Fostering Management Students’ Creativity

Schmidt‐Wilk, Jane

doi:10.1177/1052562911427126

Cited by 17 publications

(9 citation statements)

References 4 publications

(1 reference statement)

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“…Dada su importancia, recientes estudios (Fekula, 2011;Kerr & Lloyd, 2008a;Schmidt-Wilk, 2011) coinciden en que la creatividad debería incluirse en los programas de estudios empresariales, necesidad reforzada por el hecho de que en trabajos comparativos realizados, los estudiantes de empresas puntúan más bajo que estudiantes de otras disciplinas (McIntyre, Hite & Rickard, 2003;Wang, Peck & Chern, 2010).…”

Section: Discusión Y Aplicabilidad De Los Resultadosunclassified

Evaluación de las competencias profesionales a través de las prácticas externas: incidencia de la creatividad

Álvarez-Santullano

Creo

2017

rie

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Section: Discusión Y Aplicabilidad De Los Resultadosunclassified

Evaluación de las competencias profesionales a través de las prácticas externas: incidencia de la creatividad

Álvarez-Santullano

Creo

2017

rie

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“…First, building on framing theory, I demonstrate that instructors can affect the novelty and usefulness of student solutions by framing assignments in certain ways. By doing so, this research responds to calls to enhance the ability of business students to think creatively (Driver, 2001; Kerr & Lloyd, 2008; Runco, 2004; Schmidt-Wilk, 2011; Ungaretti et al, 2009; Weick, 2003). To my knowledge, this is the first attempt to measure the direct effects of opportunity framing on novelty and prosocial framing on usefulness.…”

Section: Introductionmentioning

confidence: 85%

“…Thus, fostering creativity in educational settings presents an important area for research (Runco, 2004). In particular, there have been several calls to find ways to enhance the ability of business students to think creatively (Driver, 2001; Kerr & Lloyd, 2008; Runco, 2004; Schmidt-Wilk, 2011; Ungaretti et al, 2009; Weick, 2003) as well as calls to implement new pedagogical models that support the development of creative potential at all levels of education (e.g., Adler, 2006; Baker & Baker, 2012; Halpern, 2010). Nonetheless, it is not well understood how creativity can be enhanced (Nickerson, 2010) and, as a result, specific pedagogical tools to increase creativity are lacking.…”

Section: Introductionmentioning

confidence: 99%

You’ve Been Framed! The Effect of Opportunity and Prosocial Framing on the Novelty and Usefulness of Student Solutions

Bertels

2018

Journal of Management Education

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Creativity, the production of ideas that are both novel and useful, is increasingly important to businesses' long-term success. This study looks at whether instructors can use framing-increasing the saliency of some aspects of a perceived reality in a communication-to affect the creativity of student solutions. More specifically, building on research on issues interpretation, the study examines the effect of opportunity framing on the novelty of student ideas. Building on the literature on perspective taking, the study also looks at the effect of prosocial framing on the usefulness of student ideas. Using a sample of 76 students, I found that students who received an assignment description that included opportunity framing produced more novel solutions. Students who received the same assignment but with prosocial framing created less useful solutions. These findings indicate that the novelty and usefulness (i.e., the creativity) of student solutions can be affected by framing and suggest that framing can be a valuable tool for instructors aiming to encourage creativity. Furthermore, by demonstrating that different types of framing affect novelty and usefulness, this study also

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“…However, bearing in mind that creativity is a basic cross-curricular competence to be developed by university students, several authors have pointed to the scarce development of this skill in university studies (Cheung et al, 2003;Rinaudo & Donolo, 1999;Soler, 2003). Specifically, and for the studies analysed here, namely Business Management (BM), recent research has highlighted the importance of the inclusion of creativity development in university curricula (Fekula, 2011;Kerr & Lloyd, 2008a;Schmidt-Wilk, 2011), given that it would seem that the students of these courses score lower in creativity than students of other degrees (McIntyre et al, 2003;Wang et al, 2010). In this sense, the AACSB highlighted the need for creativity to be given a leading role in current academic curricula; business training centres should promote the acquisition of skills by means of solving creative problems in order to increase innovation.…”

Section: The Importance Of Creativity In University Studies and The Tmentioning

confidence: 99%

Creativity Among Business and Tourism Management University Students: Determining Sociodemographic Factors

2019

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There is a clear link between creativity levels, entrepreneurship and employability that implies the need for higher education students to acquire creative skills and abilities. For this reason, this study aims to analyse creativity levels among university students and verify whether certain sociodemographic factors have an impact on creativity. Two approaches were applied to measure creativity; on one hand, divergent thinking measured through three tasks, originality, fluency and flexibility, and creative potential (ideation – Runco Ideational Behavior Scale) on the other. A survey was administered to 303 Business and Tourism Management degree students during the academic year 2016–2017. The results reveal that our students’ creative potential (Runco Ideational Behavior Scale) is relatively high, while the divergent thinking measurements (originality, fluency and flexibility) obtained lower scores. There are gender-based differences in the three divergent thinking constructs, with men gaining higher scores; likewise, differences also appeared in the constructs of fluency and originality depending on the degree being studied, with Business degree students displaying a higher average score. In addition, students living with their families scored higher on flexibility than those that did not. Moreover, students’ creative potential (Runco Ideational Behavior Scale) is greater among those who both study and work. These results emphasize the need to encourage the development of creativity among Spanish university students.

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Fostering Management Students’ Creativity

Cited by 17 publications

References 4 publications

Evaluación de las competencias profesionales a través de las prácticas externas: incidencia de la creatividad

Evaluación de las competencias profesionales a través de las prácticas externas: incidencia de la creatividad

You’ve Been Framed! The Effect of Opportunity and Prosocial Framing on the Novelty and Usefulness of Student Solutions

Creativity Among Business and Tourism Management University Students: Determining Sociodemographic Factors

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