scholarly journals COURSE IN NEW THINKING IN HIGHER EDUCATION: ENHANCING CREATIVITY THROUGH THE MEANS OF TRAINING, THEORY AND WORKSHOP

2013 ◽  
Vol 51 (1) ◽  
pp. 18-32
Author(s):  
Christian Byrge ◽  
Søren Hansen
Keyword(s):  
Higher Education ◽  
Creative Process ◽  
Verbal Fluency ◽  
Creative Thinking ◽  
Course Structure ◽  
Creativity Training ◽  
University Curriculum ◽  
New Thinking ◽  
New Ideas ◽  
Key Aspects

This paper presents a study on how a new (5 ECTS/2.5 American credit) stand-alone course for higher education in new thinking may influence key aspects of creative abilities. The course structure and content is based primarily on The Creative Platform with a focus on training, theory and workshop. The study uses the Torrance Test for Creative Thinking and a Reflection Report for Creativity Teaching to identify effects from the course. The results from the Torrance Test for Creative Thinking showed a significant increase in students’ ability in figural and verbal fluency, flexibility, figural and verbal originality, and elaboration as well as in resistance to premature closure. The results show no significant increase in students’ ability in the abstractness of titles. The results from the Reflection Report for Creativity Teaching showed that the majority of students experienced that they were capable of both developing understanding of creativity theory, becoming better at participating in a creative process as well as becoming better at generating and developing new ideas, thoughts and new knowledge. However, some students experienced problems especially related to creativity training. Implications and potentials of a combined focus on training, theory and workshop in creativity courses for higher education is discussed. Key words: creative method, creativity training, the creative platform, university curriculum.

ENGAGING THE CREATIVE MINDS — THE ENGAGE MODELS

2008 ◽  
Vol 05 (01) ◽  
pp. 149-165 ◽  
Author(s):  
C. M. CHANG
Keyword(s):  
Creative Process ◽  
Rapid Development ◽  
Creative People ◽  
Thinking Strategies ◽  
New Thinking ◽  
New Ideas ◽  
Creativity And Innovation

All enterprises need creativity and innovation to maintain and sustain long term profitability. This paper advocates the rapid development of the creative process by applying an ENGAGE model. In order to frequently generate new ideas, creative people need to pursue new thinking strategies, which are outlined by a second ENGAGE model. It is believed that by consistently emphasizing both the creative process and the thinking strategies outlined in these two ENGAGE models, individuals and companies could become inventive and innovative much sooner than otherwise, thus contribute more effectively to the wellbeing of their enterprises and to the society at large.

scholarly journals PENGLIBATAN PELAJAR UNIVERSITI DALAM MEMBANGUNKAN KEMAHIRAN PEMIKIRAN KREATIF MELALUI AKTIVITI KERJA BERPASUKAN (University Students’ Involvement in Developing Creative Thinking Skills through Teamwork Activities)

2020 ◽  
Vol 27 ◽  
Author(s):  
Roshayati Abdul Hamid ◽  
Md Daud Ismail
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Creative Process ◽  
Significant Relationship ◽  
Creative Thinking ◽  
Higher Education Institutions ◽  
National Development ◽  
Thinking Skills ◽  
Proactive Personality ◽  
Team Members

