et al., 1996; Rice, 2006). Confidence in one's own ability or one's self-efficacy is an important cognitive and social trait determining and sustaining work performance. Appropriate behaviours and performance standards are defined within the work environment and the ability and support received in meeting performance expectations enhance the individual's self-efficacy (Gist & Mitchell, 1992; Bandura, 1997).Both creativity and self-efficacy have been associated with particular individual traits and environmental conditions in the workplace. While much has been written on these two concepts separately, less has been done to explore them as a single construct. This paper addresses the gap in the literature by linking creativity at work and occupational self-efficacy. It reviews the literature on antecedent concepts and current research into creative self-efficacy. In doing this, it provides the basis for further empirical exploration of possible linkages between creative self-efficacy and individual and work environment variables. The contribution this paper makes is in the identification of specific variables that are significantly related to creative self-efficacy. A model is proposed showing significant linkages between the identified variables.
Students are considered to be the main 'customers' in universities and polytechnics and increasingly they seek to have their needs met. This is one of the main reasons for persistent calls for the improvement of teaching in higher education. Tutors play an important role in the delivery of undergraduate education, although they are often perceived as a 'neglected' or 'invisible' group. This paper assesses students' perceptions of tutors and the factors that contribute to their learning in a New Zealand university. Survey questionnaires were administered to management students at the end of their course, to gather information on their perceptions of tutor effectiveness and to reflect on their overall tutorial experiences. Quantitative and qualitative analyses were undertaken of the data collected. The results supported the initial hypotheses that the learning environment, positive and constructive feedback and stimulating tutorials improve student learning and lead to higher levels of student satisfaction with their learning experiences at university.
The current study explored the impact of students' residence hall experience in terms of academic, social and personal development and students' motivation to join residence hall activities at a Hong Kong university. The results revealed significant differences, with females, local and non-first-year student groups reporting more gains from their residential hall experience relative to male, non-local and first-year students. Findings are useful in the refinement of the residence hall system to cater for students of diverse backgrounds.
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