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Teaching outside the Rubric: Qualitative Student Insights about Creativity

JSME Vol 12: 2016 , Pages 75-90

Author(s): Anjala S. Krishen (Lee Business School, University of Nevada, USA) and Abbie Kirkendall (School of Social Work, University of Nevada, USA)

Abstract:
Purpose of the Study - The overarching purpose of our study is to explore the creativity perceptions of students, in an attempt to understand how they define it and how they believe it can be infused into any marketing curriculum. Our interest lies in gathering student insights as this is a gap in the current pedagogical literature.

Method/Design and Sample - We qualitatively analyse 41 student comments using a semantic analysis tool, we then interpret the results and merge them into a theoretical framework.

Results - We find that students value creativity and have definite ideas for infusing it into virtually any marketing curriculum. The exploratory analysis shows that active learning in combination with social construction of knowledge can foster creativity enhancement in the classroom, and we offer the Constructivist Learning framework as our theory base.

Value to Marketing Educators - As marketing courses often involve projects and those are usually done in groups, the intersection of creativity with social processes is fortunate. Professors can readily create an active learning environment wherein groups encourage creative collaboration through divergent thinking. The incorporation of these group sessions into regular courses, even if done as separate lab sessions, will build team cohesion, increase contagious motivation, and ultimately increase team creativity. Our study indicates that students are cognizant of the concept of creativity but believe that it is not normally rewarded and that they are given minimal time to commit to creative endeavours. Therefore, it is incumbent upon marketing professors to redefine rubrics and reward increased student creativity.

Keywords: creativity, active learning, social constructivism, constructivist learning framework, semantic qualitative analysis

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