Creativity in graduate business education: Constitutive dimensions and connections

ABSTRACT

This conceptual paper examines enabling principles for creative capability in business students. It offers a review of creativity education in business and examines learning experiences that support learners in their understanding and development of their own personal creative abilities. A dynamic model is presented that supports the learning and teaching of creative capability. Actionable strategies to operationalise the model are included. The paper concludes with a discussion addressing new and open questions, implications and future directions to scale and study the teaching and learning of creativity in graduate business education.

KEYWORDS:

• Creativity
• paradoxes
• curiosity
• embodiment
• collaboration

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. This definition bypasses the well-known distinction of personal or little-c and historical or big-C creativity, which relies on the effects of new ideas in the field or society, whilst our focus is on the capacity to generate new ideas.

Additional information

Notes on contributors

Ricardo Sosa

Ricardo Sosa is Associate Professor of Design & Creative Technologies at Auckland University of Technology in New Zealand and Monash University in Australia. His background includes industrial design and teaching design and creativity in engineering and business schools.

David Kayrouz

David Kayrouz is an independent researcher and lecturer at Auckland University of Technology in New Zealand. His background is informed through extensive engagement in arts and business as a practitioner.