Creativity Of Undergraduate Students Research Articles

Blended knowledge sharing model in design professional

Grounded in Nonaka and Takeuchi (Long Range Plan 54(4):102070, 2021) Socialization, Externalization, Combination, and Internalization (SECI) model, the present research develops a Blended Knowledge Sharing Activity (BKSA) model tailored for design practitioners, targeting the enhancement of learning outcomes and creativity. The investigation centers around the influence of BKSA on higher education students' learning achievements and creative potential, further delving into their application and performance relative to social media within design-related coursework. Employing a comprehensive methodological approach including sampling, t-tests, and structural equation modeling, questionnaires were disseminated to a cohort of 105 undergraduate students from two sophomore-level design classes. It is worth underscoring that despite the SECI model finding extensive applicability across numerous domains, its implementation within the context of design education remains comparatively underrepresented. This research lacuna served as a catalyst in our endeavor to apply the SECI model within knowledge-sharing activities specific to design majors, in anticipation of uncovering more potent strategies for learning and innovation. Our findings disclose a tangible positive correlation between BKSA and both the learning outcomes and creativity of undergraduate students. Moreover, the instrument we devised and utilized, acting as a robust measurement tool for the SECI model, provided additional validation for the beneficial influence of BKSA on university students' learning achievements and creative capacities. This novel insight not only redresses the underexplored application of the SECI model in design education but also furnishes a fresh theoretical vantage point for the amalgamation of blended learning and knowledge sharing paradigms.

Promoting Creativity in Undergraduate Recreation and Leisure Services Classrooms: An Overview

Creativity is a useful skill in the recreation profession, yet it is rarely treated as a fundamental skill in the preparation of undergraduate recreation majors. The purpose of this overview is to illustrate the need for creativity in the workforce and how best to nourish student creativity through undergraduate teaching. We review interdisciplinary perspectives on the creative process and how to support the development of creativity in undergraduate students. We then discuss barriers that inhibit the creative process and how to overcome them. Finally, we conclude by examining and reacting to critiques of creativity in the interest of facilitating the cultivation of this skill in the next generation of recreation professionals.

The Relationship between Undergraduate Students’ Parenting Style and Creativity

Taking into account previous research on the role that the parenting styles to which individuals are exposed during childhood have in shaping pro-social behaviors, attitudes and personality and so on, this study aims to investigate the relationship between parenting styles of parents and creativity. Design/Methodology/Approach: The creativity and the parenting style questionnaires were completed by 239 undergraduate student participants. Pearson correlation coefficients were extracted and regression analysis was performed. Findings: The results indicate that undergraduate students with democratic parents tend to show stronger creative thinking and open the way to further study what parental characteristics may be responsible for the development of creativity in undergraduate students. Research Limitations/Implications: Participants retrospectively assessed their parents’ style. Future research may recruit both the actual parents of participants to collect more accurate data on parenting practices or use observational methods. Social Implications: This work seems to suggest that to achieve a more creative society, the ability of parents to raise their children by adopting a democratic style should be taken into account and—if needed—enhanced. Originality/Value: To the best of authors’ knowledge, this is the first study to investigate the relationship between parenting styles of parents and creativity.

Personality types and scholarly creativity in undergraduate students: The mediating roles of creative styles

Guided by an integrative model of Jung's personality type theory, Kirton's adaption-innovation theory, and Kaufman's creativity domain theory, this study examined the mediating role of creative styles in the association between personality types and scholarly creativity in undergraduate students. 495 undergraduate students (305 girls, mean age=19.55years) completed questionnaires on personality types, creative styles and scholarly creativity. Results indicated that the innovative creative style was positively associated with Extroversion and Perceiving personality types, and negatively associated with Feeling type. The innovative creative style, but not the adaptive creative style, was positively associated with scholarly creativity. Furthermore, Extroversion and Perceiving types were positively and indirectly associated with scholarly creativity completely through the mediator of innovative creative style, whereas Feeling type was negatively and indirectly associated with scholarly creativity partially through the mediator of innovative creative style. This study enhances our understanding of the ways in which personality types could affect undergraduates' scholarly creativity. These findings suggest that undergraduate students of different personality types tend to perform creative work in different creative styles, further influencing how much scholarly creativity they could demonstrate.

