This book offers new theoretical approaches to the understanding of creativity in teaching and learning in higher education. The book’s thirteen chapters contain inspiring examples from people professionally engaged in teaching, learning and assessment. Researchers and practitioners from three continents discuss how students’ creative capacity can be improved. Topics covered include:
Creating learning environments that nurture and value doctoral creativity;
The influence of generation membership, culture and personality factors on students’ creative learning preferences;
How assessment practices affect the conditions for creativity and thus students’ experiences of learning;
Strategies and tactics for teaching creativity in an environment that values criticality;
Students’ questioning strategies and how they reveal their approaches to creativity;
How the diverse views about the notion of creativity affect approaches to creative learning or teaching;
The importance of explicitly supporting both creativity and reflection, terms whose understanding differs between tutors and students;
The need for more engagement with creativity as an outcome of pedagogical work in higher education;
How the use of visual metaphoric storytelling can foster creativity;
The use of photographs as a foundation from which to develop creative conversations;
The relationship between culture and teacher education and the major challenges it can pose;
Lessons from setting up a cross-disciplinary centre in creativity in a university.
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About the editors
Claus Nygaard is Professor in Management Education, Copenhagen Business School, Denmark. Originally trained in business economics and administration, where he holds a Ph.D., he became Associate Professor in Economic Sociology at Department of Organization and Copenhagen Business School. In 2000 he changed position to CBS Learning Lab and began to work with Quality Enhancement of Higher Education. He was a driving force behind the formulation and implementation of the “Learning Strategy” for Copenhagen Business School in 2005. He has received distinguished research awards from Allied Academies, outstanding paper awards from Students in Free Enterprise, and he was voted “best teacher” at Copenhagen Business School in 2001. His research has resulted in several anthologies, and he has published in leading journals like “Higher Education”, “International Studies of Management & Organization”, and “International Journal of Public Sector Management”.
Clive Holtham is Professor of Information Management and Director of the Learning Laboratory at Cass Business School, London, UK. After taking a Masters degree in management, he trained as an accountant and was Young Accountant of the Year in 1976. Following six years as a Director of Finance and IT, he moved to the Business School in 1988. His research is into the strategic exploitation of information systems, knowledge management and management learning. He has been an adviser to the European Parliament on educational technology and led a major EU project on measurement and reporting of intangibles as well as the highly rated QuBE project into quality enhancement in business schools. In 2003 he was awarded a UK National Teaching Fellowship and was a board member of the Non-Profit E-learning Network (2008-2011), a major initiative to promote management education through informal online learning. He is the author of a large number of publications, and lectures, broadcasts and consults in the UK and internationally. He was a founding member of the Worshipful Company of Information Technologists, the City of London’s 100th livery company.
Nigel Courtney is an Honorary Senior Visiting Fellow at Cass Business School, London, UK, where he took the MBA and gained his PhD. He is a chartered engineer, a certified management consultant and a certified IT professional, with extensive experience in project and general management. His firm, Courtney Consulting, has served the European Commission and Transport for London among others. At Cass, he teaches Business Information Management on the Executive MBA. He manages a longitudinal research project by a six-university consortium on quality in business education (the QuBE project) and has been a Visiting Research Fellow at the Australian Graduate School of Management, Sydney. His research interests include innovation in management education, support for part-time teachers, and the effective use of teaching room technologies.