Creativity

13 במרץ 2024 | מאת: | מאמרים בקטגוריה לימודים

Creativity is a multifaceted concept that plays a crucial role in academic research and scholarly endeavors. Academic publications are not just repositories of knowledge but also platforms for the expression of creativity and innovation (Samuel et al., 2023). Scholars have long debated the relationship between creativity and academic success, with some studies showing a positive correlation between creative thinking and academic achievement (Ramdani et al., 2021). The academic environment, particularly in fields like art education, has seen a growing interest in nurturing creativity beyond traditional academic boundaries (Pavlou, 2013). This shift reflects a broader recognition of the importance of creativity in educational settings and the need to explore new pedagogical approaches to foster creative thinking (Meyer & Fourie, 2018). In the realm of academic writing, there is a growing acknowledgment of the need to transcend conventional scholarly communication norms and embrace more creative and inclusive forms of expression (Gottardello, 2023). Scholars have highlighted the limitations of traditional academic prose, emphasizing the importance of exploring alternative modes of communication that challenge existing structures and ideologies (Crimmins et al., 2018). This call for reimagining academic writing extends to various disciplines, including the creative arts, where the boundaries between academic scholarship and creative practice are being redefined (Luyn & Glade-Wright, 2018). Moreover, the promotion of creativity within academic institutions is not limited to individual endeavors but also extends to organizational practices. Studies have explored how organizational culture can influence creativity and innovation within academic research teams, emphasizing the role of social ties and collaborative networks in fostering creative outputs (Kessel et al., 2014). The relationship between human resource practices and creativity has also been examined, highlighting the key role of organizational strategies in promoting a culture of creativity and innovation (Escribá-Carda et al., 2013). Overall, the academic landscape is evolving to embrace and celebrate creativity as a driving force behind scholarly progress and intellectual advancement. By integrating creative approaches into research, teaching, and organizational practices, academic communities can cultivate a culture of innovation that propels knowledge creation and academic excellence. References: Crimmins, G., Black, A., Jones, J., Loch, S., & Impiccini, J. (2018). Collaborative writing ‘betwixt and between’ sits jaggedly against traditional regimes of authorship. Text, 22(1). https://doi.org/10.52086/001c.25110 Escribá-Carda, N., Canet-Giner, M., & Benavent, F. (2013). The key role of human resource practices for the promotion of creativity and innovation: a spanish case study., 119-137. https://doi.org/10.1007/978-3-319-03134-7_9 Gottardello, D. (2023). The maze: reflections on navigating intersectional identities in the workplace. Gender Work and Organization, 30(5), 1839-1854. https://doi.org/10.1111/gwao.13030 Kessel, F., Oerlemans, L., & Stroe-Biezen, S. (2014). No creative person is an island: organisational culture, academic project-based creativity, and the mediating role of intra-organisational social ties. South African Journal of Economic and Management Sciences, 17(1), 52-75. https://doi.org/10.4102/sajems.v17i1.706 Luyn, A. and Glade-Wright, R. (2018). Changing tertiary landscapes for the artist-academic: towards a framework for nurturing creative arts research beyond the phd. Text, 22(Special 51). https://doi.org/10.52086/001c.25586 Meyer, A. and Fourie, I. (2018). Information behaviour of architecture students in creative design projects. Aslib Journal of Information Management, 70(4), 414-433. https://doi.org/10.1108/ajim-02-2018-0030 Pavlou, V. (2013). Investigating interrelations in visual arts education: aesthetic enquiry, possibility thinking and creativity. International Journal of Education Through Art, 9(1), 71-88. https://doi.org/10.1386/eta.9.1.71_1 Ramdani, Y., Mohamed, W., & Syam, N. (2021). E-learning and academic performance during covid-19: the case of teaching integral calculus. International Journal of Education and Practice, 9(2), 424-439. https://doi.org/10.18488/journal.61.2021.92.424.439 Samuel, A., Abid, N., Azeem, A., & Bashir, R. (2023). Exploring gender-wise, sector-wise, and grade-wise difference among secondary school students’ reading habits. International Journal of Evaluation and Research in Education (Ijere), 12(2), 579. https://doi.org/10.11591/ijere.v12i2.22771

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