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Perceptions of Creative Arts Students to Accelerators and Barriers to Creativity, Innovation, and Their Relationship to Adult Learning Theory and Employability; a Qualitative Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perceptions of Creative Arts Students to Accelerators and Barriers to Creativity, Innovation, and Their Relationship to Adult Learning Theory and Employability; a Qualitative Case Study./
Author:	Linkhauer, Lorraine D.
Description:	1 online resource (119 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
Subject:	Adult education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355496376

Perceptions of Creative Arts Students to Accelerators and Barriers to Creativity, Innovation, and Their Relationship to Adult Learning Theory and Employability; a Qualitative Case Study.
Linkhauer, Lorraine D.

Perceptions of Creative Arts Students to Accelerators and Barriers to Creativity, Innovation, and Their Relationship to Adult Learning Theory and Employability; a Qualitative Case Study. - 1 online resource (119 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2017.

Includes bibliographical references

This qualitative case study focused on the perception of Creative Arts (CA) students on creativity and innovation stimulators and barriers in higher learning situations, and, the observation and comparison of the fluency and flexibility exhibited within the results of the 30-circle exercise to determine the degree of development for creativity and innovation behaviors compared to years of study and years of age. A case study was conducted to explore CA undergraduate college student perceptions of creativity and innovation, and the relationship of those responses to Malcolm Knowles theory of adult learning, employability, and, the student age and years of study. The problem identified as the scope of this study, was that undergraduate student experiences that delve into soft-skills such as creativity are negatively received, and, as the student prepares for career readiness, skills in these areas are significant for future employment opportunities. Specifically, if the development and cultivation of creative behaviors and innovation are not enforced within the learning context or understood by students, then reduced employability conditions could be the result. Interviews were conducted with a sample of twelve undergraduate CA students from one American CA college. This study sought to identify (a) what aspects of higher learning do CA students feel they accelerate or block the development of skills in creativity and innovation, and, (b) the indicators of creativity and innovation present with student sketching through observable results of fluency and flexibility with the 30-circle exercise. The theoretical basis for this study was Malcolm Knowles theory of adult learning, which illustrates the idea that adult learning in higher education is a complex term that involves the understanding of how adults learn, what types of assignments will help facilitate that learning, and what sequences of events must occur to balance these strategies to promote learning in adults (Knowles, Swanson, & Holten III, 2011). Results from this study indicate the adult CA learner has a desire to understand the relationship between creative course activities and real-world practice in their discipline. Innovation and creativity are not always inspired in students by course curriculums or instructors. This study identified the following factors of influence on CA students from arts related programs; (1) negative or sparse feedback from peers or instructors; (2) a poor understanding of necessary creative behaviors in general, or the innovation needed for the professional practice within a discipline; (3) a lack of encouragement of creative or innovative behavior throughout the course curriculum or actions of instructor; (4) a limited understanding of the scope of course activities or project; (5) time constraints between assignments or for course length, and; (6) fear of failure or standing out in a negative way within the classroom setting. Another revelation was that the student responses were unilateral, across age, work experience, and discipline when it came to blocked creativity and innovation. Student responses indicated that successful creativity and innovation occurred when the presence of "fun", "freedom", and "flexibility" from the requirement contents, instructor influence, and student approach were present. Equally, each student stressed that one of the most quintessential triggers of successful creativity and innovation was freedom within the scope of an assignment to evolve past the original premise of the coursework. The 30-circle drawing exercise revealed an increase capacity for frequency and fluency of innovative and creative ideas depending on the age and experience level of the student. These results present a reflected experience level from the students based on their level of progress in their program, as opposed to their age and real-life experiences.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355496376Subjects--Topical Terms:

555548
Adult education.
Index Terms--Genre/Form:

554714
Electronic books.

Perceptions of Creative Arts Students to Accelerators and Barriers to Creativity, Innovation, and Their Relationship to Adult Learning Theory and Employability; a Qualitative Case Study.
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