CREATIVITY IN ENTREPRENEURIAL TRAINING - LbD Conference

CREATIVITY IN ENTREPRENEURIAL TRAINING
Finland, May 2012
Learning by Developing – New Ways to Learn
Conference on Creativity in Higher Education
Laurea University of Applied Sciences
Inna Kozlinska, Vulfs Kozlinskis

Agenda?
Level I: Creativity
Level II: Creativity in Education
Level III: Creativity in Entrepreneurship Education

What is Creativity?
Intelligence
Personality
Creativity
Novelty
Gains
100s of definitions
Popularity
Success
Breakthrough
a skill, an ability to make unforeseen connections and to
generate new and appropriate ideas in heuristic environment; a
form of knowledge creation and construction of personal
meaning recognised widely (Ferrari et al., 2009)

Milestones of Understanding Creativity
Medieval ages: divine
Ancient history: poetry & art
XX-XXI: sciences & nature,
scientific approach & business
XVIII-XIX: “C” notion, art
Renaissance: “C” word, poetry
Source: Tatarkiewicz, 1980; Cropley, 2003; Lehrer, 2012

1950s
1960s
1970s
1990s
2000s
Prominent Contributors to Creativity
Research
Guilford, Osbon, Atlshuller
de Bono
Aznar, Amabile
Csikszentmihaly, Ludwig, Sternberg & Lubart
Robinson

Creativity in Education
View Approach Author/Year
Creativity is
inborn
Creativity can be
developed
Creativity is both
inborn and can be
developed
Self-expression &
mystical
Runco, 1999; Sharp, 2004
Cognitive Osborn, 1953; de Bono, 1985, 1970;
Altshuller, 1984; Aznar, 1973, 2005;
Albert & Runco, 1990; Sternberg &
Lubart, 1995; Amabile, 1998; etc.
Psychometric Guilford, 1950
Psychoanalytic Freud, 1958; Eigen, 1983
Creative learning is a process which involves understanding and
new awareness allowing a learner to go beyond traditional
perception and thinking (Ferrari et al., 2009).

Educational and Knowledge Triangles
Linked Together with Creativity
Source: Ferrari et al. (2009); Heder et al. (2011)

Unique Features of Creativity
production of novelty involves both creative and
standardised processes (Cropley, 2003:2,19);
knowledge can both foster and hinder (Ferrari et al.,
2009);
knowledge does not have to be acquired
consciously (Reber, 1989)
“chance favours the prepared mind” (Pasteur, 1854);
“1% inspiration, 99% perspiration” (Edison, 1914).
can be manifested only in existing domains, a
person can be creative only in a domain she is
exposed to (Csikszentmihalyi, 1996:29)
neither intelligence nor imagination, “love, love,
love, that is the soul of genius” (Mozart)

Creativity in Entrepreneurship
Education
What is entrepreneurship?
A process of creation, management and ownership of an
enterprise, which occurs as a context-dependent social and
economic process, based on the nexus of two phenomena:
lucrative opportunities and enterprising individuals, and
contributes (new) value(s) to the society (Shane & Venkataraman,
2000; Thornton and Flynn, 2003; European Commission, 2003).

What Starting-Up a Company
Challenges in Personalities?
“Composing, developing and applying personal
goals, competence and skills.
Communicating with other people and
understanding the related social and economic
contexts, unwritten rules and being able to
generate personal and economic growth.
Composing and applying own business concept
and management tools”.
Source: Muller & Diensberg (2011)

European Competence Framework &
Entrepreneurship Education Outcomes
Teaching mode Key question Educational outcomes
addressed
Education ABOUT
Entrepreneurship
Know-what Knowledge
THROUGH Know-why Attitude/behaviour
FOR Know-how Skills
Source: based on EU (2006), Heder et al. (2011), Haase & Lautenschlager (2010)

