Open AccessOutside the Box
Author(s) -
Christine Miller,
Laura Cruz,
Jacob Kelley
Publication year - 2021
Publication title -
journal of effective teaching in higher education
Language(s) - English
Resource type - Journals
ISSN - 2578-7608
DOI - 10.36021/jethe.v4i1.204
Subject(s) - creativity , class (philosophy) , intervention (counseling) , psychology , mathematics education , domain (mathematical analysis) , signature (topology) , pedagogy , social psychology , computer science , mathematics , artificial intelligence , mathematical analysis , geometry , psychiatry
Can creativity be taught? Multiple sources attest that the business community values creativity in potential new hires, but a signature pedagogy of teaching for creativity in business classes has not yet emerged. To contribute to a body of evidence-based practice, this study assessed the impact of several in-class activities that were deployed among undergraduate business students to see if these enhanced their creative problem-solving abilities, as assessed by pre- and post-intervention measures. The results were moderately encouraging and suggest domain-specific teaching and learning strategies. Further, the results offer encouragement to all instructors, irrespective of any prior experience with creativity-enhancing efforts.