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ERIC Number: EJ922219
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 63
ISBN: N/A
ISSN: ISSN-0040-0912
Creativity-Based Assessment and Neural Understandings: A Discussion and Case Study Analysis
Penaluna, Andrew; Coates, Jackie; Penaluna, Kathryn
Education & Training, v52 n8-9 p660-678 2010
Purpose: Enabling entrepreneurial creativity is a key aim of UK Government; however, there is a dearth of constructively aligned models of teaching and assessment. This paper aims to introduce design-based pedagogies and to highlight cognitive approaches that develop innovative mindsets; it seeks to indicate their propensity for adoption in entrepreneurship education. Design/methodology/approach: A literature review plus empirical evidence from pedagogical approaches developed through the extended collaboration of specialists in creative design, financial management and brain-related occupational therapy inform this paper. Findings: Neuroimaging studies challenge the thesis that learning for creative output is entirely algorithmic; diverse ideas occur when the brain's right cortex has opportunity to bring its findings to the fore, usually via "relaxed cognition". Design-based entrepreneurship pedagogies embed these concepts. Research limitations/implications: The paper offers initial insights into how these understandings can be applied in transdisciplinary entrepreneurship-education contexts. Practical implications: Predicable assessment outcomes equal predictable students; which needs more working practices, behaviours and cultural environments that encourage innovation. Any educational environment that excludes these understandings is inherently flawed. Social implications: The case study/project "Free time is thinking time" implies that traditional 9-5 working practices are inappropriate for creative mindsets. Originality/value: This paper links emerging bodies of evidence; it provides a first response to calls for a more creative enterprise curriculum and offers constructively aligned assessment. (Contains 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom