This document discusses the relationship between creativity and research. It explores when creativity was considered important for education and research, such as during the Sputnik era, and when it lost importance. The document examines what constitutes creativity and creative research, and what factors influence creativity, such as personality, motivation, age, environment, and collaboration. It suggests universities should aim to foster creativity across curricula and through training to develop students' creative potential and support more collaborative, creative research in the future.

1. Creativity and research – divergences and
convergences
Fernando Cardoso de Sousa, PhD
fernando.sousa@apgico.pt Faro, 11 July 2014

2. • What is the relation between
creativity and research?
•What are the most important
contributions of creativity for
research?
•Why doesn’t the university produces
creative researchers?

3. WHEN WAS CREATIVITY CONSIDERED IMPORTANT TO
EDUCATION AND RESEARCH?
Guilford and the Sputnik 1

4. WHEN DID CREATIVITY LOSE IMPORTANCE TO EDUCATION
AND RESEARCH?
Final de la amenaza nuclear y inicio de la amenaza global

5. WHAT IS AND WHAT ISN’T CREATIVITY
PSEUDOCREATIVITY
ORIGINALITY
EFECTIVENESS
FIND AND REPORT

6. CREATIVITY AS AN ATTRIBUTION
CREATOR
JUDGES
PRODUCT

7. “CREATIVITY LIES NOT IN THE CREATOR, NOR IN THE
PRODUCT BUT IN THE INTERACTION BETWEEN THE
CREATOR AND THE EXPERTS IN THE FIELD, WHO
ACCEPT OR REJECT ORIGINAL PRODUCTS”
M. Csikszentmihalyi

8. WHAT IS AND WHAT ISN’T CREATIVE RESEARCH
ORIGINAL
COPY-PASTE
EFFECTIVE RESEARCH
FIND AND REPORT NEW KNOWLEDGE
WORTHY OF PUBLICATION

9. ALL BEGINS BY CHALLENGING PERCEPTION

10. CREATIVITY AND RESEARCH AS PROBLEM SOLVING
Innovative results
=
Content
+
Process
+
Process skills
+
Tools for divergence
and convergence

11. PERSONALITY:CAUSE OR CONSEQUENCE?
CREATIVE PEOPLE
HAVE THE TRAITS
TRAITS DO NOT
DETERMINE
CREATIVITY
ARE PROFESSORS COMFORTABLE WITH
AUTONOMY, RISK TAKING AND CURIOSITY
OF STUDENTS?

12. WHAT KIND OF MOTIVATION IS MORE
FAVOURABLE TO RESEARCH?
INTRINSIC EXTRINSIC
UNIVERSITY FAVORS ONLY
EXTRINSIC

13. WHAT MATTERS MORE FOR RESEARCH: CREATIVITY OR
INTELLIGENCE?
MIX
NO COGNITIVE STYLE,
NOR CREATIVE
THINKING
COGNITIVE PROCESSES

14. WHAT AGE IS MORE FAVOURABLE?
MECHANIC YOUTH
PRAGMATIC
EXPERIENCE
THE UNIQUE RELATION
SUPERVISOR-CANDIDATE

15. INSPIRATION OR TRANSPIRATION?
INTUITION INCUBATION
SEREDENDIPITY

16. WHAT KIND OF ENVIRONMENT FAVOURS
RESEARCH?
INDIVIDUAL GROUP
MIX

17. CREATION IS ALWAYS COLLECTIVE, AND SO THE ISOLATED INDIVIDUAL,
HOWEVER CREATIVE SHE MAY BE, WILL ALWAYS BE MORE LIMITED THAN IF
SHE IS INSERTED IN A GROUP. THEREFORE, THE FOUNDATION OF ANY
ORGANIZATION SHOULD RELY ON TEAMS. THE VALUE OF EACH TEAM
DEPENDS TO A LARGE EXTENT ON THE QUALITY OF ITS LEADERSHIP
COLLABORATIVE RESEARCH

18. CREATIVITY IN HIGHER EDUCATION
CREATIVITY ACROSS
CURRICULA
CREATIVITY TRAINING
AIMING AT CREATIVE POTENTIAL

19. WHAT FUTURE FOR CREATIVE RESEARCH IN THE
UNIVERSITY?
SOCIAL
FRAGMENTATION
COLLABORATION
INTERNATIONAL TENDENCIES

20. www.apgico.pt