Design students meet industry players: Feedback and creativity in communities of practice

Abstract

This work investigates the social collaboration and creative outcomes of teams of learners in Higher Education (HE) Design studies, in the context of cross-organizational (university/industry) Communities of Practice (CoP). These refer to groups of people who share a common interest in a field and connect to co-create knowledge. The study focuses on the feedback delivered by the industrial members of the CoP through the means of collaboration technologies, to complement academic feedback. Findings have shown a twofold effect on learners. On the one hand, critical feedback on the deliverables increased both the time-pressure and the complexity of the work, affecting the teams' perception of their performances. On the other hand, feedback appeared to inspire better creative outcomes while improving the teams' metacognitive activity and learning regulation. Furthermore, it enabled learners to pragmatically realize their status within the broader geography of professional practice and reconfigure their achievement goals accordingly. These findings confirm the contribution of crossorganizational CoPs in HE and are discussed with reference to CoPs theory and modes of belonging as fundamental for learning and identity evolution.

Influence of Organizational Innovation Climate on Creativity and the Mediating Role of Feedback-Seeking Behavior—A Case Study of University Teachers in Hebei, China

“…Our results reveal the mediating role of feedback-seeking behavior between organizational innovation climate and creativity. This aligns with previously reported research which found that feedback-seeking behavior significantly affects creativity (Cho & Seo, 2021;Mavri et al, 2021;Minnikin et al, 2021).…”

“…Research has shown that feedback-seeking behavior is associated with better creative performance and is especially significant in a creative environment where members actively seek feedback and have a lower risk perception (Stobbeleir et al, 2011). In addition, individuals who take initiatives for self-adjustment tend to exhibit better creative performances (Dygert & Jarosz, 2020), and the significance of reflective thinking increases with the accumulation and complexity of knowledge (Cho & Seo, 2021;Mavri et al, 2021;Minnikin et al, 2021).…”

“…Although the majority of studies have focused on the outcomes of creativity (Daikoku et al, 2021;Kumar & Shukla, 2022;, knowledge about specific strategies during the creative process is limited (Mavri et al, 2021) and the key variables for the generation and development of creativity are poorly understood (Atatsi et al, 2022;Baker et al, 2022;Marín et al, 2022). Further, there is currently no effective interpretation of the process that produces creative results .…”

Open Innovation Community for University–Industry Knowledge Transfer: A Colombian Case

“…The exchange of knowledge in this research can then be understood as a process of social participation and the construction of identities through practice itself [27]. OICs allow this exchange of knowledge to be translated into improvements of shared practice, thus allowing the transfer of knowledge [5,28], and the development of a "collective intelligence" in the face of shared practice [29]. Although the literature on university-enterprise knowledge transfer communities is extensive, the development of empirical cases should be further developed [30], especially its implementation as an OIC [31,32].…”