The response by Australian universities to rapid technological change and industry dissatisfaction with graduate competencies has been , at least, to identify transferable skills that support lifelong learning. Creativity is a core competency in higher education policy and curriculum frameworks, but is rarely made explicit at the level of learning outcomes, activities and assessment. In this paper we will draw on revisions to Bloom’s Taxonomy (1956 ) to argue that we need to develop the creative capacity of Communication Studies graduates more explicitly. We will focus on explaining the significance of providing an environment that fosters the creative dispositions of graduates in the twenty - first century
