Out of the Blue: Teaching Creativity and Entrepreneurship through Flashmobs

Tunstall, Richard; Nieminen, Lenita; Lin, Jing; Hjorth, Rasmus

doi:10.1108/s2051-229520160000002001

Cited by 6 publications

(4 citation statements)

References 53 publications

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“…Past calls to consider creative design (Cox, 2005;Penaluna and Penaluna, 2008;Neck and Greene, 2011;Levick-Parkin, 2014) have in turn led to further calls that those who are experienced in developing innovative assessment strategies 'need to continue their efforts' (Pittaway and Edwards, 2012, p 793). This discourse thus moves away from the perception that disciplines 'tend to be considered discretely with the other either ignored or presumed' (Tunstall et al, 2012).…”

Section: Methodsmentioning

confidence: 97%

When Did You Last Predict a Good Idea?

Penaluna¹,

Penaluna²,

Jones³

et al. 2014

Industry and Higher Education

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It has been noted elsewhere that an idea is acknowledged to be creative if it is novel, or surprising and adaptive. So how does that fit with education's desire to measure student performance against fixed, consistent and predicted learning outcomes? This study explores practical measures and theoretical constructs that address the dearth of teaching, learning and assessment strategies to enhance creative capacity in enterprise and entrepreneurship education. It is argued that inappropriate assessment strategies can be significant inhibitors of the creativity of students and teachers. Referring to the broader discipline of ‘design’, as defined by Bruce and Besant (2002) – the application of human creativity to a purpose – both broad employer satisfaction with education and fast growing economic success are found (DCMS, 2014). As predictable assessment outcomes equal predictable students, these understandings can inform educators who wish to map and develop enhanced creative endeavours such as opportunity recognition, communication and innovation.

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Section: Methodsmentioning

confidence: 97%

When Did You Last Predict a Good Idea?

Penaluna¹,

Penaluna²,

Jones³

et al. 2014

Industry and Higher Education

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“…The purpose of this paper is to address this gap by putting forth a theoretical mechanism to understand how cross-cultural experience, in general, can be a potent catalyst for nascent entrepreneurship. Integrating and extending the growing multidisciplinary research on multicultural experience, this paper focuses on how sensing capabilities emergesuch as the capacity to be creative and spot opportunities which are particularly salient to the ideation and exploration phase of venturing (Teece, 2012;Tunstall et al, 2016). Specifically, we ask the question: how and when does cross-cultural experience develop entrepreneurial sensing capabilities?…”

Section: Cross-cultural Experience and Entrepreneurs 203mentioning

confidence: 99%

Entrepreneurial sensing capabilities: the stimulating role of cross-cultural experience

Pidduck

Zhang

2021

IJEBR

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PurposeDrawing on image theory, the authors investigate how and when cross-cultural experience cultivates two core entrepreneurial sensing capabilities: opportunity recognition and creative behavior.Design/methodology/approachThe authors develop and test a second-stage moderated mediation model across two studies. Study 1 consists of a sample of prospective entrepreneurs from the UK using perceptual scale measures (n = 153). Building on this, core findings are replicated using task-based measures on a sample of US participants (n = 342).FindingsResults show that cross-cultural experience is positively related to both entrepreneurial sensing capabilities through the mediating role of self-image fluidity. No support is found for the moderating role of regulatory focus orientations.Research limitations/implicationsThese findings contribute to the burgeoning literature on multicultural experience and initiating skills in nascent venturing by providing insight on the mechanisms and boundary conditions relevant for entrepreneurial capabilities to emerge.Practical implicationsThe results reinforce the need for educators, policymakers, and entrepreneurs to facilitate and encourage opportunities for cross-cultural and overseas experiences as they are influential for stimulating entrepreneurial skills.Originality/valuePositive linkages between international mobility and entrepreneurial activity are of continued interest, yet individual-level mechanisms that explain this have been limited. The authors find that exposure to foreign cultures is potent for entrepreneurship as it can stimulate flexibility and exploration of the self-image and break frames of reference. This fosters greater tendencies for opportunity recognition and creative behaviors.

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“…Sharma [70] stated that training management was initially associated with individual limitations such as training costs and perceptual anxieties of nontraining organizations. It was also oriented to improve individual skills [71] and contribute to human resource practice [72], such as teaching creativity [73][74][75]. Practical training is one of the interventions that can encourage improvements in teaching creativity [76] and thinking skills [77][78][79][80].…”

Section: Theoretical Background and Hypothesis Developmentmentioning

confidence: 99%

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

Tamsah

Yusriadi

Hasbi

et al. 2023

Education Research International

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The COVID-19 pandemic makes it difficult for the teaching and learning process to be conducted freely using all learning modes due to the limited interaction between teachers and students by distance. Therefore, teachers must creatively utilize various learning models to ensure students are properly taught during the pandemic. In this regard, this study aims to elaborate on the relationship between training management, effectiveness, and its impact on the teaching creativity of public teachers from kindergarten to upper secondary level. This is an online quantitative survey with a sample of state-funded teachers consisting of civil, honorary, and contract teachers. These three types of teachers were included in the category of teachers of the State Civil Apparatus. The accidental sampling technique was used to obtain data from 405 respondents through the questionnaire distribution for a month. This was greater than the initial target of 200 people as a condition for the eligibility of the number of respondents when using structural equation modeling (SEM)—AMOS analysis. A total of four hypotheses were proposed in this study, with three accepted and one rejected. The result showed that training management contributed significantly to training effectiveness but had a minimal contribution to increasing teachers teaching creativity during the pandemic. Furthermore, training effectiveness had a significant contribution to the invention of teaching teachers and was a full mediator. This study also found the lack of references about management training and the relationships built. Proper management is a key factor in encouraging the effectiveness of activity, but it is unable to improve the creativity of teaching teachers directly. The role of training effectiveness was significant because it increases the contribution of training management to teacher teaching creativity. This research also showed that the training carried out on ASN only be successful with good management. The effectiveness of teachers teaching creativity can only be increased through training, especially during a pandemic.

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Out of the Blue: Teaching Creativity and Entrepreneurship through Flashmobs

Cited by 6 publications

References 53 publications

When Did You Last Predict a Good Idea?

When Did You Last Predict a Good Idea?

Entrepreneurial sensing capabilities: the stimulating role of cross-cultural experience

Training Management on Training Effectiveness and Teaching Creativity in the COVID-19 Pandemic

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