Towards transformation: conceptions of creativity in higher education
Towards transformation: conceptions of creativity in higher education
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走向转型：高等教育中的创造力概念
DOI：
10.1080/14703290802175966
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发表时间：
2008
影响因子：
1.8
通讯作者：
P. Kleiman
中科院分区：
文献类型：
--
作者：
P. Kleiman
创造力现在已经与企业、创业和创新等其他议程项目一起进入高等教育的话语，是一个难以捉摸的复杂概念。它可能会回避将其完全融入目前高等教育中的课程框架和评估制度所需的那种定义、分类和划分。在对主题进行情境分析之后，本文描述了一个现象学研究项目的结果，该项目旨在确定大学讲师在一系列艺术、人文和科学学科中，将创造力概念化与其教学实践相关的本质上的不同方式。
Creativity, which has now entered the discourse in higher education alongside other agenda items such as enterprise, entrepreneurship and innovation, is an elusive and complex notion. It may evade the sort of definition, categorisation and compartmentalisation required to integrate it fully into the curriculum frameworks and assessment regimes that are currently in place in higher education. After a contextualisation of the subject, this paper describes the outcomes of a phenomenographic research project that set out to identify the qualitatively different ways university lecturers, across a range of arts, humanities and science disciplines, conceptualise creativity in relation to their pedagogic practice.