Impacts of the COVID-19 pandemic on the incubated creative and entrepreneurial projects in Jordan

Abstract

This study aimed to disclose the effects of the COVID-19 pandemic on the incubated creative and entrepreneurial projects. The study sample consisted of 61 creative entrepreneurs enrolled in business incubators and centers. Results revealed that the impact of COVID-19 on the incubated creative and entrepreneurship projects was high. In the factor analysis, three factors were extracted that explained the impacts of the COVID-19 on the incubated entrepreneurial projects: "Pandemic impact factor", "Incubator readiness factor", and "Entrepreneur readiness factor". Moreover, the results of the study indicated that the most severe impacts of the pandemic were in the period 17 March 2020 to 17-9-2020.

Засоби Розвитку Критичного Та Креативного Мислення В Умовах Війни: Англійська Мова (Іноземна) В Режимі Онлайн

“…According to Gestalt Theorists, creativity lies within the basic traits that distinguish humans from animals. Certainly, it is what helps adapt to the changing circumstances, be flexible and find solutions in challenging situations [1]. Creativity is a trait, highly appreciated by modern employers [11] and the legal sphere is not an exception.…”

“…It is so, due to the fact, that the abovementioned skills are of great demand and thus are listed among the core activities the legal professionals deal with, namely: problem solving, legal analysis and reasoning, legal research, factual investigation, counselling, negotiation, communication, litigation and ADR, organization and management of legal work, recognizing and resolving ethical problems [14]. So, those who consider lecturers to be the only source of knowledge, are better off accepting the paradigm of an active learner versus facilitator, where the educator plays the role of mentor or peer-instructor rather than a pure translator of knowledge [1]. At the centre of law education is higher-order thinking together with communicative skills formation aiming at preparing "effective communicators, critical and dynamic thinkers, problem solvers, and career experts" [21].…”

Understanding how students and teachers experience creativity in the curriculum

“…Divergent thinkers are described as someone who can persevere and find new and alternative ways to solve problems, while convergent thinkers are more inclined to give up (Ayasrah et al, 2023;Rahimi & Shute, 2021;Soh, 2017). Divergent thinking encompasses two subthemes: problem-solving and the willingness to fail and not give up.…”

“…A recent Gallup Poll (2019) found students reported feeling creative 26% of the time, while teachers reported delivering creative content to students 52%, suggesting that teachers' perceptions did not match those of students. When students can bring in their ideas and make connections to their personal lives, they are more engaged and demonstrate better learning outcomes (Ayasrah et al, 2023;Glaveanu, 2018;Rahimi & Shute, 2021;Runco, 2015;Soh, 2017). Spartacus, a teacher, echoed the need for student choice, "If students are allowed choice, to sort of tap into their interests and strengths, then it allows the freedom to present their ideas and work in a way that feels right for them.…”

“…"These mistakes lead artists to identify and address the problems, think divergently, problem-solve, persevere through failure, and generally experience the attributes associated with the creative process" (2020, p. 949). Divergent thinkers are described as someone who can persevere and find new and alternative ways to solve problems, while convergent thinkers are more inclined to give up (Ayasrah et al, 2023;Milbrandt & Milbrandt, 2011;Rahimi & Shute, 2021;Soh, 2017). This ability to think divergently therefore allows the process to continue, possibly through several iterations, to completion.…”