Pemikiran kreatif ialah nilai tambah yang ‘wajib’ ada dalam diri pelajar-pelajar Institusi Pengajian Tinggi (IPT) dalam menyumbang kepada pembangunan negara yang berinovatif. Pembentukan individu yang mempunyai kemahiran berfikir secara kreatif harus dimulakan seawal pendidikan pra-sekolah dan terus digilap di peringkat universiti. Hampir kesemua IPT di Malaysia telah menjurus kepada membangunkan kemahiran pemikiran kreatif pelajar dalam struktur pembelajaran dan pengajaran melalui kerja berpasukan. Namun demikian, masih kurang kajian yang menguji pengaruh komposisi kerja berpasukan secara spesifik, iaitu personaliti proaktif dan kecerdasan emosi ahli pasukan ke atas pembangunan pemikiran kreatif pelajar. Kajian lepas mendapati bahawa tidak semua kerja berpasukan mampu menghasilkan hasil yang hebat disebabkan kurangnya keserasian antara ahli pasukan. Oleh itu, pasukan yang hebat bukan sahaja perlu memilih ahli yang terbaik tetapi mereka perlu mempunyai komposisi ahli yang sama-sama dapat membangunkan tahap pemikiran kreatif yang tinggi. Setiap ahli pasukan perlu melibatkan diri dalam proses kreatif yang membantu membangunkan kemahiran pemikiran kreatif. Proses ini merangkumi beberapa langkah iaitu mengenal pasti masalah, mencari maklumat dan mengekodkan dan menjana idea dan alternatif dalam penyelesaian masalah. Tujuan kajian ini adalah untuk menguji hubungan antara karakteristik individu dalam komposisi pasukan dan proses kreatif serta menguji sejauh mana proses kreatif dapat membangunkan kemahiran pemikiran kreatif pelajar dalam kerja berpasukan. Sampel kajian ini ialah pelajar daripada enam buah IPT di Malaysia di mana 250 borang kaji selidik (40-50 bagi setiap IPT) telah diedarkan secara atastalian dan data diuji menggunakan perisian SPSS (versi 22). Hasil kajian daripada 242 maklumbalas menunjukkan bahawa personaliti proaktif dan kecerdasan emosi pelajar mempunyai hubungan yang positif dan signifikan dengan penglibatan pelajar dalam proses kreatif. Seterusnya, proses kreatif mempunyai hubungan yang positif dan signifikan dengan pembangunan kemahiran pemikiran kreatif pelajar. Abstract Creative thinking is a compulsory added value within students of Malaysian Higher Education Institutions (MHEIs) in contributing to the innovative national development. The development of an individual who has creative thinking skills must begin as early as pre-school education and continue to be practised at the tertiary level. Almost all MHEIs have focused on the development of creative thinking skill among students in the teaching and learning structure through teamwork. Nonetheless, studies that specifically test the influence of teamwork composition, namely proactive personality and emotional intelligence of team members on the development of students’ creative thinking are rather scarce. Previous studies found that not all teamwork is able to produce great outcome due to the fact that there is no chemistry among team members. Thus, great teams not only have to choose the best members but they also need to have a composition of members that can collectively develop high level of creative thinking skills . Every team member must take part in the creative process that facilitates the development of creative thinking skills. This process encompasses several steps of activities namely identifying problems, finding information, coding and generating ideas and alternatives in problem-solving. The purpose of this study is to test the relationship between individual characteristics in team composition and creative process as well as to the extent of which the creative process can develop students’ creative thinking skills in teamwork. The study sample comprises 250 students from six Malaysian HEIs (40-50 questionnaires per HEI) with the questionnaires distributed online. The data from 242 respondents were tested using SPSS software (version 22). The findings of the study reveal that there was a positive and significant relationship between the proactive personality and emotional intelligence of the students and the students’ involvement in the creativity process. There was also a positive and significant relationship between the creativity process and the development of creative thinking skills. Keywords: Proactive personality, emotional intelligence, creative process, creative thinking skills, Malaysian higher education institutions, student.

scholarly journals ARTISAN MOBILITY IN PREINDUSTRIAL EUROPE AND MOBILITY WITHIN THE EUROPEAN HIGHER EDUCATION AREA

10.6036/9993 ◽  
2021 ◽  
Vol 96 (6) ◽  
pp. 567-571
Author(s):  
OSCAR MARTIN LLORENTE
Keyword(s):  
Higher Education ◽  
Information Asymmetry ◽  
Research Work ◽  
Labour Mobility ◽  
Teaching Program ◽  
European Higher Education Area ◽  
Technological Transfer ◽  
New Ideas ◽  
European Higher Education ◽  
Key Aspects

This research work performs a comparative study between the artisan mobility in the preindustrial Europe and the mobility within the European Higher Education Area (EHEA), emphasizing key aspects of the EHEA associated with mobility such as employability, technological transfer, social cohesion and receptiveness to new ideas. It can be concluded that, indeed, artisan mobility in preindustrial Europe was as a precedent for mobility within the EHEA, in the context of engineering education, from the detailed study of (a) movements of skilled artisan institutionally organized by states and political authorities, (b) tramping system, whose institutional backbone shows a clear parallelism with the organizational framework that supports the mobility within the EHEA, and that also contributed to overcome problems of information asymmetry in the labour market between local employers and itinerant workers, and consequently to solve problems of journeyman unemployment, (c) journeyman mobility as a teaching program integrated into the craft guild framework, which could restrain the information asymmetry in the commodity market by giving traceability and additional validation to the artisan instruction, and (d) minority migrations, which acted as a spur for the mobility within the EHEA because they allowed Europe to be aware of the importance of tolerance and receptiveness to new ideas. Keywords: Technology transfer; Employability; Labour mobility; EHEA; Preindustrial Europe