What is entrepreneurial training?
Standard teaching Training and coaching
Main goal Development of critical
thinking, theoretical
understanding
Development of competence, personality, personal goals
and potentials, material/decisional achievements
Perspective A student A prospective or acting founder/team of the company
within her biography and social setting
Methodical Knowledge
Strengthening by imparting knowledge, developing
focus transmission
competences; drawing out wishes, abilities, dreams,
goals, awareness
Approach Lectures and seminars Constructing situations for problem-solving, competence
development, achievement of self-congruent goals
Role of
educator
Lecturer
and/or self-development in an interpersonal relation
Facilitator and expert
Source: based on Muller & Diensberg (2011)

Creative
(Rossman, 1931)
1. Observation of a
need
2. Analysis of the
need
3. Survey of all
available info
4. Formulation of
objective
solutions
5. Critical analysis
of solutions
6. Birth of new idea
& experiments
Target processes compared
Creative learning
(Rae, 2011)
Entrepreneurial
(Baron & Shane, 2008)
Creative teamwork Opportunity
recognition/idea
Problem definition Initial analysis &
decision to proceed
Making creative
connections
Turning ideas into
opportunities
Designing &
communicating
innovation
Reflecting on
“special moments”
Assembling the
required resources
Launching a new
venture
Building a successful
business
Creative entrepreneurial
(Amabile, 1997)
Problem identification
Recognition and definition
of opportunities
Preparation (information
gathering)
Response generation (to
solve the problem)
Validation (formalisation of
selected approach)
Harvesting rewards Communication

Questions
WHAT information and HOW to find?
How to exploit the creative solution?
How to fill in fractures in the
interconnected processes?
How does creativity fit into the
entrepreneurial training outcomes
model?

Unique Features of Entrepreneurship for Education
People are the basis
A profession, not science; a process
Experience-based, for motivated and targeted people
Complexity of decisions
Focus on satisfactory/maximum profit, growth/development prospects
Competition and fight for customers/market share
Creation of new values and/or needs
Randomness, uncertainty and ambiguity; risk-factor
Opportunity-based strategies
Source: based on Fillis & Rentschler (2010), Heinonen et al. (2011), Bennis & O’Toole (2005),
Karhunen et al. (2011).

Componential model of creativity
Component Subcomponents
1. Divergent thinking & Elaboration, originality, remote associations, restructuring &
doing
redefinition, flexibility, fluency, problem sensitivity
2. General knowledge & Metacognition, critical & evaluative thinking, reasoning & logical
thinking base thinking, analysing & synthesising, memory network, etc.
3. Specific knowledge Acquisition & mastery of specific knowledge & skills in specific areas
base & skills
of (creative) thinking & doing; expertise
4. Focusing & task Topic-/object-/situation-/product-focusing concentration
commitment steadfastness & persistence, task commitment, selectivity, etc.
5. Motives & motivation Need for novelty, curiosity, drive for exploration & knowledge
communication, self-actualisation flow, recognition, etc.
6. Openness & tolerance Openness for experiences, playfulness & experimenting, readiness to
of ambiguity
take risks, non-conformism & autonomy, relaxation, humour, etc.
Source: Cropley (2001)

Environment
Creativity map for entrepreneurial training
Teaching mode FOR & THROUGH FOR & THROUGH ABOUT & THROUGH
Mode of mental
functioning
Learning
outcomes
-Individual
dimension
-Group, local
dimension
-Societal,
historical, global
dimension
Affection:
temperament &
emotion
Conation: motivation
& volition
Cognition: procedural &
declarative knowledge
Attitude/Behaviour Attitude/Behaviour Skills/Knowledge
1. Divergent
thinking & doing
4. Focusing & task
commitment
6. Openness &
tolerance of
ambiguity
4. Focusing & task
commitment
5. Motives &
motivation
6. Openness &
tolerance of
ambiguity
1. Divergent thinking and
doing
2. General knowledge &
thinking base
3. Specific knowledge
base & skills
Primary process: irrational Secondary process: rational
Source: devised by the authors based on P.Kyro’s (2008), EU (2006), Heder e al. (2011), Cropley
(2001), Haase & Lautenschlager (2010)

THANK YOU!
Contact e-mail: inna.kozlinska@ut.ee