New industry and new industry policy

Industrial policy: fostering talent, creativity and knowledge; fostering internationalisation and promotion of own multinational

Fostering Students’ Creativity through Video Game Development

This study focuses on the impact of video game development as an approach to educate individuals for the demands of creative industries such as video games. Questionnaires were administered to 38 students enrolled in two educational programs which involved developing video games. Findings suggest that developing video games creates an exceptional setting to promote the students’ creativity, due to characteristics of the task and of the work environment generated by this activity

Arts Education in Michigan: Fostering Creativity and Innovation

In the fall of 2011, Quadrant Arts Education Research, in partnership with Michigan Youth Arts, the Michigan Council for Arts and Cultural Affairs, the Michigan Department of Education, and ArtServe Michigan, began a statewide study of arts education in Michigan schools. The project was designed to create a never-before-available picture of arts education in Michigan and institute baseline information for tracking and measuring future progress. This landmark study provides essential data on student access, teacher training, assessment and accountability in arts education in K-12 schools in Michigan. The data provides the groundwork to drive future arts education policy decisions that effect all Michigan students.The principals of 4163 schools, including 718 private and 293 charter schools, were asked to complete an online survey detailing numerous building-level specifics on arts education in their schools

Teachers’ beliefs and practices for nurturing creativity in students: Perspectives from teachers of gifted students in Hong Kong

The long-term aim of fostering creativity in all students is specifically included in Hong Kong’s curriculum guidelines. However, implementation of teaching strategies to achieve this aim has presented difficulties for many teachers. It is likely that teachers with experience in gifted education are in the best position in this respect, because they may have studied aspects of giftedness in more depth, and may possess essential knowledge and skills to promote creativity. The aim of this exploratory study was to focus on this sub-set of teachers, to investigate their beliefs about creativity and their creativity-fostering practices. Individual in-depth interviews were conducted with 10 primary school teachers. Findings included the teachers’ beliefs about creativity and gifted education, and cognitive and personal aspects in their creativity-fostering practices. Implications for teacher education are discussed.postprin

Is Creativity Lost in Translation? A discussion of the cultural underpinnings of creativity

Abstract In the interrelated knowledge economy the fostering of creativity is key and as such is the focus of many government initiatives internationally. But is an international definition of creativity achievable or even desirable? Comparisons of different cultures’ propensities for creativity are problematic when we consider that most creativity research has taken place in Western cultures, with Western measures; and when creativity is defined as revolutionary this has often presented a dichotomous view of creativity that equates Westernisation with modernity. As a form of communication, creativity is open to mis- translation across cultures and despite some consensus between the West and Confucian heritage cultures on the desirable attributes to facilitate creativity, misunderstandings of creative practice based on cultural general tendencies such as individualism and collectivism remain. This paper reviews the literature on the development of concepts of creativity in Western and Confucian heritage cultures as well as reporting on a qualitative research study into the understandings and practice of creativity in a London art and design college in order to comment on the existence of a cross-cultural creativity divide and suggest that rather than be set against each other, creativity is enhanced by cultural creativity exchange and cross-cultural collaboration

Fostering creativity in engineering undergraduates.

Since their establishment in the 1960s, Universities of Technology in South Africa have been taking pride in providing career-focused qualifications that match the intermediate needs of the economy. In order to provide these career-focused qualifications, these institutions have been focusing on enacting a curriculum framework that emphasizes replication of industrial processes which tended to accentuate routinized, conventional problem-solving. The shift in economic paradigm in the 21st Century and the general dissatisfaction with graduate readiness in the workplace as evident in both local and international literature, framed as employability skills or generic skills, suggest a new impetus being placed on creativity, especially in engineering education. This study attempted to develop final-year undergraduates’ creativity through making visible the key features of a pedagogic practice, by analyzing the existing engineering undergraduate pedagogic practices, and reconceptualizing and testing a pedagogy that could potentially develop undergraduates’ creativity. The reconceptualized pedagogy, enacted as “learnshops”, accentuated teamwork, collaborative inquiry, guided creative problem-solving and the use of case studies to encourage students to seek the higher designs of water, paper and energy technologies within their institution. Design-Based Research (DBR) frames the methodology and methods of data collection and analysis. The research results show that existing engineering undergraduate pedagogic practices remain trapped in the skills training discourse that emphasizes conventional problemsolving in curriculum enactment. Students’ meanings of creativity remain generally eclectic prior and post involvement in the learnshops, although students’ creativity conceptions become more focused on imagination and resourcefulness postlearnshops. The Torrance Tests of Creative Thinking (TTCT) scores show that students’ creativity increased as a result of exposure to learnshops. Students working in teams of intermediate size to creatively solve given open-ended tasks related to sustainable development were able to achieve cooperation and generate useful ideas with the help of pedagogic interventions implemented during the learnshops. Itinerant membership as an aspect of team formation has little effect on teams’ generation of ideas

Creative Teaching for Tomorrow: Fostering a Creative State of Mind Deal

`Creative Teaching for Tomorrow: Fostering a Creative State of Mind' is a study by distinguished authors Teresa Cremin, Jonathan Barnes and Stephen Scoffham. Based on a research project undertaken during 2004-2005 by Canterbury Christ Church University and Future Creative, the book explores the characteristics of creative teachers, identifying the behaviours and environments that support the development of these attributes. `Creative Teaching for Tomorrow' involves a survey of 20 schools, revealing evidence that creative thinking benefits students economically, socially and academically. Real-life interviews with teachers and students, complete with questions and answers, attest that creative approaches do help to increase learners' personal curiosity and desire to learn, to realise the importance of risk-taking and to become more engaged with the learning experience as well as the world around them

Building Forts and Drawing on Walls: Fostering Student-Initiated Creativity Inside and Outside the Elementary Classroom

The arts embody one of the oldest forms of knowledge and knowing and action research provides opportunities to experiment with art as an integral part of the creation and dissemination of knowledge.This report is a personal account of a teacher with 16 years' experience as an elementary classroom teacher, who found that young children are drawn to an arts-based approach of inquiry, one that is grounded in arts practices. He describes many incidences inhis classroom where there have been many instances of students using methods to enhance their learning experiences that were similar to those found in artsbased learning and arts-based educational research settings