Abstract
This chapter addresses the concept of creativity as a flagstone towards career learning and developing other competencies such as critical thinking, awareness and understanding of one’s own thought processes and collaboration skills. Since the early 20th century, educational giants such as Dewey (Experience and education. Kappa Delta Pi, USA, 1938) and others (e.g. Guildford in American Psychologist 5(9):444–454, 1950) called for a greater focus on creativity in formal education. While there is now a great deal of discussion about it, creativity still remains at the periphery of education.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Anderson, L., Gold, J., & Stewart, J. (Eds.). (2015). A guide to professional doctorates in business and management. Thousand Oaks, CA: Sage.
Argyris, C. (1982). Reasoning, learning, and action: Individual and organisational. San Francisco, CA: Jossey.
Armstrong, S. J., Cools, E., & Sadler-Smith, E. (2012). Role of cognitive styles in business and management: Reviewing 40 years of research. International Journal of Management Reviews, 14(3), 238–262.
Basadur, M., & Hausdorf, P. A. (1996). Measuring divergent thinking attitudes related to creative problem solving and innovation management. Creativity Research Journal, 9(1), 21–32.
Bourdieu, P. (1986). The forms of capital. In J. G. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). New York: Greenwood Press.
Bryson, J. M., Crosby, B. C., & Stone, M. M. (2006). Design and implementation of cross-sector collaborations: Propositions from the literature. Pubic Administration Review, 66(s1), 44–55.
Dewey, J. (1938). Experience and education. USA: Kappa Delta Pi.
Eraut, M. (2007). Learning from other people in the workplace. Oxford Review Education, 33(4), 403–422.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. Chichester: Wiley.
GOS. (2018). Graduate outcomes survey 2017 national report. Australia: Quality Indicators for Learning and Teaching.
Grant, A. M., & Ashford, S. J. (2008). The dynamics of proactivity at work. Research in Organisational Behaviour, 28, 3–34.
Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454.
Hardy, I., & Rönnerman, K. (2011). The value and valuing of continuing professional development: Current dilemmas, future directions and the case for action research. Cambridge Journal of Education, 41(4), 461–472.
Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages (Essays on Moral Development, vol. 2). New York: Harper & Row.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
Leonard, H. S., & Lang, F. (2010). Leadership development via action learning. Advances in Developing Human Resources, 12(2), 225–240.
Lin, N. (2001). Social capital: A theory of social structure and action Port Chester. NY: Cambridge University Press.
Noffke, S. (2009). Revisiting the professional, personal, and political dimensions of action research. In S. Noffke & B. Somekh (Eds.), The SAGE handbook of educational action research (pp. 5–18). Thousand Oaks, CA: Sage.
Perry-Smith, J. E. (2006). Social yet creative: The role of social relationships in facilitating individual creativity. Academy of Management Journal, 49, 85–101.
Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. In R. D. Putnam (Ed.), Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
Raelin, J. A. (2008). Emancipatory discourse and liberation. Management Learning, 39(5), 519–540.
Raelin, J. A. (Ed.). (2016). Leadership-as-practice: Theory and application. New York: Routledge.
Revans, R. (1982). The origins and growth of action learning. London: Chartwell-Bratt.
Revans, R. (1984). The sequence of managerial achievement. Bradford: MCB University Press.
Revans, R. (2011). The ABC of Action Learning (3rd ed.). Bromley: Chartwell-Bratt.
Runco, M. A. (Ed.). (2003). Creativity research handbook (Vol. 2). Cresskill, NJ: Hampton Press.
Runco, M. A. (2011). Tactics and strategies for creativity. In M. A. Runco & S. Pritzker (Eds.), Encyclopaedia of creativity (2nd ed., pp. 423–426). San Diego, CA: Elsevier.
Tekleab, A. G., & Quigley, N. R. (2014). Team deep-level diversity, relationship conflict, and team members’ affective reactions: A cross-level investigation. Journal of Business Research, 67(3), 394–402.
Waddell, S. (2005). Societal learning and change. Sheffield: Greenleaf Publishing.
Weinstein, K. (1999). Action Learning: A Practical Guide. London: Gower.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Wheelwright, S. J., & Clark, K. (1992). Revolutionising product development: Quantum leaps in speed, efficiency, and quality. New York: Free Press.
Woods, P. A. (2016). Democratic roots: Feeding the multiple dimensions of leadership-as-practice. In J. A. Raelin (Ed.), Leadership-as-practice: Theory and application (pp. 70–88). New York: Routledge.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2018 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Brewer, A.M. (2018). Career Learning, Creativity and Career Capital. In: Encountering, Experiencing and Shaping Careers. Springer, Cham. https://doi.org/10.1007/978-3-319-96956-5_9
Download citation
DOI: https://doi.org/10.1007/978-3-319-96956-5_9
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-96955-8
Online ISBN: 978-3-319-96956-5
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)