The Evaluation and Selection of Creative Ideas in Educational Settings:Current Knowledge and Future Directions

Worldwide, student-centered pedagogies have emerged in education to develop creativity. However, these pedagogies do not automatically enhance students’ creativity, because students tend to underestimate and reject creative ideas–even when highly novel ideas are required to solve the problem at hand. Understanding how students evaluate and select ideas is crucial for enhancing creativity. Therefore, this paper reviews research on idea evaluation and idea selection among students. This paper suggests that the evaluation of ideas depends both on specific and general components, and a mild state of affect and openness to experience seems to play a significant role. To improve idea evaluation and idea selection, students should be exposed to a variety of ideas and effective instructional strategies benefit students as well. Teachers should explicitly instruct students to select creative ideas and encourage them to simultaneously generate and refine ideas. However, instructing students to transform their creative ideas into tangible products may unintentionally influence their choices for creative ideas. Balancing novelty and usefulness pose challenges for students during evaluation and selection, and teachers should attune to students’ reactions as much as possible (e.g. accommodating emotional outbursts). Finally, several future trends and important research questions are highlighted.</p

The Evaluation and Selection of Creative Ideas in Educational Settings:Current Knowledge and Future Directions

Worldwide, student-centered pedagogies have emerged in education to develop creativity. However, these pedagogies do not automatically enhance students’ creativity, because students tend to underestimate and reject creative ideas–even when highly novel ideas are required to solve the problem at hand. Understanding how students evaluate and select ideas is crucial for enhancing creativity. Therefore, this paper reviews research on idea evaluation and idea selection among students. This paper suggests that the evaluation of ideas depends both on specific and general components, and a mild state of affect and openness to experience seems to play a significant role. To improve idea evaluation and idea selection, students should be exposed to a variety of ideas and effective instructional strategies benefit students as well. Teachers should explicitly instruct students to select creative ideas and encourage them to simultaneously generate and refine ideas. However, instructing students to transform their creative ideas into tangible products may unintentionally influence their choices for creative ideas. Balancing novelty and usefulness pose challenges for students during evaluation and selection, and teachers should attune to students’ reactions as much as possible (e.g. accommodating emotional outbursts). Finally, several future trends and important research questions are highlighted.</p

From creativity to innovation:Understanding and improving the evaluation and selection of ideas in educational settings

Creativity gives students the ability to generate novel and useful ideas for complex problems, but generating creative ideas alone is not enough to solve complex problems. It requires that students are able to evaluate their own and others’ ideas, select ideas to develop further, and abandon those that are unlikely to be successful. However, prior research has shown that students do not recognize creative ideas and have a tendency to reject highly creative ideas, and are more likely to select ideas that are consistent with social norms, and easy to understand. The aim of this thesis is to investigate whether the evaluation and selection of ideas can be improved in educational settings. The research found that students’ ability to evaluate creativity in products depends strongly on their discipline. Furthermore, by exposing students to the task before evaluating others’ ideas they become better able to recognize the creative and original ideas. However, students discard original ideas immediately when they know that they have to implement those ideas

Nothing But Stereotypes? Negligible Sex Differences Across Creativity Measures in Science, Arts, and Sports Adolescent High Achievers

Previous research has focused on understanding when, why, and how sex differences in creativity occur, as results vary across samples, measures, and methodologies. In the current study we investigated sex differences in creativity among 984 high achieving adolescents in three expertise areas: Sciences, Arts, and Sports. Eight creativity indicators were analyzed: Alternative uses task (AUT) fluency; creative self-efficacy (CSE); intraindividual strengths (difference between CSE and AUT Fluency); five self-reported creativity scales: Self/everyday, scholarly, performance, mechanical/scientific, artistic. The results showed negligible sex differences ((Formula presented.) =.01), with females performing better in AUT Fluency and males self-rating their CSE higher. No sex differences were found in self/everyday, scholarly and performance creativity. Males self-rated their mechanical/scientific creativity ((Formula presented.) =.06) higher than females; while females self-rated their artistic creativity ((Formula presented.) =.02) higher in comparison to males. Our results extend the existing literature by finding negligible sex differences in adolescent expert groups. However, some stereotypical differences emerged, for example, females with Sciences expertise rated their mechanical/scientific creativity lower than males with and even without Sciences expertise. Results call for further investigation into the links between sex differences, expertise, and specific creativity domains.</p

Nothing But Stereotypes? Negligible Sex Differences Across Creativity Measures in Science, Arts, and Sports Adolescent High Achievers

Previous research has focused on understanding when, why, and how sex differences in creativity occur, as results vary across samples, measures, and methodologies. In the current study we investigated sex differences in creativity among 984 high achieving adolescents in three expertise areas: Sciences, Arts, and Sports. Eight creativity indicators were analyzed: Alternative uses task (AUT) fluency; creative self-efficacy (CSE); intraindividual strengths (difference between CSE and AUT Fluency); five self-reported creativity scales: Self/everyday, scholarly, performance, mechanical/scientific, artistic. The results showed negligible sex differences ((Formula presented.) =.01), with females performing better in AUT Fluency and males self-rating their CSE higher. No sex differences were found in self/everyday, scholarly and performance creativity. Males self-rated their mechanical/scientific creativity ((Formula presented.) =.06) higher than females; while females self-rated their artistic creativity ((Formula presented.) =.02) higher in comparison to males. Our results extend the existing literature by finding negligible sex differences in adolescent expert groups. However, some stereotypical differences emerged, for example, females with Sciences expertise rated their mechanical/scientific creativity lower than males with and even without Sciences expertise. Results call for further investigation into the links between sex differences, expertise, and specific creativity domains.</p

