Group Creativity in Learning Context: Understanding in a Social-Cultural Framework and Methodology

Purpose of the study: This study examines the impact of creativity and entrepreneurship education on student entrepreneurial intentions at Jakarta State University. Methodology: This study, we applied quantitative research which conducting in two-phase First, we perform exploratory factor analysis test, and the second phase, we confirmatory factor analysis using AMOS version 18. Main Findings: This study carried out the findings that there is an impact on creativity on entrepreneurial education, lectures on individual creativity, entrepreneurial education on entrepreneurial intention, and creativity supported in the university on individual creativity. Furthermore, creativity supported not impact on entrepreneurial intention, and individual creativity has not to impact on entrepreneurial intention. Applications of this study: This research can be used by university leaders to increase students’ intention to become entrepreneurs through optimizing entrepreneurship education and creativity support from universities. Novelty/Originality of this study: In this study, we found that there was an influence of lecturer on creativity on entrepreneurship education. Previous researchers have never revealed this finding. Our research also found the impact of individual creativity on the intention of entrepreneurship. This finding has not been revealed in some previous studies.

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“…Educational Studies, 30 (1), [77][78][79][80][81][82][83][84][85][86][87]. https://doi.org/10.1080/0305569032000159750 35.…”

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confidence: 99%

Assessing the University Students’ Entrepreneurial Intention: Entrepreneurial Education and Creativity

Saptono

Purwana

Wibowo

et al. 2019

HSSR

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“…Educational institutions should adopt 21st century methods and tools to develop the appropriate learning environment for encouraging creativity (Zhou & Luo, 2012), innovation and the ability to "think out of the box" to solve problems (World Economic Forum, 2009). Indeed, the weakest aspects of existing models of business planning education is that the process supports thinking "inside the box", which may serve to reduce rather than expand the range of activities and potential solutions pursued by nascent entrepreneurs (Honig, 2004).…”

Section: The University Role In Entrepreneurship Educationmentioning

confidence: 99%

Supporting Post-Graduates’ Skill Acquisition Using Components of Constructivism and Social Learning Theory

Hinshaw¹,

Burden²,

Shriner³

2012

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There is currently much debate about what methodological innovations are necessary for entrepreneurship education in universities in the new competitive context. The current work describes the methodology, process of implementation and main results from the evaluation of the first year of a project to test an innovative teaching methodology involving the elaboration of business plans by multidisciplinary teams of university students studying degrees in chemical engineering, industrial engineering, computer engineering, and business management in the University of La Laguna (Spain). The results suggest that the methodology has the potential to boost entrepreneurial spirit among the students, and that it is a model of learning that is closer to reality than more traditional methodologies.

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“…Few studies have examined specific organizations or teams. A clear framework for a theoretical understanding of creativity and the accompanying empirical studies are lacking [1] [29]. Relevant research has focused on organizational settings (e.g., [34]), but studies examining the implications of this research are required [17].…”

Section: Introductionmentioning

confidence: 99%

Team-process Factors for Team Creativity in Taiwan

Yeh¹,

Li²,

Lin³

2017

ujm

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With the globalization of markets, to remain competitive, companies require not only new product ideas and superior approaches for responding to customer needs but also improved processes or environments in the workplace. Firms cannot rely on a single worker's creativity to implement innovation successfully but must encourage collective creativity, which focuses on collaboration and joint success. This study focused on attaining a more profound understanding of creativity theory as developed from the individual to team levels and on the team process of how members contribute by combing relevant inputs by using an optimal method for yielding a creative team response. Following the model of team creativity of Dzindolet and Paulus, we identified crucial team member variables and analyzed the effects of these variables on interactions among cognitive, social, and motivational processes and on the enhancement of team creativity. Task proficiency, collectivistic value orientation, and team vitality were determined to be three team member variables crucial for team creativity. The structural equation modeling (SEM) analyses were also used to show that team vitality mediates the positive relationships among task proficiency, collectivistic value orientation, and team creativity. In study, we also discuss the implications of these results for teaching research and practice.

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Group Creativity in Learning Context: Understanding in a Social-Cultural Framework and Methodology

Cited by 34 publications

References 54 publications

Assessing the University Students’ Entrepreneurial Intention: Entrepreneurial Education and Creativity

Assessing the University Students’ Entrepreneurial Intention: Entrepreneurial Education and Creativity

Supporting Post-Graduates’ Skill Acquisition Using Components of Constructivism and Social Learning Theory

Team-process Factors for Team Creativity in Taiwan

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