Creative Mindset Research Articles

Technology Focus: Data Analytics

Technology Focus Until a decade ago, the practice of data analytics and artificial intelligence in upstream was sporadic, and that was only possible through research organizations and individual effort. Nowadays, we see an increasing trend of image-classification applications for reducing subsurface studies from months to days and time-series analytics for recommending actions and preventing failures in real•time. Despite all efforts, the hydrocarbon industry continues to be perceived by many as the black sheep of all the energy supplies; its sustainability is jeopardized by environmental concerns and the net unit cost. In addition, operating companies are charged by shareholders to increase profitability continuously, leading to longer-than-usual working periods and less-safe working sites. Digital transformation supported by data analytics and artificial intelligence can be the differentiator that allows the upstream industry to persist in the next 100 years, providing a unique foundation for innovation to enhance general public awareness and life quality. Because automated machines yield more results per unit time and less unit cost, genuine concerns have arisen about artificial intelligence reducing the number of jobs or making some positions obsolete. Numerous cases exist in which automated oilfield operations have delivered safer workplaces with fewer human-intensive decision-making processes. These operations and processes run 24/7 with very high availability, reducing people-power requirements by 80% or more. Here, three examples are highlighted that relate how digitization, analytics, and artificial intelligence are transforming how geoscientists will work in the future. Extracting more information from seismic and log data and deriving reservoir states without simulating the porous media are becoming common feats, thanks to high-performance hardware and data analytic applications. In dealing with the digital world, professionals need to carry a set of particular skills, including computing upgrades; system maintenance; and data manipulation, including from exploratory data analysis and programming of exception-based surveillance rules. Some places in our industry, however, exist where machines cannot replace the human touch. The future petroleum engineer, released from traditional mundane tasks, would need to focus mostly on creative work, including, for example, the creation of innovative porous-media recovery mechanisms, groundbreaking business models for hydrocarbons in society, new uses of environmentally friendly materials, and cost-effective facility life-extension options. The future hydrocarbon industry, enabled by digitization, analytics, and artificial intelligence, will demand more creative and innovative mindsets and skills able to ingest analyses from multiple domains; this, in turn, could lead to a safer and more profitable industry with fewer working hours and improved work/life balance. Recommended additional reading at OnePetro: www.onepetro.org. SPE 193080 Hybrid Artificial Intelligence Techniques for Automatic Simulation Models Matching With Field Data by Marco Giuliani, Eni, et al. OTC 29415 Validating Drilling-States Classifiers With Suboptimal Data Sets by Luis R. Pereira, Transocean, et al. SPE 191643 Inferring Well Connectivity in Waterfloods Using Novel Signal-Processing Techniques by Y. Wang, University of Oklahoma, et al.

Implementation of Ako for Improving Learning Quality of the Basic of Creativity for Teachers and Students in SMKN 3 Kasihan Bantul

Understanding what creativity is is not enough just to understand it in theory, but rather on how to form a creative mindset. Considering the importance of creativity for students studying at Vocational Schools majoring in Arts and Creative Industries, quality learning is needed about The Basic of Creativity which is more than just a lecture method so that students are able to become creative figures in creating art both in the learning process at school, and in time will be applied in the Business World / Industrial World. Quality teaching is the most important impact that an education system can have on student achievement. On April 29-May 17, 2019, the authors participated in the Professional Teacher Development Program on Vocational Arts & Creative Industries, held in Aucland, New Zealand and the authors gained new knowledge in the pedagogical field, one of which was the Ako Learning Concept. Ako is the Māori language term for teaching and learning, Ako describes a reciprocal relationship in which students learn from the teacher and the teacher also learns from students. This best practice research aims to describe the steps of the implementation of Ako to improve the quality of learning The Basic of Creativity that is sustainable for teachers and students. The expected benefit of preparing this paper is to improve the quality of learning of The Basic of Creativity which is ongoing for teachers and students. After undergoing a series of work steps guided by the teacher, it is hoped that they can instill a mindset of students on how to be creative and innovative, and the teacher gets feedback to plan for better feedforward.

