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Creativity in Business Education: A Review of Creative Self-Belief Theories and Arts-Based Methods

Journal of Open Innovation: Technology, Market and Complexity. 2018;4(4):55 DOI 10.3390/joitmc4040055

 

Journal Homepage

Journal Title: Journal of Open Innovation: Technology, Market and Complexity

ISSN: 2199-8531 (Online)

Publisher: MDPI AG

Society/Institution: Society of Open Innovation: Technology, Market, and Complexity

LCC Subject Category: Social Sciences: Industries. Land use. Labor: Management. Industrial management | Social Sciences: Commerce: Business

Country of publisher: Switzerland

Language of fulltext: English

Full-text formats available: PDF, HTML

 

AUTHORS


Sogol Homayoun (Thunderbird School of Global Management, Arizona State University, Phoenix, AZ 85069, USA)

Danah Henriksen (Mary Lou Fulton Teachers College, Division of Educational Leadership and Innovation, Arizona State University, Phoenix, AZ 85069, USA)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 5 weeks

 

Abstract | Full Text

Creativity has become one of the most sought-after skills from graduates across business and industry. It is therefore imperative to infuse creativity training within business programs of study and professional development experiences, to remind people of their eternally curious and creative nature. The objective of this paper is to explore the literature around theories of creative potential and performance—including creative identity, creative mindset, and creative self-efficacy. We consider perspectives that reveal that creativity is a mindset predicated on beliefs and ways of thinking. Educational psychology literature and theories of creative self-belief illustrate how creative identity, mindset, and self-efficacy form the core of an individual’s belief system to think, act, and develop creatively in the world. This connects to the potential of arts-based methods as a means to infuse creative learning into business education. We illustrate how our findings can be put into practice by sharing an example of an art-based intervention that is currently in progress to develop creative capacity among students in an internationally known business program. We conclude with the idea that its incumbent upon business education, professional development, and training to incorporate methodologies that enhance creative capacity by initially eliminating or minimizing self-perceived limitations in people, such as fear, negative personal judgement, and chattering of the mind—and theories of creative self-belief provide a foundation that can undergird arts-based methods toward this goal.