教学促进范式转变:在管理教育中支持激进创造力的驱动力

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

在快速发展的技术和社会环境中,企业和商业教育面临着范式转变,其特点是共同的思维方式、假设和实践发生了重大转变。本研究强调,领导者有必要了解打破范式的创造性思维需要哪些能力和特质,而管理教育工作者则有必要了解如何教授这些技能。我们报告了综合文献综述的结果,该综述调查了管理教育如何解决创造力问题,尤其是突破范式的激进创造力。结果表明,在商业教育工作者中,激进创造力很少被视为一种独特的创造力类型,相反,人们更多讨论的是维护范式的渐进创造力。我们的研究结果揭示了教学实践、课程设计和管理教育研究中有关激进创造力的成就和潜在改进领域。我们的目标是引导教育领导者在管理教育中更深入地融入激进创造力,并确定激进的界限,确保未来的管理领域有能力在适当的时候创造性地推动和抑制范式转变。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teaching for paradigm shifts: Supporting the drivers of radical creativity in management education
In a rapidly evolving technological and societal environment, businesses and business education face paradigm shifts, characterized by significant transformations in shared mindsets, assumptions, and practices. This study emphasizes the necessity for leaders to know what capabilities and traits are needed for paradigm-breaking creative thinking—and for management educators how to teach those skills. We report the results of our integrative literature review, which investigated how management education addresses creativity, especially paradigm-breaking radical creativity. The results show that radical creativity is scarcely identified as a distinct type of creativity among business educators—instead, paradigm-preserving incremental creativity is discussed more. Our findings shed light on both the accomplishments and potential areas of improvement in teaching practices, curriculum design, and management education research regarding radical creativity. The goal is to guide educational leaders toward fostering a deeper integration of radical creativity within management education as well as to identify the boundaries of radicality, ensuring that the future management domain is equipped to creatively instigate and inhibit paradigm shifts when appropriate.
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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