Etheridge Knight’s Prison Poetry

Etheridge Knight’s value to the African American literary tradition and the Anglo-American literary canon extends beyond his legacy as a preeminent voice associated with the Black Arts Movement. In his books of poetry, The Essential Etheridge Knight and Poems from Prison, published while he was an inmate at Indiana State Prison, Knight employs language, themes, characters, and spaces that do not only locate places and liberating identities within a confined space, but also ushers in new kinds of rhetorics and sensibilities from the limited space within which he finds himself to assert the politics of race, the agency of the familial, and the psychological restoration of memory. Black American art forms served as a vibrant tool that enriched his poetic vision. Thus, the prison environment did not deter Knight’s creative mindset but instead gave him room for constant communication between his creative mind and the physical world that existed outside of prison. The aim of this essay is essentially to demonstrate that constructed identities accounts for the distinctiveness of Knight’s poems about his prison experience. Also crucial to our understanding of these poems is how his dependence on the imagined spaces of memory, solidarity, and kinship helped him to overcome the psychological and emotional trauma of incarceration on the poet’s art.

Triangulating Creativity: Examining Discrepancies Across Self‐Rated, Quasi‐Expert‐Rated and Verbalized Creativity in Arts‐based Learning

AbstractThis convergent mixed methods study examined the triangulation of self‐rated, quasi‐expert‐rated and verbalized creativity in students enrolled in a year‐long photography program. The quantitative data included self‐report scales in creativity, and ratings of creativity in students’ photography. The qualitative data included student interviews reflecting on their photographs and verbalizing their beliefs about creativity. The data were first analyzed separately and then merged for analysis to determine possible relationships between these three data sources. Merging quantitative and qualitative data highlighted two key discrepancies between students’ actual creative performance and their perceptions as creative individuals. Possible explanations of these disceprancies are discussed in light of research on creative self‐efficacy and creative mindsets.

Negative Creativity in Leader-Follower Relations: a Daily Investigation of Leaders’ Creative Mindset, Moral Disengagement, and Abusive Supervision

Contributing to abusive supervision, creative leadership, and negative creativity research, we examine how and when leaders’ creative mindset relates to interpersonal aggression toward followers in the form of abusive supervision. Drawing upon moral disengagement theory, we theorize that leaders’ daily creative mindset positively relates to daily episodes of abusive supervision via state-based moral disengagement. Furthermore, we propose that trait-based moral disengagement moderates this indirect process such that low trait-based moral disengagement diminishes this effect. We found support for our hypotheses using a longitudinal study with a daily data collection over a 2-week period (Study 1) and an experimental study (Study 2). Our findings reveal the potential perils of leader creativity in leader-follower contexts and the importance of considering the moral disengagement process.

Innovation: A New Key Discipline for Lawyers and Legal Education

Over past two years, I have interviewed hundreds of in-house and law firm lawyers from around globe to explore changing legal marketplace, expectations of clients, and innovation in law. One of my main conclusions is that we are experiencing an Innovation Tournament in Law and almost everyone is playing in it. As I explain in more detail in my book, Legal Upheaval: A Guide to Creativity, Collaboration, and Innovation in Law, driven by a combination of technology, socio-economics, and globality, we are witnessing innovation on almost every legal dimension, including how legal services are priced, packaged, sourced, and delivered. Importantly, this innovation is not only coming from legal tech startups and new law companies. Law firms, Big Four, and corporate legal departments are creating innovations of their own including new services, products, tools, and, importantly, new processes. Even those that aren't creating innovations are playing in Innovation Tournament by utilizing innovations (or exapting them) to become more efficient and deliver better service. Although we are not yet seeing disruption in law marketplace in Clayton Christensen sense, all lawyers should care about Innovation Tournament regardless and here's why: Lawyers of all types, from big law to small and mid-size firms, from government to in-house, and even solo lawyers, are being challenged to change way they work. Clients are asking their lawyers to (and often with others outside their organization or departments). However, lawyers don't know what their clients are asking for when they ask for innovation or how to do it—or both. The good news is, however, that my interviews and my experience working with over 210 teams of lawyers and their clients on innovation journeys, indicate that what clients are really asking for with the call to innovate is a new type and level of collaboration and client service. The evidence suggests that our clients' call for us to is actually a call for service transformation in disguise. Whether they want an innovation in and of itself or not, our clients want lawyers to hone mindset, skillset, and behavior of innovators. The problem with this is that many lawyers are ill-equipped to meet these new demands. Some combination of our temperament, training, and professional identity seems to work against us when we try to espouse DNA of innovators.This is why new discipline for practicing and aspiring lawyers needs to be innovation. This chapter was first published by Stampfli Verlag in book: New Suits: Appetite for Disruption in Legal World, co-curated by me and Dr. Guenther Dobrauz. It begins by demonstrating that clients' call for innovation is really a call for transformation in service from their lawyers. It then explores why answering this call can be problematic for lawyers. It seeks to show that lawyers' professional identity, training, and temperament (along with extrinsic and intrinsic motivation) make it difficult for lawyers to adopt collaborative, creative mindset and skillset of innovators. This chapter recommends that innovation be incorporated as a new key discipline at both law school and executive education (continuing education) level because in process of learning how to innovate, lawyers hone mindset, skillset, and behaviors that clients desire. In support of this contention, it reveals that, as an added benefit, by honing innovator's DNA, lawyers also grow into inclusive leaders our society needs us to be. The chapter concludes with some suggestions for lawyers to help them better collaborate towards innovation along with a pie-in-the-sky call to legal universe to make innovation new key discipline for practicing and aspiring lawyers.

