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Creativity is a critical skill across disciplines and contexts, and it is an important trait for humans to survive and thrive, personally and collectively. The fast-paced culture of business innovation has sought to promote and reward creativity as a coveted thinking skill. Creativity in and of itself, however, is a value-neutral construct, because novel and effective ideas may also have negative consequences. This darker aspect of creativity has come to the forefront in many recent cases, particularly in contexts involving digital and networking technologies, where the rapid pace of technological change does not encourage the kind of deliberative thinking necessary for nuanced and ethical business decisions. The authors consider why education is essential for expanding the ethical capacity of creative agency in business, describing the need to bring creativity and ethics together in educational opportunities and cultural values. The authors explore the idea of ‘wise creativity’ and the need to infuse more human-centred learning from the arts and humanities into business fields. Further, the authors suggest better practices for creative business education, such as: infusing real-world ethics learning into business education and professional development; infusing the liberal arts curriculum in business; offering opportunities for arts-based approaches in business learning; and instilling genuine mindfulness training in business education environments. The authors’ focus is on a shift away from a culture that values creativity purely as an instrumental approach for greater profitability, and towards one that values wise and humanizing creativity for good business practices that consider societal and individual wellbeing.

In this chapter, the author explores the principles of responsible management education through the lens of Taoism. This chapter begins by introducing the concepts of knowledge-inquiry and wisdom-inquiry and highlights the differences between the two in the context of management education. The author emphasizes the importance of wisdom-inquiry in management education, arguing that it allows individuals to not only understand and analyze information but also to apply ethical considerations when making decisions. This chapter delves into how to synthesize knowledge and wisdom in education, highlighting the need for a balance between technical skills and ethical awareness in management education. This chapter concludes with an examination of the principles of managing talent by balancing competence and character. The author discusses how to hire for character and train for competence in human resources management and development. This approach involves focusing on developing individuals' character traits, such as integrity, compassion and empathy, in addition to their technical skills. This chapter demonstrates the value of incorporating Taoist principles into management education. When the importance of wisdom-inquiry, balancing competence and character, and developing ethical leaders is emphasized, management education can prepare individuals to navigate the complexities of the modern business landscape while promoting responsible business practices.

This volume brings together empirical and conceptual papers that investigate the challenges of organizing creativity in the innovation journey in and across different empirical contexts. Seen as the basis for innovating new products, processes or services, organizing creativity is studied as intentional efforts that occur in teams, organizations, and fields. What creativity is, how it is defined, negotiated and recognized is hereby co-constructed with different audiences and in different economic and societal spheres. The papers in this volume extend our understanding of these contextualized social dynamics of organizing creativity in four directions. The first direction sheds light on the temporal dynamics of organizing creativity in artistic fields. The second direction compares creative processes in arts and science, thereby examining tensions and uncertainties in the creative process unfolding in two distinctive contexts of creativity. The third direction examines identity struggles of creative agents in organizations with clashing roles, professional norms, and ambiguities in creativity assessment. The fourth and final direction unravels the communicative journey of ideas from pitching to feedback, revealing how ideas are challenged, enriched, and acquire meaning in communicative interaction. Overall, the papers in this volume contribute to a situated view of creative processes in innovation which goes beyond questions of idea generation to account for dynamics of idea development, judgment, and dissemination which involve identity struggles, evaluation, and communication – processes which are at the heart of organizing for innovation.

More than 25 years, researchers have observed that an insufficient understanding and mastering of related concepts to leadership and lifelong learning has not much contributed to the much-desired development in higher education. This chapter discusses the way in which past reforms of higher education in Democratic Republic of Congo have been conducted, and how its development was jeopardized by deep misunderstanding of the concept and principles of leadership and lifelong learning. Preliminary findings from the analysis of the experience of reforms in higher education may suggest strategies that could successfully apply to any future reforms of the higher education system in Democratic Republic of Congo. Leaders could also learn from a lifelong learning process that ought to exercise a strong political will and courage to shift from the model inherited from a colonial system.

This chapter conceptualises inclusion and neoliberalism and theorises the relationship between these two phenomena in order to contextualise the debates presented in the rest of the chapters in this book. Additionally, this chapter investigates the evolution of the meaning of ‘inclusion’ in the key international Bologna Process (BP) policy documents. This chapter is informed by a thematic analysis of 26 documents, issued between 1998 and 2020. The chapter demonstrates that understanding ‘inclusion’ only with regard to lifelong learning, student-centred education and the social dimension has pitfalls – there are overlaps between these action lines and, consequently, the relationships among them are unclear. A better way of understanding inclusion in Bologna may be through considering a tight relationship between the inclusion and neoliberal discourses in the support of marginalised groups in higher education (HE). The relationship has been evolving in relevant policy documents since 1998 which is the year that marks the preparatory Sorbonne meeting that gave life to Bologna in 1999. The inclusion discourse grew in strengths, while the neoliberal rhetoric firmly stood its ground since the beginning of the BP, while undergoing some transformations. In spite of such seemingly positive dynamic in the development of inclusion in the BP, its definition remained vague in the policy documents until 2020 as it was unclear which exact underprivileged groups were meant to be supported in the European Higher Education Area (EHEA). The 2020 conference outcome documents made a significant step towards closing the gaps in our understanding of whom inclusion targets in Bologna and how to implement these inclusion ideas. The chapter highlights this achievement and also prepares the reader to problematise its reach in national contexts later in the book.

