Teaching creativity in entrepreneurship: Embolden or discourage?

Abstract

Entrepreneurship is taught in diverse settings addressed to various audiences. The role of creativity is generally thought to be beneficial for innovation; however, certain concerns may emerge depending on the context in which entrepreneurship is taught. For example, critical questions may arise in classrooms where entrepreneurship is encountered in business curricula. This article addresses a reflective activity regarding creative individuals and their role in business venturing. The instructional methodology is provided along with empirical results. Responding to the need for critical approaches in entrepreneurial teaching and reflection empowerment as effective mechanisms for entrepreneurial learning, the article offers an account of reflective practice for educators to consider and use further.

The Effect of Creativity on Entrepreneurial Behavior: The Moderating Role of Demographics

“…Individuals who have a high level of creativity have been found to possess a high tendency to create something new and are highly motivated to become self-employed, additionally individuals who have a high perception of their creativity report having high entrepreneurial intentions [12], [9], In the same study [10], [11] argued that creativity is a pivotal part of entrepreneurial intentions, which is considered as an antecedent to EB according to researchers such as [5], [8].…”

“…On the other hand, the research literature differentiates between the several types of creativity based on either how it originates, or on the level it is being exercised, where the former is either normative which focuses on creating new ideas to solve certain needs or problems, exploratory which is a lengthier process where generating a broad range of ideas that may or may not be related directly to the problem at hand is executed. The latter type of creativity (the level it is being exercised) is classified as individual, team or organizational [5]. The third form of creativity is known as creativity by serendipity, which means that the innovation is discovered by luck or accident [6].…”

“…It is critical to identify the variables that influence EB in Jordan in order to learn what makes one entrepreneur different from another and why some EB are more successful than others, despite the fact that they may appear similar to a distant observer. Because this problem has not been addressed conclusively in the literature available to the researcher [7], [5], [8] this topic is addressed in this study.…”

Combining teaching methods and developing students’ entrepreneurial skills and entrepreneurial intention: The case of students in the Faculty of Economics and Management of Tunis

“…Creativity is largely associated with the involvement of individuals in entrepreneurial activities. In order to develop the willingness of students to be involved in such activities, lecturers seek ways to ignite creativity in the classroom (Fleck and Asmuth, 2020; Kakouris, 2021) and highlight the perpetual need for understanding how to foster it (Duxbury, 2012). In an organizational or entrepreneurial context, creativity is considered a core component of problem-solving (Edwards-Schachter et al, 2015; Guilford, 1950; Plucker et al, 2004) and as the first stage in the innovation process.…”

Creativity and the Entrepreneur's Potential: A Case Study Based on the Opinion of Students

“…Entrepreneurship in the classic senseas finding and taking advantage of market opportunitiesrelates to creativity (Acar et al, 2019;Kakouris, 2021). Although entrepreneurship as a set of activities can occur without innovation, innovation cannot exist without entrepreneurship.…”