Development, Use and Implications of Diagnostic Creativity Assessment App, RDCA – Reisman Diagnostic Creativity Assessment

Defining Creativity with Discovery

“…However, the necessity of a double discovery, for change to occur, could mean that receivers of ideas need to have similar levels of creative capabilities in order to effectively discover value. Whereas creative collaboration, with recognisers in a domain, is currently considered prime facie evidence of the necessity of recognition for creativity to exist (McKerracher, 2016;Reisman, Keiser and Otti, 2016;Sarsani, 2008), the crucial advantage of this approach is that it follows that creative potential could be as needed as much within those tasked with the recognition and reception of ideas, as those who produce it. This opens a promising avenue of research into the role of active audiences, beyond that recognised within the literature on co-creation teams.…”

Developing Creative Entrepreneurship through Experience-based Learning: Creating products of Guangxi, China to Thailand

“…Creative Entrepreneurship (CE) means ability to manage business with new methods to develop products such as new innovations. CE is made on consideration of corresponding components of characteristics of creative entrepreneurs (Bujor, & Avasilcai, 2014;Fillis & Rentschler, 2010), Dimension of Entrepreneurship (Fillis & Rentschler, 2010), and Dimension of Creativity (Reisman, Keiser, & Otti, 2016). There are 24 items in 3 components: 1) Perseverance for achievement means the effort of an intrinsic motivation to succeed something, even if there are obstacles or things that have never been done 2) Risk taking means braveness or an open mind to accept the risk that has been assessed by studying the information carefully and 3) Innovation and new idea means the ability to think of new things in many more different ways than others.…”

“…Each component use the questions based on theReisman, Keiser, & Otti (2016) which has 7, 8, and 9 items, respectively. Each item has 6 levels which are strongly agree, agree, more or less agree, more or less disagree, disagree, and strongly disagree.…”

Quantifying Changes in Creativity: Findings from an Engineering Course on the Design of Complex and Origami Structures

“…We hypothesized that student creativity would increase as a result of their participation in the course. Two existing psychometric instruments were utilized to evaluate student changes in creativity: the Reisman Diagnostic Creativity Assessment (RDCA) [10] and the Innovative Behavior Scales [11]. Taken together, the creativity instruments initially contained 12 constructs that, we posited, aligned well with the course objectives of Design of Complex and Origami Structures.…”

“…A survey was designed and implemented before and after the course to measure the impact of course participation on students' self-perception of their creative tendencies. We utilized two existing surveys: the Reisman Diagnostic Creativity Assessment (RDCA) [10] and the Innovative Behavior Scales (IBS) [11]. We chose two instruments, as while the RDCA covered most of the course objectives, an inspection of Reisman et al [10] indicated that the survey constructs had questionable reliability in prior use.…”