Measuring Creativity for Innovation Management

Identifying the extent and nature of the creativity of new products is a key for innovation management. The revised Creative Solution Diagnosis Scale (CSDS) is a 27-item scale based on a theoretical model of functional creativity, consisting of five main criteria: Relevance & Effectiveness, Problematization, Propulsion, Elegance and Genesis. The CSDS offers potential for differentiated assessments of product creativity as part of the larger process of innovation. Non-expert judges rated a series of mousetrap designs using a 30-item version of the CSDS. Confirmatory factor analysis revealed a simple structure that corresponded closely to the a priori theoretical model of functional creativity. The untrained judges were able to use the scale with a high degree of reliability and internal consistency. The scale offers a tool for managing innovation, especially for stimulating creativity and diagnosing the creativity of products

On evil and computational creativity

This paper touches upon the philosophical concept of evil in the context of creativity in general, and computational creativity in particular. In this work, dark creativity is introduced and linked to two important pre-requisites of creativity (i.e. freedom and constraints). A hybrid computational system is then presented; it includes one swarm intelligence algorithm, Stochastic Diffusion Search – mimicking the foraging behaviour of one species of ant, Leptothorax acervorum – and one physiological mechanism – imitating the behaviour of Human Immunodeficiency Virus. The aim is to outline an integration strategy deploying the search capabilities of the swarm intelligence algorithm and the destructive power of the digital virus. The swarm intelligence algorithm determines the colour attribute of the dynamic areas of interest within the input image, and the digital virus modifies the state of the input image, creating the projection of ‘evil’ over time (evil is used here as excessive use of underlying freedom). The paper concludes by exploring the significance of sensorimotor couplings and the impact of intentionality and genuine understanding of computational systems in the light of the philosophical concept of weak and strong computational creativity

Creativity and the Cyber Shock: The ultimate paradox

The “Sputnik Shock” of 1957 led to acceptance of the usefulness of creativity, while the still developing “Cyber Shock” derives from emergence of the apparent production of creativity by CPSs and AI. The ultimate paradox of creativity, which draws on both these shocks, has given rise to the idea of algorithmic creativity. However, the rise of “Society 5.0” means that it is increasingly necessary to understand creativity in terms of disruptive solutions. Although generative AI is a major tool it risks blocking the pathway to disruptive creativity because it produces only incremental novelty based on the already known. What is required is a strong focus on genesis

Fostering Transferable Creativity: A Core Role for Art Education in School Curriculum

Arts education occupies a fringe position in school curricula because the arts are widely regarded as accessible to only a chosen few and of little practical use, or as purely recreational. What is needed is understanding of the potential contribution of arts education to other areas of curriculum, including those often seen as the real core of school learning (“the three Rs”). The psychological processes and personal properties inherent to arts education correspond closely to those now regarded as vital right across the curriculum. In contrast, they are often neglected in conventional academic disciplines. Arts education is capable of promoting these processes and personal properties to transfer to other elements of the curriculum in the form of transferable creativity, but this will not occur without changes in mainline pedagogy, for example, in the assessment

International encyclopedia of higher education. : V. 1.: Creativity in Higher Education and Learning

New Delhivi, 202 p., 24 cm

Creativity, Requirements and Perspectives

Is there room for more creativity in information systems? This article grew out of an AWRE'04 panel discussion on creativity in requirements engineering, and the impact of requirements engineering on creativity in systems engineering and systems use. Both panel and article were motivated by the goal of identifying a framework for understanding creativity in a larger context and thus establishing a potential structure for future research. The authors' research backgrounds differ widely and, at times, our views conflict -- occasionally, quite sharply. We make underlying world views - our own and those of relevant disciplines -- explicit; identify the paradox caused by the need to be functionally creative while leaving room for creativity in successive stages; and argue for a multi-paradigm framework for resolving this paradox

Arthur B. Cropley Diary - Accession 675 - M298 (349)

The Arthur Bird Cropley Diary consists of lecture notes, classmate signatures listing hometown and union or secessionist status, together with secessionist poetry and prose written by Arthur Bird Cropley (1848-1912) and other classmates while they were students of the Stanmore School for Boys in Sandy Spring, Maryland. There are also class rosters for the Stanmore School for Boys as well as a class roster for the Fair Hill Boarding School for Girls, both of Sandy Spring in Montgomery County, Maryland. Arthur B. Cropley was a resident of Georgetown, M.D in 1862 and was born in the District of Columbia on August 11, 1848 and died there on April 24, 1912.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/1649/thumbnail.jp