Understanding, attitude and environment: The essentials for developing creativity in STEM researchers

Abstract

Purpose

This paper is written to add to current knowledge of the views of science, technology, engineering and mathematics (STEM) discipline early career researchers (ECRs) about creativity. It aims to explore their understandings of and attitudes towards creativity, as well as their perceptions of which environmental factors facilitate creative research. By discussing the findings in the context of earlier work, the paper seeks to challenge developers to re‐examine current practice in developing creativity by suggesting a broader and deeper approach than is currently often taken.

Design/methodology/approach

The paper reports on a qualitative study which collected data from semi‐structured in‐depth interviews with STEM researchers. A thematic analysis was performed on the data.

Findings

This research demonstrates that young researchers have a complex range of perceptions of creativity, and that negative attitudes towards it are common in the STEM environment. Three key environmental facilitators of creativity were also uncovered which are: a positive research environment; sufficient constructive communication; and time and space to be creative. It is argued that more emphasis should be placed upon optimising the environment for creative work to occur.

Originality/value

Whereas most previous work has focussed on experienced scientists, this paper outlines the complex and important issue of creativity in the context of STEM ECRs. It offers those who wish to support such researchers an accessible summary and recommendations of how to improve practice in the development of creativity. In particular, the paper argues that placing a greater emphasis upon optimising the environment will enhance the impact of creativity development efforts.

Citation

Walsh, E., Anders, K. and Hancock, S. (2013), "Understanding, attitude and environment: The essentials for developing creativity in STEM researchers", International Journal for Researcher Development, Vol. 4 No. 1, pp. 19-38. https://doi.org/10.1108/IJRD-09-2012-0028