Technology Component: A Modified Systems Approach to Creative Thought

Gangadharbatla, Harshavardhan

doi:10.1080/10400419.2010.481539

Cited by 22 publications

(9 citation statements)

References 32 publications

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“…Whilst senior educators' creativities seem to align to Csikszentmihalyi's model, there are some additional (or missing) elements whose presence could help juniors feel included or less marginalised, and which could contribute to sustain creativity in these realms in the long term. In line with the findings of Gangadharbatla (2010) and Stierand et al (2014), our systems models have revealed the presence of intermediary or connecting elements as being potentially conducive to as well as conducing creativity. This is the case of the learning lab at PM and the research centre at UNU.…”

Section: Discussionsupporting

confidence: 86%

Systemic Creativities in Sustainability and Social Innovation Education

Córdoba‐Pachón

Mapelli

Taji

et al. 2020

Syst Pract Action Res

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The aim of this paper is to aid educators in sustainability or social innovation to make sense of their creativity. We use a systems model of creativity (Csikszentmihalyi 1988, 1996, 1999) as an enquiring device to tease out issues that influence creativity within these realms. Data from semi-structured interviews with senior and junior educators in two geographical locations lead us to elaborate two systems models to reflect creativity. These models portray creativity as emerging from the alignment of and connections between creators, domains and field elements as suggested by Csikszentmihalyi. However, we also identify some intermediary or absent connections between the model elements which deserve further attention, as their uncritical pursuit could potentially exacerbate exclusion or marginalisation of junior educators' personal values and interests. Therefore, critically and creatively informed learning could be better cultivated in these realms. This and other insights could have important implications for how creativity and its nurturing in education could be advanced in the long run.

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Section: Discussionsupporting

confidence: 86%

Systemic Creativities in Sustainability and Social Innovation Education

Córdoba‐Pachón

Mapelli

Taji

et al. 2020

Syst Pract Action Res

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“…The results contributed to empirical studies on how technologies enhance creativity through the effective facilitation of designers' activities. Gangadharbatla (2010) examined how technology component can serve as a modified system approach to creative thought. The article outlines how technology influences individual, society, and the domain, and makes a case for the revision of the original model to include the technology component.…”

Section: Technological Development and Creativitymentioning

confidence: 99%

Creativity and Organisational Efficiency: Empirical Evidence From Private Organisations in Nigeria

Inegbedion

Obadiaru

et al. 2021

Creativity Studies

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The study investigated creativity and organisational efficiency in Nigerian private organisations to ascertain the extent to which workforce creativity enhances organisational efficiency. The quantitative methodology was employed and the research design was a cross-sectional survey. Stratified sampling was employed in selecting respondents from ten multinational companies across the six geopolitical zones in Nigeria. Research data were elicited from the respondents with the help of a structured questionnaire. The question response format of items addressing the research questions in the questionnaire were of the five-point Likert scale. The study used measurement items related to the extant literature for all the measures. Structural equation modeling was employed in data analysis with organisational efficiency serving as the latent variable while creativity constructs served as the measured variables. Results show that three out of the four constructs of creativity were significant predictors of creativity Thus, the competitive environment, social capital and technological factors influence creativity and that creativity predicts organisational efficiency.

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“…Such diffusion can help creativity because scholars can get their ideas disseminated to the world more easily. Indeed, Gangadharbatla (2010) argued that technology should be included as a fourth key component (in addition to person, domain, and field) to Csikszentmihalyi's (1999) systems theory. But there is a downside as well to increased diffusion of ideas.…”

Section: Diffusionmentioning

confidence: 99%

Societal Forces that ERODE Creativity

Sternberg

Kaufman

2018

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Creativity is an indispensable force in intellectual, social, cultural, and economic development. Yet societal forces conspire to erode it. Educators have despaired for many years over how schools often fail to encourage creativity, but society as a whole is just as guilty. But how do schools and society fail to encourage, or actually even erode, creativity? This essay addresses this question. Purpose/Objective/Research Question/Focus of Study The goal of our research was to specify the specific societal forces that erode creativity. We have labeled these forces ERODE: Education, Resources, Opportunities, Diffusion, and Exaggeration. The bottom line is that, although our society claims to want creativity, it most wants it when no one is negatively affected. Because creativity almost always negatively affects some people and groups, society tends to be much more supportive of creativity in theory than in practice. We show why. Research Design Our research design is an analysis of the forces in society that erode creativity. We used historical analysis, media analysis, and analysis of educational practice to draw our conclusions.

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Technology Component: A Modified Systems Approach to Creative Thought

Cited by 22 publications

References 32 publications

Systemic Creativities in Sustainability and Social Innovation Education

Systemic Creativities in Sustainability and Social Innovation Education

Creativity and Organisational Efficiency: Empirical Evidence From Private Organisations in Nigeria

Societal Forces that ERODE Creativity

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