PurposeThe objective of this study is to examine the structural relationship between creativity-relevant processes, domain-relevant skills, intrinsic task motivation, creativity and the moderating effect of social environment (sufficient resources, workgroup support, realistic work pressure and lack of organizational impediments).Design/methodology/approachA total of 289 valid questionnaires were collected from engineering students in Malaysian universities to test the measurement as well as the structural model using partial least squares (PLS) path modelling.FindingsThis study reveals that while a high level of domain-relevant skills, intrinsic task motivation and creativity-relevant processes influence creativity among the sample of engineering students, social environment acts as an insignificant moderator to the creativity perception. While the statistical results support the structural relationships (direct effects), the social environment shows the insignificant moderating effect (except creativity relevant process to sufficient resource to creativity). Work-group support, sufficient resources and lack of organizational impediments, as the three factors of the social environment, will not have any effect on creativity of upcoming engineers.Originality/valueWhile businesses in the emerging markets mostly neglect the concept of developing creative mindsets among engineering students, in the competitive world of business that is extremely fast-paced, being creative within a business setting will act as a paramount criterion to differentiate. Practical and theoretical implications are discussed.
Purpose
The purpose of this paper is to highlight to universities the approach of professional associations in marking large volumes of assessments.
Design/methodology/approach
The issues arising in marking large undergraduate modules in universities are discussed, before describing the approach typically adopted by professional associations. The benefit for universities of adopting such an approach is then examined.
Findings
The key to marking large volumes for professional associations lies in the initial standardisation meeting, on-going discussions between markers and an ability to check and if necessary stop the marking process at several points in the marking cycle, until agreement and consistency between markers are achieved.
Research limitations/implications
This viewpoint paper is based on the experiences of the two authors in assessing professional business management associations, and not empirical research.
Practical implications
The approach described here to marking large volumes of undergraduate assessments offers a practical solution to the prevailing issues concerning consistency across teaching teams.
Originality/value
The application of the approach of professional associations to the issues surrounding marking large undergraduate modules offers a unique proposition for university staff to consider.
We have few writings on the subject of English gardening before the sixteenth century, when Turner, Tusser, Hill, Fitzherbert, and Gerard gave their well-known works to the world, and were quickly followed by numerous other writers on the same subject.
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