We propose a discussion framework for developing creativity as a graduate capability. Itbegins by investigating creativity and its correlation to community of practice principles.This is followed by an analysis of capabilities and the context of creativity within highereducation. Finally it outlines a selection of learning theories and taxonomies thatindicate how creativity could be developed within curriculum design. Within ourglobalised society, higher education is challenged, and has the opportunity, to developcreative capabilities within its learning environments. Graduates who possess creativecapabilities have the self-efficacy to expand and express their learning. This knowledgecreation can equip individuals and communities with the capability and confidence toexplore, interpret and successfully deal with personal and socio-economic changes.
|Title of host publication||Engaging communities|
|Editors||Mark Barrow, Kathryn Sutherland|
|Place of Publication||Milpera, NSW, Australia|
|Number of pages||12|
|Publication status||Published - 2008|
|Event||Higher Education Research and Development Society of Australasia Annual Conference - Rotorua, New Zealand, New Zealand|
Duration: 01 Jul 2008 → 04 Jul 2008
|Conference||Higher Education Research and Development Society of Australasia Annual Conference|
|Period||01/07/08 → 04/07/08|
Swirski, T., Wood, L., & Solomonides, I. (2008). Developing creativity: aligning community, learning and teaching practices. In M. Barrow, & K. Sutherland (Eds.), Engaging communities (pp. 1-12). HERDSA.