Mind the gap: identifying barriers to students engaging in creative practices in higher education

Abstract

PurposeCreativity is nowadays seen as a desirable goal in higher education. In artistic disciplines, creative processes are frequently employed to assess or evaluate different students' skills. The purpose of this study is to identify potential pitfalls for students involved in artistic practices in which being creative is essential.Design/methodology/approachThree focus groups involving Education Faculty members from different artistic disciplines allowed for the identification of several constraints when creativity was invoked. This initial study used a quantitative approach and took place in the “Universitat de Vic” (Catalonia, Spain).FindingsFindings suggest a correlation with existing literature and simultaneously point at some nuances that require consideration: emerging aspects embedded in creative processes that may help decrease some limiting effects that being creative can generate.Research limitations/implicationsThe main limitations of this research derive from the very nature of the methodological approach. Focus group has been the single used source. Other means of collecting data, such as the analysis of programs, could be used in the future.Originality/valueThis case study, while culturally specific, offers a useful insight into the potential of further work in non-artistic disciplines but crucially across disciplines. It has tremendous value for the development of intercultural understanding in the higher education sector, specifically in terms of assessment.

Projectes interdisciplinaris centrats en l'alimentació sostenible mitjançant maletes didàctiques: Canvis perceptius de l'estudiantat

“…El treball amb maletes didàctiques permet fomentar el diàleg i el pensament crític i al mateix temps familiaritzar l'estudiantat amb els materials, les eines i els processos artístics. Aquest és un aspecte especialment rellevant, ja que la creació de maletes didàctiques és un recurs que pot facilitar l'accessibilitat l'alumnat a l'art en un context en què persisteixen barreres envers la pràctica artística (Martínez i Martín-Piñol, 2019, Solé et al, 2020 i esdevenir, per tant, un espai propici per a desenvolupar competències de l'àmbit artístic.…”