Creativity in Business Schools – Post Financial Crisis Implications

Yiannaki, Simona Mihai; Savvides, Savvas

doi:10.2139/ssrn.1608143

Cited by 2 publications

(4 citation statements)

References 9 publications

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“…Activities such as teamwork exercise, critical thinking, problem-solving and risk-taking encourage creative thinking to be used as creativity assessing criteria (Driver, 2001). Students are inspired to think creatively when they work together and take risks (Mihai-Yiannaki & Savvides, 2012).…”

Section: Conceptualization and Hypothesesmentioning

confidence: 99%

“…Present discussion on creative progress has recognized creative learning as teamwork and valuable exercise (Ghosh, 2013). Teamwork and risk-taking provoke creative thinking among students (Mihai-Yiannaki & Savvides, 2012). Adaptability leads to the creation of creative thinking for sustainability (Ghosh, 2013).…”

Section: Conceptualization and Hypothesesmentioning

confidence: 99%

“…Higher education, essentially the management education institutions (MEIs), has a considerable potential to nurture talent. It has become the critical determinant of increasing national competing ability through quality and creative answers (Mihai-Yiannaki & Savvides, 2012). Fostering creativity-competencies in MEIs develops creative insight.…”

Section: Introductionmentioning

confidence: 99%

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The Boosters That Foster Creativity-Competencies Among MBA Students: Identifying and Modelling the Relationships

Belur

Mahantshetti

Patil

2022

Higher Education for the Future

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The higher education system, particularly management education institutions (MEIs), is recognized as a significant source of creative talent for organizations. Organizations have to carefully select the necessary talent from MEIs. In this light, MEIs would seek to maximize their students’ creativity competencies. This exploratory research study identifies the significant boosters of creativity-competencies employing a sample survey among 269 student-respondents on the verge of completing their MBA programmes. The relationships between the identified boosters were modelled using structural equation modelling. The study found that adaptive-thinking and teamwork serve as the foundation for various other competencies, eventually fostering creativity competencies among the MBA students. The study restricts the assessment of creativity competencies concerning selected MBA institutions. The model created will serve as the basis for developing creativity-competencies in management education. This study is new to examine the relationship among the individual competencies and traits boosting the creativity competencies and test the model in MEIs.

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Section: Conceptualization and Hypothesesmentioning

confidence: 99%

Section: Conceptualization and Hypothesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Boosters That Foster Creativity-Competencies Among MBA Students: Identifying and Modelling the Relationships

Belur

Mahantshetti

Patil

2022

Higher Education for the Future

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“…Much entrepreneurship education (EE) literature discusses the trend of the increasing number of EE programmes in universities, but also teaching associated to boosting creativity (Mihai-Yiannaki, 2011, 2012 and knowledge transfer, a major factor in supporting entrepreneurship and eventually learning. According to these traditional models, students' ability to memorise the deposited information is the principal indicator in learning, via knowledge acquisition and academic success (Breunig, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

The success of STEM graduates in entrepreneurship training: a European case study

Mihai-Yiannaki

Varnava-Marouchou

Konis

et al. 2020

GBER

Self Cite

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Following the results of a two years ERASMUS+, KA2 project, called 'SCIENT: a European university-business alliance aiming to foster young scientists' entrepreneurial spirit', we aim at shedding light on the success story of entrepreneurship training of STEM graduates. Our study research educational methodologies were applied in the project, which ran for 24 months until end of 2017 in seven European Union countries: Cyprus, Malta, Portugal, Lithuania, the UK, Spain and Italy. The project aim was to develop strong entrepreneurial skills for PhD STEM graduates in the quest for alternative professional careers apart from the academic one. The research shows varying feedback responses from three activities: training, internship and mentoring from participants, trainers, and guest speakers. The methodological tools employed are a set of online surveys on 98 participants and 34 trainers from the participating countries. Findings show different countries, presenters, participants, facilities and scheduling provided variable impressions regarding the programme and its specific training modules. There were, however, some wide-ranging agreements across countries and throughout all the programmes. The overall findings indicate a high importance for organised such training programs at STEM graduates level.

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Creativity in Business Schools – Post Financial Crisis Implications

Cited by 2 publications

References 9 publications

The Boosters That Foster Creativity-Competencies Among MBA Students: Identifying and Modelling the Relationships

The Boosters That Foster Creativity-Competencies Among MBA Students: Identifying and Modelling the Relationships

The success of STEM graduates in entrepreneurship training: a European case study

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