Purpose: MSMEs can cater to both domestic as well as international markets. But, MSMEs are facing problems due to increased competition in the global market and being dependent on outdated technology. India, in general, and Punjab, in particular, is facing a serious problem of high unemployment rate, especially for the ‘Educated’ unemployed. Therefore, MSMEs could contribute towards generating additional employment for the technically trained workforce. The sector faces several challenges, including strong international competition, pressure to use key resources like energy, water and raw materials more efficiently, and implement more environmentally sustainable production processes. By modernising and adopting green and inclusive innovations, India’s MSME sector can create new economic opportunities and strengthen its long-term competitiveness.

Methodology: For this purpose, the chi-square values are calculated to test the pre-fixed hypothesis. Besides, the values of Cramer’s V (Φc) and Spearman’s Rank Correlation (rs) have also been calculated.

Finding: There is a significant association between the age of the enterprises and improvements undertaken by the enterprises to improve the product and production process. Besides, there is a significant association between the average annual turnover of the enterprises and their contribution/initiative level regarding marketing research, innovation and quality management standards.

Significance: The study analyses the contribution of MSMEs towards innovation and technology-driven marketing research and quality management standards adopted by sports goods enterprises by studying their relationship with different variables.

Organizational creativity and innovation are inherently complex phenomena, and subject to a myriad of broad contextual and social influences. As the evidence grows for the link between innovation and organizational effectiveness and, ultimately, organizational survival, there is no doubting the need for theoretical and practical advances in our understanding. The complex nature of these constructs, however, requires that such efforts utilize a multi-level lens. This chapter discusses key aspects of creativity and innovation in organizations, including fundamental construct definition issues, which underscore the need for a multi-level perspective. It also reviews extant theoretical perspectives for their contributions to a multi-level understanding, and the research in two key areas of social influence – group factors and leadership – that have received substantial attention in the organizational literature. The review and discussion of these areas reveal not only numerous advances, but also substantial limitations that must be resolved through more complex and comprehensive (i.e., multi-level) approaches. The chapter concludes with several recommendations intended to guide and inform future work in the organizational creativity and innovation field.

This commentary is intended to complement the chapter written by Agars, Kaufman, and Locke (this volume). Agars et al. (this volume) are correct in stating that innovation is a vital part of business and that much can be learned about innovation from studies of creativity. This commentary underscores several of the more important points made by Agars et al., questions others, and fills in several gaps found in their chapter. Perhaps most important are the qualifications offered in the present commentary, which are intended to constrain some of the claims made in Agars et al.'s chapter. Related to this is the need to consider the larger picture of scholarship dealing with innovation and creativity. For example, there may be an originality bias among creativity researchers and an unfortunate tendency to ignore relevant but older research. This commentary does have a critical tone, but only because many of Agars et al.'s arguments are entirely tenable and need not be repeated. The gaps, however, should be filled, and some of the claims qualified. Nevertheless, some ambiguity is useful with a complex topic, such as creativity, and it is important to recognize that creativity is not entirely a social process.

This chapter describes methodological issues that are relevant for research on recovery. We aim to provide an overview of methodological approaches that have been or can be used in recovery research, and to provide methodological guidelines that researchers may use in assessing the process of recovery. We argue that studies on recovery must be explicit about recovery settings, recovery processes (i.e., activities and experiences) and recovery outcomes. We describe typical operationalizations of these three perspectives and focus in more detail on potential measures of recovery outcomes. We give an overview of research designs including experiments and quasi-experiments, diary studies, and longitudinal field studies. We conclude by pointing to remaining challenges for researchers in the area of recovery.

This chapter highlights inquiry-based learning in action in a first-year Social Sciences inquiry course. Focusing on the continued development of this course over eight years, we present a practical example of fostering an inquiry-based teaching and learning environment grounded in metacognitive practice. Woven throughout the course is a thoughtful and deliberate incorporation of skill-building based on two types of metacognitive expertise; self-understanding and self-regulation with a goal to encourage and support students in developing effective learning strategies necessary for university study. We have found that scaffolding the inquiry learning process with metacognition further enhances the first-year learning experience and promotes a deeper level of learning, where students become aware of their own thinking practice and process. These skills include critical thinking, self-directed learning, clear communication and openness to learning. The chapter presents a series of strategies for introducing and linking metacognitive practice and the inquiry-based approach to learning. Presenting the five stages of inquiry learning: exploration, question and problem identification, methods of investigation, collection and analysis of data, development of conclusions and creative communication of results we describe how we work to develop a more distinct, personalized, engaging and sustainable undergraduate learning experience.