Creative participation in construction firms: bridging creativity and innovation

An intricate evolution of mainstream theories follows the growing need to explain employees’ commitment and engagement. Our understanding of these work-related phenomena and behaviour has improved but creativity and innovation as desired indicators are still often treated as coexisting constructs with very little attention given to a state of willingness of an individual to even consider contributing ideas. In this research we investigate the influence of knowledge and understanding, perceived radicality, personality dimensions, and favouring of ideas on employee willingness to creatively participate in order to trace its existence in propagation of ideas. A total of 76 construction and non-construction professionals participated in between-subject quasi-experiments. We also proposed IPO-based radicality of ideas construct from the viewpoint of employees involved in the processes of transformation. The research findings show that experts with deep understanding of the work are more likely to contribute highly radical ideas to decision-makers than less knowledgeable employees. Furthermore, personal factors that impact employee willingness to creatively participate have been valued higher than organisational factors. Personality dimensions by The BigFive Inventory have shown no effect on willingness to contribute ideas, while favouring of ideas showed a significant effect. In general, the findings show similarities with some studies of consumer willingness to participate in co-creation processes and thus indicate that firms may be studied as dynamic internal markets of ideas.

The place of diversity within history and the challenge of policy and curriculum

This article is a position paper which examines the political and public discourse around the areas of diversity and social cohesion, and history teaching. It examines the nature of these discourses and shows how they are in tension. Although discourse around diversity often has a focus on mutual understanding and finding areas of commonality, the discourse around history often focuses on the need to provide a sense of identity through a national story. By focusing on a discussion about the purposes of history, rather than merely on debates about content, it is suggested that these discourses can be brought more closely into line and produce a more productive line of policy debate.

Creativity and Growth in: Edmund Phelps (2013),Mass Flourishing. How Grassroots Innovation Created Jobs, Challenge and Change

This article reviews the thesis presented by Edmund Phelps, Mass Flourishing. How Grassroots Innovation Created Jobs, Challenge and Change (Princeton University Press, 2013) that modern economic growth is an indirect outcome of human creativity, and that the object of enlightened policy ought to be to promote this creativity, or flourishing, rather than economic growth per se. The book is a remarkable contribution to the literature on economic growth, with its focus on how entrepreneurship and innovation generates endogenous growth and, more importantly to the author, improves human satisfaction.

Creativity and discourse

This paper will consider the relationship between discourse analysis and creativity and elucidate the ways in which a discourse analytical approach to creativity might be distinguished from the ‘language and creativity’ approaches which currently dominate applied linguistics and sociolinguistics. In the ‘discourse and creativity’ approach I will be describing, creativity is located not in language per se, but in the strategic ways people use language in concrete situations in order to stimulate social change. I will explore how aspects of this approach are reflected in work carried out within the paradigm of world Englishes.

Educating...for what?: Creativity and Resilience

Higgins School of the Humanities/Difficult Dialogues: Video Recording from 12/1/2011 event featuring Katja Esson, Li- Young Lee and Alison Granucci titled "Creativity and Resilience" Event Description: To be creative is one of life’s most engaging and satisfying experiences. Can we insure that students trust those capacities and processes in themselves, and develop reliable paths toward them? Can we encourage the cultivation of the imagination in our students, as well as the resilience to weather discouragement, whether in their creative search or other aspects of life? Our guests for a conversation on creativity and resilience are filmmaker Katja Esson, poet Li-Young Lee, and co-producer Alison Granucci. They are collaborators on the new film Poetry of Resilience.

Do Classes in Cooperative Classrooms Have a Positive Influence on Creativity and Teamwork Skills for Engineering Students?

Contributing to the acquisition of professional creativity and teamwork skills has been a special challenge for some of the subjects taught at the Technical University of Madrid (UPM), and this has been a starting point for the work described in this paper. Some professors have intuited that the use of cooperative classrooms could facilitate the acquisition of these skills. We describe the new methodologies applied within cooperative classrooms by some professors, and present the procedure for measuring students’ perception of their own learning outcomes, skill improvements, and overall satisfaction with the use of this kind of classroom. For this project, 250 students enrolled in several subjects answered a questionnaire. The featuresof thesubjectsinvolved intheproject arewidely disparate. We present the results of the statistical analysis with special emphasis on creativity and teamwork skills, and we conclude that the use of cooperative classroom has a positive influence on the acquisition of these skills. This work has the added value of being the first analysis of student perception of the use of cooperative classroom in the acquisition of creativity and teamwork skills.

Controversy between curriculum design and curriculum development of online "highly specialized" education in the field of construction

Nowadays, on a global level, the Higher Education System has a complex and broad horizon of curricular tools to use in the teaching and learning process. In addition to these new educational instruments, full of possibilities, we face specific socio-economic conditions that affect in a significantly way the Curriculum Development in certain knowledge areas (areas traditionally built on a methodology based on a physical presence of students in the classroom). Some areas such as Restoration, Rehabilitation or Construction Pathologies, and the construction sector in general, require very defined and particular knowledge that only a small number of experts claim as specialized training. All these aspects condition the teaching methodology performed in a physical classroom at a university campus (the only option used until recent years) and made us consider the integration of online teaching in these areas too. The present work shows the teaching methodology used for the development of two online courses, where we offer distance learning for "highly specialized" formation in the Edification area (an area where traditionally there was only classroom training). At the beginning, both courses were designed by classroom training, but got a really small number of applications due to the specialized topic proposed. Later, we proposed a "Curriculum Redesign" of the contents, offering an online modality, which implied a significant demand both within and outside the university area. A notable feature of this educational experience is the great spectrum opened for attendees of both courses in the online version. This situation improved significantly the "Curriculum Development" for the student and implied an interesting new proposal on the offered contents and materials (what would have been really difficult to get in a face to face classroom). In conclusion, the absence of certain types of specialized contents in the academic university curricula makes essential to raise new methodologies to save the gap in this area through additional training courses as those analyzed in this paper. Thus, our experience opens a debate on the appropriateness of implementing online training in relation to the face to face training in constructive content subjects and, especially, presents a new scheme, not without controversy, for the curriculum design.