Dissertation
Exploring the experience of instructor and first-year student creative self-efficacy in a higher education institution's multi-disciplinary creativity curriculum: a phenomenological study
Doctor of Education (Ed.D.), Drexel University
Mar 2019
DOI:
https://doi.org/10.17918/62cm-6519
Abstract
This phenomenological study explored the lived experiences of three instructors and three first-year students in a multi-disciplinary creativity curriculum at a single HEI. In addition, the study explored the creative self-efficacy (CSE) of instructor and student participants, to provide further understanding of the relationship between creativity curriculum and CSE, given the importance of CSE on creative production. Creativity's importance is often mentioned in 21st Century education; it is also regarded as a necessary skill in industry. Higher education institutions (HEIs) have a key role in designing and implementing curricula that imbue students with a level of creative self-efficacy that can solve the societal challenges of the future. As HEIs continue to develop curricula related to creativity, understanding the experience of primary stakeholders, i.e., instructors and first-year students, within the creativity learning environment, remains elusive. Emerging themes identified similar and dissimilar experiences related to experiencing creativity, accomplishing the curriculum course learning goals, and understanding CSE. Results and conclusions of this study demonstrated that there is tight alignment of instructors' domain of expertise and their view of creativity. For students, any alignment with their related academic interests was negligible. For both participant groups, there were differing views on the role of the instructors, course expectations within the learning environment, and inherent constraints related to creativity, risk-taking, resilience, and assessment. These results led to a series of recommendations related to course design and assessment, as well as future contributions to creativity literature by additional research in the area of CSE and creativity curriculum. Keywords: creative self-efficacy, creativity, creativity curriculum, first-year students, multi-disciplinary, problem solving
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Details
- Title
- Exploring the experience of instructor and first-year student creative self-efficacy in a higher education institution's multi-disciplinary creativity curriculum
- Creators
- George G. Moker - DU
- Contributors
- Joyce A. Pittman (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xi, 177 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 9385; 991014632433204721