When Did You Last Predict a Good Idea?

Abstract

<jats:p> 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. </jats:p>

The creative catalyst: Developing student competency in opportunity recognition

“…This is supported by Penaluna and Penaluna (2021) who still question the ability of business schools in developing student competence in creativity and suggest benefits in looking at design education. Enabling student creativity is an area in which design educators have significant experience (Penaluna and Penaluna, 2021; Penaluna et al, 2013; Carey and Matlay, 2010). In the past decade, calls for the adoption of design approaches in both the teaching and assessment of EE education have increased (Carey and Matlay, 2010; Neck and Greene, 2011; Nielsen and Storvang, 2014; Penaluna and Penaluna, 2021; Penaluna et al, 2011, 2013).…”

“…Enabling student creativity is an area in which design educators have significant experience (Penaluna and Penaluna, 2021; Penaluna et al, 2013; Carey and Matlay, 2010). In the past decade, calls for the adoption of design approaches in both the teaching and assessment of EE education have increased (Carey and Matlay, 2010; Neck and Greene, 2011; Nielsen and Storvang, 2014; Penaluna and Penaluna, 2021; Penaluna et al, 2011, 2013). However, clarity regarding the exact nature of these approaches and when or how best they should be used is lacking.…”

“…However, educators realised that ‘the end product of design was too important a commodity of the process to remain such a neglected, hit and miss affair’ (Lawson, 1990: 2). More recently, pedagogic approaches in design disciplines have tended to emphasise the process over the output (Penaluna et al, 2013).…”

“…Critiques of students’ work (referred to as ‘crits’) are frequently used for formative assessment and as a vehicle to provide feedback (Penaluna and Penaluna, 2009). During a crit, students present (and justify) their work to both educators and peers and are expected to ‘defend’ both their work and its rigour (Carey and Naudin, 2006; Carey and Matlay, 2010; Penaluna and Penaluna, 2008; Penaluna et al, 2013). The ability to communicate is considered pertinent to DE (Penaluna and Penaluna, 2009) and the role of the crit is recognised as helping students to understand and articulate their own work (Carey and Matlay, 2010; Lyon, 2011).…”

“…Responding to calls from the art and design domain, some EE educators have embraced design thinking methodologies in their teaching (Carey and Matlay, 2010; Davey et al, 2016; Penaluna et al, 2013). Design thinking is believed to enable students of EE to explore creative ways to turn problems into opportunities (Neck and Greene, 2011; Nielsen and Storvang, 2014).…”