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Exploring entrepreneurial students' perceptions of online mindful creativity training: a mixed methods case study
Dissertation   Open access

Exploring entrepreneurial students' perceptions of online mindful creativity training: a mixed methods case study

Melissa Schmitz
Doctor of Education (Ed.D.), Drexel University
Jun 2021
DOI:
https://doi.org/10.17918/00000431
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Abstract

Creative ability Creative ability in business Cognitive neuroscience Thought and thinking Transformative learning
Postsecondary education that supports the development of creativity is a recent and developing phenomenon. This emerging literature required research on effective elements and best implementation practices for creativity education at all levels including institutions of higher education (IHE). Mindful Creativity (MC) is a three-module, asynchronous, online, creativity training program designed to deliver postsecondary instruction on mindfulness, creativity, and applied neuroscience to support creativity development across all IHE disciplines. Each 90-minute MC training module-Mindfulness, Creativity, and Mindful Creativity for Education and Work-is designed to support dispositional mindfulness and creativity by conceptualizing both in neuroscience. This research study utilized a convergent, mixed-methods case study design to examine how postsecondary entrepreneurial students perceived and experienced the impact of a MC training program. Quantitative data related to participants' mindfulness mindsets were collected from the Mindful Attention Awareness Scale (MAAS). Data related to participants'creativity mindsets were collected from the Reisman Diagnostic Creativity Assessment (RDCA). Qualitative data were collected from course assignments, artifacts, and semi-structured interviews. The researcher analyzed quantitative pre- and post-test survey data from the MAAS and the RDCA and conducted additional data analyses after merging the quantitative data with qualitative data to understand the impact of the MC training program. The results demonstrated the effectiveness of utilizing a combination of mindfulness, creativity, and applied neuroscience as elements of creativity training for postsecondary students. Participants reported the MC training program provided a transformational learning experience by supporting mindfulness and creativity in three ways: (a) MC training enhanced self-confidence of creative attributes and the ability to articulate creative strengths, (b) MC training supported a creative mindset and the awareness needed to realize opportunities to improve critical and creative thinking, and (c) MC training supported application of learning that provided a path for sustainable creative growth. These findings support creativity training that includes instruction in mindfulness, creativity, and applied neuroscience as effective elements to support postsecondary students' creativity development.

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