Development of Creativity of Students in Higher Educational Institutions: Assessment of Students and Experts

Abstract

The aim of the article is to identify the conditions of the development of students' creativity in the process of studying in higher education institutions. The article draws on the results of authors' qualitative and quantitative studies. Qualitative research is represented by expert in-depth interviews with specialists in the field of higher education. Quantitative research consists of questionnaire of students of four Moscow higher education institutions. Analysis of recent studies conducted on the topics of youth employment, higher education, the problem of mismatch between the education system and labor market was used. The article shows that in the context of higher education, creativity is considered as an integrative property, the key characteristics of which are the ability to produce original ideas, result-orientation, solution of practical problems, originality and speed of thinking, openness to new experience, and tolerance for uncertainty. The authors have identified the factors, conditions and levels of the process of creativity development of students in higher education institutions and analyzed its content. According to the authors, the defining contribution to the development of students' creativity is the application of a comprehensive, systemic concept at a higher education institution in accordance with three distinguished levels: personal, procedural and environmental.

Foreign Language Education Standards: Ukrainian Dimension

“…• skills to produce academic, scientific and profession-related texts, keeping to the linguistic standards of Chinese / English and Ukrainian. We acknowledge the necessity to develop students' creative qualities for their productive professional activity and highlight the ones proposed by A. Matraeva, M. Rybakova, M. Vinichenko, A. Oseev and N. Ljapunova: openness to new experiences, the abilities to elaborate ideas, to predict, to analyse and synthesise, to make decisions, to notice problems and to solve them; propensity for symbolic, associative thinking [8].…”

“…a high level of academic load; there are exercises for all types of speech activities: listening comprehension, speaking, reading, writing (9-10);  a sufficient level of academic load; there are exercises for all types of speech activities: listening comprehension, speaking, reading, writing(7)(8);  an insufficient level of academic load; exercises do not cover all types of speech activities (5-6);  a low level of academic load; exercises cover one type of speech activity (1-4).Work efficiency a high level of teaching proficiency; keeping to the normative structure of the lesson to the full: an introductory part, homework checking, explanation of a new topic and its mastering, the availability of appropriate training methods (projects, games, profession-oriented tasks, etc. ), summing up (summarizing outcomes of a lesson, assessment of students' class activities, homework explanation); a teacher keeps to the time limits (9-10);  teaching proficiency complies with qualification standards, the efficiency of teaching is confirmed by the training results; the normative structure of the lesson is not fully observed,1-2 points of the normative structure components of the lesson are missing; a teacher keeps to the time limits (7-8);  an insufficient level of teaching proficiency; the normative structure of the lesson is not fully observed: 2-3 points of the normative structure components of the lesson are missing; a teacher does not have time to give homework and evaluate students' class activities during the lesson (5-6);  a low level of teaching proficiency; there are no markers of teaching effectiveness; the normative structure of the lesson is not observed: most of the points in the normative structure of the lesson are missing; a teacher does not have time to give homework and evaluate students' class activities during the lesson (1-4).…”

Case Method in Vocational Training for Future Specialists of Culture and Art

“…The case method can be adapted to the educational process in art and culture universities due to its universality [21,22] at different stages of professional preparation (studying at a university, checking results, exams, advanced training) and different methods of interaction between participants (open discussion, individual or group survey, role play, confrontation or cooperation, etc.). "It is used in vocational education because situational exercises offered to students can be created to master different professions" [19, p. 246].…”

Triple Helix and Decentralization Approach: Management of School Operational Assistance Funds

“…Theories about the Triple Helix were originally popularized by Etzkowitz and Leydesdorff as a method of innovation-based policy development [18]- [20]. This theory emphasizes the importance of creating a synergy of the three poles, namely intellectuals, business, and government [18], [21]. University and industry or private collaboration is one of the most discussed topics in this field [22].…”