Creativity in business schools – post financial crisis implications

Abstract

PurposeThis paper aims to highlight for the first time, creativity's vital role in a new approach in the higher education world which can improve the current university instructional strategies post financial crisis.Design/methodology/approachThe paper offers a theoretical framework which has emerged from literature review and personal business and educational experiences of the authors. It seeks to provide synthetically some answers/“solutions”, focusing on a three dimensional framework: where to play the game of creativity; how to deliver creativity to business students, meaning by what structures and methods; and how to win in implementing this game.FindingsMany researchers appeared to focus on making their findings applicable to the entire education system paying little attention to issues specific to the business education sector. Succinctly, the focus of the papers is on “how to do it” part, which provides several realistic insights on how to connect communities into the game of creativity. Other methods required relate to: balancing creativity with core essentials; promoting excellence and sustainability; networking between students; faculty, management and community; improving learning environment; developing staff; teaching; learning competencies and programme curricula under an integrated service vision; anticipating educational future trends in networking; and building creative climates and partnerships.Originality/valueThe paper's conclusions and recommendations present a practical set of good practices through the explicit and implicit identification of core characteristics for creativity in higher education. Eventually, the first mission in wanting to be creative is to really comprehend the problem, knowing all ways to approach it.

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

“…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).…”

“…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 creativitycompetencies in MEIs develops creative insight.…”

Management education: obsolete by default?

“…Gitsham (2011), for instance, claims that awareness of sustainable development should be an essential element of management education, and that the impact of globalization cannot be overlooked. Mihai-Yiannaki and Savvides (2012) point to the vital role of creativity as a generally valuable aspect of higher education, as this can also lead to an improvement of current university instructional strategies. Goldman (2008) suggests increased application of adult learning elements, and explains the use of work experiences to illustrate and invigorate management education.…”

Teaching Practices for Creativity at University: A Study in Portugal and Brazil

“…On the other hand, studies by Zhang (2013) and Zhang and Sternberg (2011), involving Asian students, did not observe differences in perceptions when comparing areas such as Mathematics, Management or Education. Sadeghi and Ofoghi (2011) also found no differences between students in order for the resolution of social and economic problems (Lubart & Zenasni, 2010;Simona & Savvas, 2012).…”