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Kreatief-begaafde studente se belewing van universiteitskultuur : 'n dubbelgevalstudie

  • Authors: Joubert, Sonia Juanita
  • Date: 2014-03-13
  • Subjects: College environment , Creative ability , Talented students - South Africa - Johannesburg -Psychology , College students - South Africa - Johannesburg -Testing - Evaluation
  • Type: Thesis
  • Identifier: uj:4314 , http://hdl.handle.net/10210/9666
  • Description: D.Ed. (Educational Psychology) , The creatively gifted individual is generally regarded as a valuable natural resource. Some of the solutions to the threats that endanger the future of mankind, are possibly lodged in the abilities of the creatively gifted. These individuals, however, often experience social isolation because of their ability to question the status quo. The creatively gifted student at university is the focus of this investigation in which an attempt has been made to ascertain how the creatively gifted individual experiences university culture. This was done with a view to describing ideographically how students perceive their university culture. In Chapter I the problem and objectives were presented. The research question of this study pertains to the nature of creatively gifted students' experience of university culture. The rationale for the study is the fact that creatively gifted students often fail to be accommodated in an educational environment, both socially, personally and with regard to their academic activities. The objective of the study was to investigate the creatively gifted student's experience of the university environment. The latter refers to the social, personal and academic milieu. The aim of the investigation was to contribute to theory by highlighting the theoretical dimensions of the problem. It was also the objective of the study to use the interpreted data as a basis for recommendations to accommodate the creatively gifted student in the university environment. In Chapters 2, 3 and 4 a literature review was conducted. Chapter 2 dealt with the concept creativity and its interrelatedness with concepts such as giftedness and intelligence. Creativity is often confused with intelligence while they are both different aspects of giftedness. The concepts experience and university culture were also clarified. The creatively gifted personality was the focus of Chapter 3. The creatively gifted often display characteristics which may alienate them from society. In Chapter 4 the interaction between the creatively gifted individual and the environment was discussed. The environment can either encourage or demotivate the individual's creativity. Although the creatively gifted often resists the environment, they need assistance and support from the environment to actualize their creative potential. The design and method of research was formulated in Chapter 5. A case study design was selected for this study. The rationale for choosing this method of research was discussed. Issues such as validity, reliability and generalizability were also addressed. To identify the students with whom the case studies were conducted, certain procedures were followed. The study was structured in 4 phases in which quantitative and qualitative research methodologies were combined. In phase 1 the Torrance test of creative thinking (Figural, Form A) was administered to 400 first-year students at the Rand Afrikaans University. By means of a stratified sample 12 students were selected for phase 2 of this study. This group was constituted of 4 highly creative students, 4 students who obtained average scores for creativity and 4 students who performed poorly on the creativity test. In phase 3 a focus group interview was conducted with these students. The data obtained from this interview were analyzed according to qualitative research methodological procedures. The two creatively gifted students were identified with whom the double case study was conducted in phase 4 of the research. In Chapter 6 the data obtained from the double case study was reported and displayed. Examples were given from each procedural stage of the research process in order to establish a "chain of evidence". Patterns of each student's experience of the university environment were isolated. In Chapter 7 the final patterns obtained from the analysis of the data were interpreted against the theoretical background of previous chapters. The patterns for these students correlated well. The conclusion was reached that creatively gifted students could experience isolation within their environment which has a negative effect on their social and academic functioning. They might experience the isolation partly because of distinct characteristics of the creatively gifted individual and also because of the university structure in which they function. It was also concluded that the creatively gifted individuals in the study have the ability to adapt to the milieu although it demands much from them on an emotional level. Both testees have sound faith in their own abilities. Recommendations were made for the practical accommodation of these students as well as for possible further research. It is the wish of the author that this research should serve as an inspiration for researchers in this fundamental and crucial aspect of human functioning.
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Transformative learning and mapping creativity : a case study of South African designer

  • Authors: Dreyer, Anne-Mare
  • Date: 2011-11-30
  • Subjects: Adult learning , Creative ability , Transfer of training , Experiential learning
  • Type: Thesis
  • Identifier: uj:1760 , http://hdl.handle.net/10210/4114
  • Description: M.Ed. , The purpose of this study was to explore whether the development of exceptional creativity could be linked to transformative learning. Although the theory of transformative learning, as defined by Mezirow in 1978 from his study of women returning to college, has stimulated much discussion in the field of adult education, a review of the literature on transformative learning and the study of creativity revealed no descriptions of transformative learning linked to the development of creativity in an adult. Mezirow claims that our experiences do not have meanings in themselves, but that we bring to our experiences an accumulation of past experiences, knowledge and learning. The meanings we make out of our experiences are thus socially constructed and context-dependant. This study explored whether the "meaning-making" of experience, and the way in which it is construed, validated and reformulated, could be linked to the development of exceptional creativity. A qualitative design was used utilizing an interpretive case study as research format. The case, an African designer was selected purposefully on the basis of two criteria: she is· exceptionally creative and her life has been characterized by major transitions. A series of in-depth interviews were conducted with the case as the method of data collection. The interviews focused on the case's life-story, and aimed at establishing whether her life-story could be linked to phases of "meaning becoming clarified," and whether transformative learning may have occurred in her creative development. The data was analysed using the constant comparative method of data collection. A main finding emerged from the data. The phases of transformation were set off by more than one disorienting dilemma which had its roots in the changing sociopolitical context of South Africa. As speculated, the development trajectory of the case's creativity can be linked to transformative learning. From the data it is evident that the development of exceptional creativity is intertwined with the phases of transformative learning and that both processes share numerous commonalities, compati~ilities and blurred boundaries. Although it must be kept in mind that this investigation was based on a single case, the study indeed demonstrated that there is a relationship between transfonnative learning and the development trajectory of exceptional creativity in an adult. Furthermore, if creativity is to be viewed as a multidimensional construct, and creative accomplishment as representing the interaction or confluence among these dimensions, then the development of exceptional creativity in this particular case can be seen as an expression of transfonnative learning. The finding not only provides a description of the development of exceptional creativity linked to transfonnative learning, but also reveals the significance of transfonnative learning as a process for the study of creativity in which creativity can be seen as an expression of the transfonnative learning process.
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Making sense : tacit and explicit knowledge in the creative process

The development of the culinary creative process in food and beverage operations management curriculum

  • Authors: Moore, Nicola Sian
  • Date: 2019
  • Subjects: Food service management , Creative ability
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/456734 , uj:40471
  • Description: Abstract: The fourth industrial revolution is upon us and there are critical skills that are required in order to be successful. The top three skills required are problem-solving, critical thinking and creativity. Creativity is an essential skill required in fine dining restaurants in order to be competitive and successful; and to provide innovative products and services and a high standard of food to diners. There is a gap between the skills and knowledge tertiary education institutions are instilling in their graduates and those that the industry is demanding. The industry is demanding creative individuals. Creativity can be developed through an educational intervention and through this problem-solving and critical thinking are developed concurrently. A 2009 Taiwan study produced positive results after a creative intervention was administered to undergraduate students. This study administered a modern pedagogical tool in the attempt to enhance and develop the culinary creative process of undergraduate students in South Africa. It made use of the path model developed by Horng, Hu and Lin (2007) to assess and quantify an individual’s creative process through which one’s creative ideas are produced, thus resulting in innovative dishes. This path model was administered twice, before and after the intervention, to determine if the pedagogical tool implemented was successful. The findings indicated that there was an improvement however it was not as high as was desired. Through analysis through multiple lenses, the study is able to propose an educational framework that can be utilised in future interventions. , M.Com. (Tourism and Hospitality)
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