The Evolution of the Cape Cod Model: Gestalt Conversations Theory and Practice

The Evolution of the Cape Cod Model: Gestalt Conversations Theory and Practice

QEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving.

The nature of creative thinking is complex and multifaceted, often involving cognitive processes and dispositions modulated by implicit cultural belief systems and ways of thinking. In this article, we build on existing research on the relations of creative thinking and culture, and explore how specific cultural resources can be harnessed to foster creative problem-solving in education. We first review the recent changes in our understanding of creative thinking, from an exclusive focus on cognitive processes to a more inclusive view of creative problem-solving as socially negotiated and culturally modulated, carrying important cultural functions. We then introduce a pedagogical model, QEOSA, to illustrate how cultural resources, particularly culture-specific ways of thinking about the world, can be harnessed to foster creative thinking in education, and what developmental and pedagogical considerations are involved to make it effective. We finally conclude this article by indicating the value of this line of work that integrates psychological, cultural, developmental, and educational principles in fostering the development of a creative mind-set with relevant knowledge, skills, dispositions, and values.

Creative utterances about person-centered care among future health care professionals are related to reward dependence rather than to a creative personality profile

BackgroundCreativity can be defined as the creation of something that is novel, useful, and valuable for society (i.e., high-level creativity) and/or everyday life. In this context, people have implicit theories of creativity as being either non-malleable (i.e., a fixed creative mindset) or malleable (i.e., a growth creative mindset). Our aim was twofold: (1) to test an improved creative mindset priming paradigm (i.e., adding high-level/everyday creativity perspectives and using an organizational important task) by assessing if participants used different ways to answer to the prime and (2) to analyse the relationship between personality and creative utterances regarding an important topic in participants' future professions. MethodStudents (N = 73) from different health care professions were randomly assigned to the non-malleable or malleable creative mindset priming paradigm (i.e., fixed vs. growth) and then asked to write about (a) their own creativity, (b) person-centered care in their professions (i.e., unusual use test), and to (c) self-rate their personality (Temperament and Character Inventory). We used natural language processing methods (i.e., Latent Semantic Algorithm) to analyse participants' responses in the different conditions and also responses in relation to self-reported personality. ResultsThe fixed versus growth condition was predicted (r = .55, p < 0.0001), following Bonferroni correction for multiple comparisons by participants' descriptions about creativity. Although the condition was not predicted (r = .07, p < 0.2755) by participants' utterances about person-centered care, a t-test suggested that participants used words that were semantically different depending on the condition they were randomly assigned to (t(2371) = 5.82, p = .0000). For instance, participants in the growth condition used verbs more frequently, while those in the fixed condition used the personal pronoun I more often. Finally, only the temperament trait of reward dependence (r = .32, p < 0.01) predicted the person-centered care utterances. ConclusionWe argue that the paradigm successfully primed participants to write about creativity and person-centered care using narratives with different semantic content. However, individuals' ambition to be socially accepted, rather than creative personality traits, elicited the utterances about person-centered care. The creative mindset priming paradigm presented here along language processing methods might be useful for measuring creative potential at work. We suggest that if health care personnel's notions of the activities related to care are generated from their drive to be socially accepted and not from a truly creative profile, the activities might be self-serving and not person-centered.

