The emergence of creativity as an academic discipline: Examining the institutionalization of higher education programs

Abstract

As a result of globalization and the digital revolution, the concept of creativity has become increasingly central to education policy and practice. On the one hand, the calls for creativity are driven by an economic imperative. The argument is that there has been a shift from an industrial-based economy to a knowledge-based economy to a creative economy. The calls for creativity are also driven by the social and personal development of individuals, approaching the concept more holistically. The increasing importance attached to the creativity concept has already resulted in the growth of the degree-, certificate-and award-bearing programs across higher education institutions. Building on a social constructivist perspective and adopting critical discourse analysis, this study examines how universities approach the conceptualization and institutionalization of the concept of creativity by undertaking content analysis of creativity related program mission statements and curriculum materials. ÖzetKüreselleşme ve dijital devrimin bir sonucu olarak yaratıcılık kavramı eğitim politikası ve pratiğinde çok daha önemli olmaya başlamıştır. Yaratıcılığa olan talep bir yandan ekonomik zorunluluktan ileri gelmektedir. Bu görüş geleneksel endüstri temelli ekonomiden, bilgi temelli ve yaratıcı ekonomiye geçişe dayanmaktadır. Diğer yandan, yaratıcılık kavramına daha bütüncül olarak yaklaşan ve yaratıcılığı bireylerin sosyal gelişimi ve kişisel gelişimiyle ilişkilendiren talepler de vardır.

Intrinsic Mechanism of MOOC Innovation in Higher Education and Its Application Sustainability

“…The discussion on the nature of the discipline of the higher education is based on the classification and connotation of the discipline function. The focuses can be studied from below [1][2][3][4][5][6][7].…”