Envisioning the Future: Working toward Sustainability in Fine Art Education

Fine art education provides students with opportunities to acquire knowledge and skills to respond creatively to their experience of society and culture. Fostering creative ways of knowing, thinking and doing requires studio learning conditions that promote the exploration of embodied perceptions, material sensibilities and conceptual ideas that are provisional, socially constructed and ever changing. Traditionally, art schools provided these conditions unchallenged because they were autonomous. Since the 1980s, however, art schools have been integrated into the academy, and face increasing pressure to meet the institutional demands of being in a university. Some argue this changed status means the academy, with its research and pedagogic traditions, is actually straitjacketing creativity. Furthermore, contemporary art practice has changed as artists are increasingly experimenting with interdisciplinary modes of working. This article discusses a two-year major change initiative, undertaken within an urban Australian art school, designed to respond to this complex set of changed circumstances. It considers ways to address institutional compliance and viability demands while maintaining deeply held values about how to foster creativity in undergraduate students. The outcome is a new organising structure and renewed curriculum for the largest programme offering in the school: the fine art undergraduate degree. Educational renewal is conceptualised as a creative process and the approach to change is thus adapted from creative research methodologies. By treating pedagogy and curriculum design as a creative process, this change initiative, rather than straitjacketing creativity, has re-envisioned an epistemological framework for undergraduate fine art that will sustain creativity education into the future.

Enhancement of Convergent Creativity Following a Multiday Wilderness Experience

Contact with nature has been shown to improve a variety of psychological indices. The current study tested convergent creativity in undergraduate students following a 6-day wilderness trip to the Boundary Waters Canoe Area Wilderness (BWCAW). An indoor control group was also tested. The students taking the BWCAW trip had significantly more correct solutions on the Remote Associates Test (RAT) compared to the indoor condition. The results contribute to a growing interest in the cognitive benefits of the outdoors by demonstrating that nature immersion can improve correct solutions on a convergent creativity test. Limitations include self-selection issues and lack of rigorous control over extraneous variables while in the wilderness environment. Nonetheless, applications of this data may be important for providing natural experiences for students as a strategy for ensuring healthy cognition in ever-increasing urban environments. Key Words: Convergent creativity—Nature immersion—Remote Associates Test—Wilderness.

Variables Affecting the Creativity of Undergraduate Students at Nakhon Ratchasima Rajabhat University

This descriptive research aims to investigate the construct validity of selected variables affecting the creativity of undergraduate students at Nakhon Ratchasima Rajabhat University. Seven hundred and sixty students participated in this study. They were tested on items relating to their creativity. The results showed that executive administration, teaching, instructional attitudes, motivation, and personality variables affected the creativity of the undergraduates. Creativity consisted of originality, fluency, flexibility, and elaboration. All factor loadings were over 0.30. After confirmatory factor analysis on creativity, the results showed an acceptable goodness-of-fit (x2 = 0.51, df = 1, p-value = 0.47497, RMSEA = 0.000). This shows that creativity measured by the creativity test is in accordance with the empirical data. Executive administration consists of policy, mission, and identity. Teaching consists of objectives, content, activity, and evaluation components. Instructional climate consisted of support, acceptance and participation. Motivation consists of needs, drives, and satisfaction. Personality consists of freedom, trust, and self-esteem. The results of the CFA indicated that each construct was well represented by the items used for the measurements.

Developing Engineering Students’ Creative Thinking Across the Curriculum. A Case-Study of Romanian University Students

The purpose of this study is to analyse the creative potential of our engineering students and their type of thinking. From a n educational perspective, we aim at identifying ways in which creative thinking and problem solving techniques can be implemented in existing courses on the engineering curricula. Our survey involved applying a questionnaire (based on Dr. Roge r Sperry's theory of brain lateralization) to 128 respondents, aged 19-37, students of Applied Electronics, Computer Science, and Environmental Engineering. Data obtained was analysed both quantitatively and qualitatively. Further on, pedagogic insights will reveal means of fostering creativity in undergraduate students, for 3 different courses.

Fostering the Creative Development of Computer Science Students in Programming and Interaction Design

This study explores the enhancement of creativity in undergraduate students studying computer science. We assume that everybody has creative potential. As a teacher, we can explicitly encourage creative thinking, providing space to let students collaboratively discover and explore their creativity. This paper presents a dialogical framework to help the teacher fostering creativity among students of computer science in programming and interaction design. The framework presented here involves underlying dialogic processes from seven collaborative and creative dimensions that allow students to develop creativity. The use of the pedagogical framework makes it possible to teachers create significant interaction design and computer programming experiences to students, motivating them to activate mental processes underlying creativity. Students can simultaneously activate two or more ideas, images, or thoughts and have them interact, prompt thought experiments, change cognitive perspectives, raise new points of view, and risk category mistakes.