Cross-culture outcomes of a brazilian professor Fulbright in the USA

2017 ◽  
Vol 26 (50) ◽  
pp. 115
Author(s):  
Marcelo Da Silva Leite ◽  
Celeste Gaia
Keyword(s):  
Higher Education ◽  
Low Cost ◽  
Cross Culture ◽  
College And University ◽  
Governmental Agencies ◽  
The Past ◽  
University Curriculum ◽  
Fulbright Scholar ◽  
The Usa ◽  
Higher Education Costs

Over the past decade due the expansion of globalization there has been an increasing emphasis on internationalization among faculty, administration and accrediting agencies in the Higher Education.  Although to promote internationalization in the Higher Education, costs are a big challenge, one way to have the international actions with low cost, it is seeking for grants from different governmental agencies and foundations.The Fulbright Scholar program provides a long-standing and externally-funded means for internationalizing college and university curriculum. This article is going to share the perspective   of a Brazilian Fulbright Scholar at an American college and the institution perspective of the Fulbright scholar participation at the College.

Admission to University Engineering Programs in Sweden: A Multipurpose Approach

2004 ◽  
Vol 94 (3_suppl) ◽  
pp. 1125-1126
Author(s):  
Simon Wolming ◽  
Per-Erik Lyrén
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Engineering Students ◽  
Current System ◽  
Upper Secondary School ◽  
Engineering Programs ◽  
Upper Secondary ◽  
Scholastic Assessment Test ◽  
New Ideas ◽  
Admission Test

This brief article provides a description of some new ideas about admission of university engineering students in Sweden. The current system of admission is based on upper-secondary school grades and the Swedish Scholastic Assessment Test. These measures are used for admission to all higher education. For many reasons, ideas for a new admission model have been proposed. This model includes a sector-oriented admission test, which the universities are supposed to use for different purposes, such as selection, eligibility, diagnostics, and recruitment.

Creative Capabilities of Learning-Disabled and Normal Students

1980 ◽  
Vol 50 (2) ◽  
pp. 481-482
Author(s):  
Steve Graham ◽  
Al Sheinker
Keyword(s):  
Creative Thinking ◽  
Learning Disabled ◽  
Disabled Students ◽  
Initial Approach ◽  
Equivalent Number ◽  
New Ideas ◽  
Average Students

The Torrance Tests of Creative Thinking (Figural Form A) and Sounds and Images were administered to 26 learning-disabled and 30 average students in Grades 3, 4, and 5. Significant differences between the two groups were noted on all measures except fluency. Although learning-disabled students produced an equivalent number of relevant creative responses in comparison to their average peers, they were less able to generate new ideas and change their initial approach.

Managing Work force Diversity: Key Successful factors

2021 ◽  
Vol 1 ◽  
pp. 76-86
Author(s):  
Basu Dev Lamichhane
Keyword(s):  
Organizational Change ◽  
Problem Solving ◽  
Human Resources ◽  
Work Force ◽  
Diversity Management ◽  
Workforce Diversity ◽  
Effective Management ◽  
New Thinking ◽  
New Ideas ◽  
Diversity Effects

