Literaturnachweis - Detailanzeige
| Autor/inn/en | Perignat, Elaine; Meloche, Alysha |
|---|---|
| Titel | Synonymously Different: Examining Business Students' Implicit Theories of Creativity versus Innovation |
| Quelle | In: Journal of Education for Business, 96 (2021) 6, S.352-358 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Meloche, Alysha) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0883-2323 |
| DOI | 10.1080/08832323.2020.1832432 |
| Schlagwörter | Creativity; Talent; Business Administration Education; Teaching Methods; Masters Programs; Graduate Students; Innovation; Student Attitudes; 21st Century Skills; Student Evaluation; Scores; Student Characteristics; Measures (Individuals) |
| Abstract | In an effort to address the needs of twenty-first century businesses, academic institutions are developing courses on creativity and innovation. Students' capacity for learning such strategies are dependent upon implicit theories about creativity and innovation. Presented is an experimental study that examines the differences in 233 MBA students' implicit theories of creativity and innovation. The authors found that MBA students scored higher overall when the term "innovation" was used instead of "creativity." Results indicate that MBA students' perceive "innovation" as a malleable skill and associate "creativity" as an innate talent. Implications for business education pedagogy and future research are presented. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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