CREATIVITY TRILATERAL DYNAMICS: PLAYFULNESS, MINDFULNESS, AND IMPROVISATION

As recent studies proved; creativity is no longer an option, it is really essential for our everyday life. In fact, creativity is a unified whole composed of four interweaved strands; creative person, creative press, creative process, and creative product. Nevertheless, creative person could be considered the motor of these unified gearwheels. Creative person should be open for novelty, tolerant for complexity and ambiguity as discussed through literature; however, the question here is how to acquire these characteristics. In this sense, issues of playfulness, mindfulness and improvisa-tion could be much related and might answer such question. In fact, these topics were approached in many researches in relation to creativity, but there are scarce studies that might relate them to each other, i.e., playfulness with mindfulness, mindfulness with improvisation, or improvisation with playfulness. Thus, this research, as a contribution to the field of the psychology of creativity, proposes that there is a correlation among these three experiences or forces of a creative person. Then, the aim of this research is to explore these interrelations that, if boosted, might leverage creative person’s characteristics. The methodology is based on inductive reasoning via two phases; first, analyzing literature on playfulness, mindfulness and improvisation and their relations to creativity studies. The second phase is traversing these three corpuses, sewing them together in order to create a braid of these forces to act as dynamics boosting for higher levels of creative mindset.

Exploring creative mindsets: Variable and person-centered approaches.

Exploring creative mindsets: Variable and person-centered approaches.

Explaining historical change in terms of LHT: A pluralistic causal framework is needed.

Baumard suggests that the advent, through phenotypic plasticity mechanisms, of future-oriented preferences and creative mindsets in eighteenth-century Great Britain explains the wave of innovations that drove the British Industrial Revolution. We argue that, although this approach is promising, Baumard's model would benefit from being supplemented by demographic, economic, and sociological explanations independent of Life History Theory (LHT).

When Students Design University: a Case Study of Creative Interdisciplinarity between Design Thinking and Humanities

AbstractThis paper addresses the issue of how to enhance student participation in university governance. This issue is approached by taking into account the growing pressures of the European Commission’s modernization agenda on the educational policies of the European Higher Education Area, and by focusing on the way these pressures affect students’ conceptions of themselves and of the mission of higher education. The thesis presented in this paper is that design thinking and the humanities share a common epistemological core that enables them, if applied in educational settings, to play a major role in fostering students’ trust in their governance skills and in their ability to influence educational policies through a creative mindset and a deeper comprehension of the stakes in present-day higher education. An experimental workshop combining design thinking with the humanities and with the constructivist approach of student-centered learning was held within a course in a humanities bachelor program on the basis of a heuristic framework developed through an interdisciplinary research process. This process was conducted according to the principles of design and hermeneutics. The outcomes of the workshop in terms of the participants’ enhanced self-confidence and decisional skills validate the thesis of this study.

Methodological grounds of the formation of conflictological culture of future specialists of technical specialties

The article deals with the importance of methodological approach to the formation of conflictological culture. The author notes that the methodological basis for the development of a harmoniously developed personality in a technical institution of higher education is the formation of conflictological culture of future engineers, which is a component of professional competence and is based on humanitarian grounds of an educational institution. The process of formation of conflictological culture of future specialists of technical specialties, within the context of professional training, from a methodological point of view is considered from the position of systematic, activity-based, culturological and creative, and competent approaches. The systematic approach in the methodology of formation of conflictological culture is regarded as the systematization of knowledge of culturological and conflictological orientation in the hierarchy of specialized knowledge and its use during the educational process as gaining further experience of their application in professional activity. In the formation of conflictological culture the activity-based approach is a professional and creative direction, through which the skills and abilities of the components of conflictological culture based on the knowledge acquired are formed. An active-based approach in the methodology of conflictological culture will allow motivating knowledge related to the humanitarian and culturological direction, teaching students to make decisions independently and to assess the situation, to form the ability of self-control in any situation, to promote the creative mindset. The culturological approach is not only the basis of methodology in the formation of conflictological culture, and its implementation should be clearly traced throughout the whole period of young person’s studying in higher educational institution. In the implementation of culturological approach during the formation of conflictological culture, considerable attention is paid to directing young people to an understanding of national traditions and culture that are not opposed to other cultures, but bear cultural development and the ability to apply it properly in the professional field; personality’s capacity for cultural self-development and cultural realization; the creative development of future engineer, based on the cultural and technical heritage of society. This approach is basic and on the basis of this approach the methodology of formation of conflictological culture is built. In the methodology of formation of conflictological culture, the competence-based approach is considered as a basic top for the professional development of future engineer, which will allow effective interaction between the teacher and the student in the formation of necessary competences based on conflictological culture as a component of professional competence. The competence-based approach is important for the formation of professional competencies, but without using other pedagogical approaches, it is not possible to form conflictological culture as we consider. For the improvement, development and self-realization of student, the interrelation of all the approaches is required, and for their effective application in the methodology of formation of conflictological culture they should be applied in a certain order.

