Creativity in Higher Education: Teaching Activities during Student Groups’ Idea Evaluation Process

Kim van Broekhoven*, Martina S. J. van Uum, Paulien Meijer, Evelyn H. Kroesbergen, Jojanneke Huck

*Corresponding author for this work

Research output: Contribution to journalArticleAcademic

Abstract

Creativity should be cultivated in higher education to tackle the increasingly complex healthcare problems; however, despite this need for novelty, students collaborating in groups to solve a complex problem often seek consensus around low-novelty ideas. This study aims to explore the challenges higher education student groups face while evaluating and improving creative ideas, and to identify teaching activities that overcome these challenges. A qualitative study was conducted using semi-structured interviews with 14 teachers from the “innovation project” at Radboud university medical center in Netherlands. The results show that student groups face challenges in balancing the
goals of novelty and usefulness in their search for creative ideas, often selecting either novel ideas that are infeasible or ineffective, or useful ideas that already exist. Furthermore, teachers also identified problematic group dynamics as a challenge in the idea evaluation process. To overcome these challenges, teachers reported using cognitive, affective, metacognitive, and sociocommunicative teaching activities. In conclusion, higher education students
may not develop their most creative ideas even when creative solutions are required. This study highlights the importance of teaching higher education students to skilfully manage the twin goals of novelty and usefulness in their
search for creative solutions, while also dealing with group dynamics.
Original languageEnglish
Pages (from-to)777-814
Number of pages38
JournalCreative Education
Volume15
Issue number5
DOIs
Publication statusPublished - May 2024

Bibliographical note

Copyright © 2024 by author(s) and Scientific Research Publishing Inc.

Research programs

  • ESSB PED

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