Human capital is an important asset for any organization. Physical and capital resource can be mobilized properly through human resources. Physical and capital resources by themselves cannot improve efficiency or contribute to increased rate of return on investment. The efficiency of capital and physical resource can be achieved through combined efforts of human resources. This paper is descriptive design. The study tackled areas of workforce diversity effects on diversity of performance of employees and how workforce diversity can be managed to the positive outcomes of an organization. Workforce diversity is combination of different caste, gender, age, attitude, religion, ability, skills, region, perception, race, sex, experience and cultural differences. It is the differences and similarities between the employees of any organization. It is the process of bringing verity of people in the same workplace. Effective management of diversity recognizes that people from different backgrounds, culture and experience can bring new ideas to the workplace. Workforce diversity leads an organization in to creativity, innovation, able to retain talent workforce, energize people and boosts them and reduced grievances. Workforce diversity promotes creativity, innovative problem solving, productivity and increase cultural diversity, increase in enterepreneural behavior and values within employees. Diversity management emphasizes on building specific skills, creating policies and drafting practices that get the best from every workers. So, diversified workforce provides various advantages to organization (i.e. creativity, change adoption, problem solving, new thinking and thought, flexible adoption to organizational change and beliefs). The study reveals that there is a positive correlation between good workforce diversity and organizational change.

THE METHOD OF BIONIC SHAPING IN TEACHING BACHELORS OF INDUSTRIAL DESIGN (experiment results)

2020 ◽  
Vol 1 (3) ◽  
pp. 19-28
Author(s):  
A. V. Strizhak ◽  
◽  
N. U. Kazakova ◽  
Keyword(s):  
Higher Education ◽  
Design Education ◽  
Industrial Design ◽  
Design Experiment ◽  
Educational Design ◽  
Teaching Design ◽  
Institute Of Design ◽  
New Ideas ◽  
Design Objects ◽  
Artistic Images

Nowadays design, as a discipline, is still in the process of evolving. The consequences of this process can be seen in changes of classical forms of teaching design in higher education. One of the most popular methods of obtaining new ideas of shaping in design is experiment. The authors of the article also consider it to be one of the most effective forms of design education for students. In order to prove it and obtain new forms and methods of design training at the Industrial Design Department of the Institute of Design of the RSU named after A. N. Kosygin а pedagogical experiment was conducted. The experiment in design education was considered as a way to get new ideas in shaping of industrial products. In the course of the pedagogical experiment students used artistic images of wildlife for the formation of design objects based on associative-shaped modeling. According to the results of the pedagogical experiment, a new methodology of educational design in the direction of "Design" was developed, based on the principles of bionic shaping of objects of graphic and industrial design — by the method of associative-shaped modeling. The use of the developed methods resulted in the increase of the level of term and graduation projects of students of the Industrial Design Department, what was repeatedly noted by specialists in the field of design.

scholarly journals Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

2016 ◽  
Vol 12 ◽  
Author(s):  
Kristin Holte HAUG
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Creative Process ◽  
Personal Narratives ◽  
Learning Processes ◽  
Kindergarten Teacher ◽  
Learning Cycle ◽  
Research Focus ◽  
Teacher Students ◽  
Beneficial Approach

Abstract: This article presents Norwegian Kindergarten Teacher students’ and Kindergarten staff’s use of Digital Storytelling (DS), a tool for reflection and learning in higher education. The field of DS’ research focus on the use of personal narratives in the learning process, multimedia, and the creative process in developing identity and voice in a social context: the Story Circle. The frame is Workplace-based Kindergarten Teacher Education. The article is based on a case: student Yvonne’s work with DS in her kindergarten. Data is collected through observation and analyzed in light of theories on learning in practice, concretized to Kolb's experiential learning cycle. Results indicate that DS is a beneficial approach for facilitating both individual and collective reflection. A significant condition is that kindergarten staff participates in students' learning processes. Sammendrag: Artikkelen tar for seg barnehagelærerstudenters og barnehageansattes bruk av digital historiefortelling (DH), som er en arbeidsmåte for refleksjon og læring i høyere utdanning. DH kjennetegnes ved: fortellingens betydningen for læring i forhold til tradisjonell sakprosa, den multimodale dimensjonen og den kreative prosessen hvor fortellingen blir til i en sosial kontekst: fortellersirkelen. Rammen er Arbeidsplassbasert barnehagelærerutdanning. Artikkelen baseres på et case: studenten Yvonnes arbeid med DH i egen barnehage. Data er innhentet gjennom observasjon og fortolkes i lys av teorier om læring i praksis, konkretisert til Kolbs erfaringslæringsmodell. Jeg viser at DH tilrettelegger for individuell og kollektiv refleksjon for både studenter og barnehageansatte. Forutsetningen er at ansatte gis muligheter til å delta i studentenes læringsprosesser.

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