Creative Confidence and the Arts: Measuring a Potential Contributing Factor to Students' Motivation to Engage in Engineering Creativity

Engineering is well established as a profession which requires complex, open-ended problem solving. Creativity is instrumental in these processes, but graduating engineering students have been found to lack creative thinking skills. In order to engage in creative thinking, students must first be motivated to do so. Creative self-efficacy (or creative confidence) has been tied to increased internal motivation, and involvement in creative arts activities can lead to increased self-efficacy beliefs. This paper will discuss the development of a survey instrument that will be used to investigate the potential correlation between student involvement in creative arts and their internal motivation to engage in engineering creativity.The survey instrument includes 1 open-ended question, a creative arts inventory, and 46 closed-ended questions to measure creative self, creative mindset, and tolerance of fears that hinder creative confidence. Evidence for validity of the instrument is established through the pilot study.

Creativity in Business Education: A Review of Creative Self-Belief Theories and Arts-Based Methods

Creativity has become one of the most sought-after skills from graduates across business and industry. It is therefore imperative to infuse creativity training within business programs of study and professional development experiences, to remind people of their eternally curious and creative nature. The objective of this paper is to explore the literature around theories of creative potential and performance—including creative identity, creative mindset, and creative self-efficacy. We consider perspectives that reveal that creativity is a mindset predicated on beliefs and ways of thinking. Educational psychology literature and theories of creative self-belief illustrate how creative identity, mindset, and self-efficacy form the core of an individual’s belief system to think, act, and develop creatively in the world. This connects to the potential of arts-based methods as a means to infuse creative learning into business education. We illustrate how our findings can be put into practice by sharing an example of an art-based intervention that is currently in progress to develop creative capacity among students in an internationally known business program. We conclude with the idea that its incumbent upon business education, professional development, and training to incorporate methodologies that enhance creative capacity by initially eliminating or minimizing self-perceived limitations in people, such as fear, negative personal judgement, and chattering of the mind—and theories of creative self-belief provide a foundation that can undergird arts-based methods toward this goal.

Educational Game for Introducing Indonesian Culture on Android Platform

Utilization of the game is still used on the basis of entertainment alone. The existence of game themes that are growing still not enough to accommodate the game with the theme of education. Moreover, attention to the cultural diversity of Indonesia is decreasing. Therefore, it is made an educational game based on android Kuizy which aims to improve children's knowledge early on so that they can recognize the diversity of traditional culture of Indonesia covering the diversity of traditional house, traditional dance, traditional clothes, traditional musical instruments, and local songs from every province in Indonesia in a way that is different from learning in schools in general. By applying the results of this educational game, it is expected to help the children in learning and can improve the creative mindset as well as adding more advanced knowledge and getting to know the richness of Indonesian culture.

Entrepreneurship Education and Learning Systems: Developing a Holistic Approach to Entrepreneurial Universities and their Ecosystems

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Meet the First Authors.

Meet the First Authors.

Aprendizaje cooperativo en la formación de ingenieros

Se presenta la experiencia de la estrategia metodológica del aprendizaje cooperativo en el curso del seminario de ingeniería III de la Facultad de Ingeniería de la Universidad Autónoma de Bucaramanga UNAB; su propósito es fomentar la competencia para ser ciudadano y profesional con mentalidad global, emprendedora y creativa que brinda solución a las necesidades de la sociedad. Además, despertar la creatividad para identificar oportunidades de negocio, proponer soluciones de valor y diseñar modelos de negocios viables, utilizando la metodología Canvas. El curso tiene un enfoque integral e integrador; combina estrategias de aprendizaje autónomo, cooperativo y basado en proyectos coherentes con las formas de aprender del siglo XXI. El aprendizaje cooperativo, requiere de una gestión del aprendizaje que incluya planeación, implementación, seguimiento y evaluación antes, durante y después de cada sesión de aula, con el fin de desarrollar las habilidades personales, sociales e intelectuales de los estudiantes de ingeniería. Aplicar el aprendizaje cooperativo favoreció en los estudiantes: la creatividad, flexibilidad al cambio y mente abierta para enfrentar retos; tolerancia, cooperación y productividad para lograr el objetivo común; reflexión y posición crítica para tomar decisiones frente a situaciones de su campo de acción; autoaprendizaje, definición y aplicación del pensamiento creativo, analítico y práctico; la gestión de la información de manera sistemática, la comunicación oral y escrita.