Nothing but stereotypes? Negligible sex differences across creativity measures in Science, Arts and Sports adolescent high achievers

Previous research has focused on understanding when, why and how sex differences in creativity occur, as results vary across samples, measures and methodologies. In the current study we investigated sex differences in creativity among 984 high achieving adolescents in three expertise areas: Sciences, Arts, and Sports. Eight creativity indicators were analyzed: Alternative Uses Task (AUT) Fluency; Creative Self-Efficacy (CSE); intraindividual strengths (difference between CSE and AUT Fluency); 5 self-reported creativity scales: Self / Everyday, Scholarly, Performance, Mechanical / Scientific, Artistic. The results showed negligible sex differences (np2 = .01), with females performing better in AUT Fluency and males self-rating their CSE higher. No sex differences were found in Self / Everyday, Scholarly and Performance creativity. Males self-rated their Mechanical / Scientific creativity (np2 = .06) higher than females; while females self-rated their Artistic creativity (np2 = .02) higher in comparison to males. Our results extend the existing literature by finding negligible sex differences in adolescent expert groups. However, some stereotypical differences emerged, for example, females with Sciences expertise rated their Mechanical / Scientific creativity lower than males with and even without Sciences expertise. Results call for further investigation into the links between sex differences, expertise and specific creativity domains

Creativity in Higher Education: Teaching Activities during Student Groups’ Idea Evaluation Process

Creativity should be cultivated in higher education to tackle the increasingly complex healthcare problems; however, despite this need for novelty, students collaborating in groups to solve a complex problem often seek consensus around low-novelty ideas. This study aims to explore the challenges higher education student groups face while evaluating and improving creative ideas, and to identify teaching activities that overcome these challenges. A qualitative study was conducted using semi-structured interviews with 14 teachers from the “innovation project” at Radboud university medical center in Netherlands. The results show that student groups face challenges in balancing thegoals of novelty and usefulness in their search for creative ideas, often selecting either novel ideas that are infeasible or ineffective, or useful ideas that already exist. Furthermore, teachers also identified problematic group dynamics as a challenge in the idea evaluation process. To overcome these challenges, teachers reported using cognitive, affective, metacognitive, and sociocommunicative teaching activities. In conclusion, higher education studentsmay not develop their most creative ideas even when creative solutions are required. This study highlights the importance of teaching higher education students to skilfully manage the twin goals of novelty and usefulness in theirsearch for creative solutions, while also dealing with group dynamics

Creativity in Higher Education: Teaching Activities during Student Groups’ Idea Evaluation Process

Creativity should be cultivated in higher education to tackle the increasingly complex healthcare problems; however, despite this need for novelty, students collaborating in groups to solve a complex problem often seek consensus around low-novelty ideas. This study aims to explore the challenges higher education student groups face while evaluating and improving creative ideas, and to identify teaching activities that overcome these challenges. A qualitative study was conducted using semi-structured interviews with 14 teachers from the “innovation project” at Radboud university medical center in Netherlands. The results show that student groups face challenges in balancing thegoals of novelty and usefulness in their search for creative ideas, often selecting either novel ideas that are infeasible or ineffective, or useful ideas that already exist. Furthermore, teachers also identified problematic group dynamics as a challenge in the idea evaluation process. To overcome these challenges, teachers reported using cognitive, affective, metacognitive, and sociocommunicative teaching activities. In conclusion, higher education studentsmay not develop their most creative ideas even when creative solutions are required. This study highlights the importance of teaching higher education students to skilfully manage the twin goals of novelty and usefulness in theirsearch for creative solutions, while also dealing with group dynamics

Estudio del sistema de agronegocios del jabalí en Argentina : antecedentes y situación actual desde la perspectiva de los negocios agroalimentarios

La carne de jabalí es apreciada por sus características organolépticas y nutricionales. El principal consumidor es Europa (Italia, Alemania y Francia) , seguido por Japón. En Argentina, esta especie se adaptó en gran parte del territorio y a diferentes situaciones ecológicas. Asimismo, la crianza en cautiverio, aprovechamiento, elaboración, distribución, precios y características nutricionales no son de amplio conocimiento. El propósito de este trabajo es realizar un diagnóstico del sistema de agronegocios del jabalí en Argentina a fin de identificar los puntos fuertes y débiles y a partir de allí, proponer acciones para dar soluciones a las problemáticas actuales. Se utiliza como metodología el abordaje de la epistemología fenomenológica y el método EPESA, lo cual permite contar con abordaje amplio y sistémico del agronegocio bajo análisis. También, se utiliza el marco teórico de la nueva economía institucional, siguiendo el abordaje de Joskow y sus tres vías de aproximación. Si bien es una producción que posee ventajas comparativas (clima, suelo, extensión, alimento) que permitirían el desarrollo productivo y comercial del sistema, se observa que la informalidad limita la implementación de planteos productivos con mayores niveles de tecnología, registros y datos genéticos, lo que imposibilita la exportación. Por otra parte, existe un problema de reglamentaciones con respecto a la faena, dado que debe ser aprobada por FAUNA y por SENASA, teniendo distintos requerimientos y tiempos de carga y transporte. Esto genera incompatibilidades para la comercialización formal, incentivando a transacciones ilegales, baja transparencia, oportunismo ex ante y ex post de las transacciones y altos costos de transacción. Dado este ambiente de negocios descripto, las empresas bajo estudio en general trabajan con nichos de mercado y no tienen un panorama de ampliación productiva y comercial. Por tanto, la mejora del ambiente institucional es la primera acción a seguir a fin de vencer las limitaciones mencionadas