Releasing creativity in teaching and learning: the potential role of organisational legitimacy and increased dialogue

Andrea Deverell, Sarah Moore

    Research output: Contribution to journalArticlepeer-review

    Abstract

    This paper reflects on the challenges of facilitating creativity in teaching and learning. The authors contend that if enabled, creativity has the potential to deliver substantive change to higher education but that its potential often remains unexploited. Our study suggests that creative practice is alive and well amongst teachers in higher education but that it is greatly restricted by a perceived lack of organisational legitimacy, as result, ideas are being lost. Frequently, creative ideas remain unarticulated by the individual academics to whom they occur. We conclude that higher educational institutions need to make a concerted effort to make creative practice legitimate and foster novel approaches to supporting creativity by establishing an organisational culture that enables dialogue and collaboration between creative individuals, within and beyond the traditional academic boundaries.

    Original languageEnglish
    Pages (from-to)164-174
    Number of pages11
    JournalInnovations in Education and Teaching International
    Volume51
    Issue number2
    DOIs
    Publication statusPublished - Mar 2014

    Keywords

    • creativity
    • dialogue
    • higher education
    • organisational culture
    • organisational legitimacy
    • teaching and learning

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