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Considering the urgency of creativity development in the higher education system, this article justifies an effective model of creativity management for students and teachers at universities. The model is based on an empirical assessment of the difference between the creativity potential and its actual level. The data was taken from the managing factors playing an important role in the development of creative potential. The study was carried out in Kazakhstan.

The method of surveying 872 teachers and 944 students in Kazakhstan quantified the levels of actual creativity of students and their potential, as well as the gap between the two parameters. The authors identified the nature of the influence of the creativity development factors, contributing to the achievement of the creativity potential of teachers/students.

The gap between the levels of actual and potential creativity at universities for both teachers and students was found to be one of the main factors governing the creativity management in the education system. The main problems hindering the efficient management of actual and potential creativity at education institutions are personal and institutional factors.

The results are based on a limited sample of respondents, taking into account the higher education system in Kazakhstan.

Assessment and justification can be useful in determining the unused creative abilities of students and teachers in the process of developing creativity within the educational process.

The value of this study lies in an empirical assessment of the difference between actual creativity and creativity potential in the higher education system as an object of pedagogical management, as well as a deterministic hierarchy of causal factors of this gap. These results are valuable in the aspect that, when developing an effective management strategy, influencing these factors, in particular the institutional factor of the educational process, it is possible to increase the potential for the development of creativity of students and professors of higher educational establishments. Besides, a very useful scientific result in the framework of the development of this topic is the establishment of the primacy of ensuring the development of the creativity potential of teachers in the process of managing the development of students' creativity.

The purpose of this paper is to offer an understanding of the development and consequence of absorptive capacity (AC) at the individual level of analysis. The authors assess how perception of organizational commitment to learning and intrinsic motivation affects individual potential AC, and employee creativity and job performance as the key outcomes of individual AC. Furthermore, the authors examined the dual role of realized AC as a mediator in the potential AC-creativity relationship, and a moderator on the creativity-job performance relationship.

This paper draws from 125 paired supervisor-employee survey data, where supervisors rated subordinates’ creativity and job performance. Hierarchical regression was used to test the proposed hypotheses.

The results confirm that both perception of organizational commitment to learning and intrinsic motivation contribute to the development of individual potential AC (above and beyond extrinsic motivation). Individual realized AC mediated the potential AC-creativity relationship. Employee creativity was positively related to job performance.

This study speaks directly to the question of how an organization can encourage its employees to absorb new knowledge, and the benefits of employee learning activities on their creativity and job performance.

This is one of the first studies to offer a more nuanced understanding of the development and consequences of individual AC – a level of analysis has been lack of empirical studies. It further point out how individual characteristic and perceptions can influence their learning capacity, and in turn, their performance.

The purpose of this paper is to develop and present a model of self‐leadership, innovation and creativity.

Drawing upon existing theoretical and empirical evidence the paper develops and presents a conceptual model of the relationships between self‐leadership, innovation, creativity, and organizational support. The paper also presents research propositions based upon the relationships suggested by the model.

The model suggests that individuals with strong self‐leadership will consider themselves to have more innovation and creativity potential than individuals who have weak self‐leadership, and that individuals who have innovation and creativity potential will be more likely to practise innovation and creativity when they perceive strong support from the workplace than individuals who perceive weak support from the workplace.

Future researchers should examine empirically the linkages suggested by this model along with other relationships asserted or implied by the creativity and self‐leadership literature as summarized in the paper.

The model suggests that organizational leaders would be well advised to encourage the practice of self‐leadership among the members of organizations while striving to build work environments that support of creativity and innovation at the group, supervisor, and organizational levels.

This paper makes a valuable contribution to both the self‐leadership and creativity literatures by being one of the first to examine the relationships between these important organizational concepts.

The purpose of this paper is to provide a model for how leaders can nurture and develop worker garden variety creativity.

This model was created by synthesizing existing research and literature on leadership and garden variety creativity.

Findings' synthesis yielded a testable and implementable model for improving worker garden creativity through leader interventions.

This paper provides a specific examination of leader potential for garden variety creativity enhancement. This focus is different from most research that examines organizational structure interventions, high‐level creativity, or both.

Based on the social dominance theory, this study aims to theorize the moderating effect of power disparity in the impact of team knowledge variety on team creativity and further to verify team open communication as the mediating mechanism of the aforementioned interactive effect.

The multisource (team members and their team leaders) and longitudinal (separated by four months) survey data were collected from 67 research and development teams in China to test the research model. The authors used multiple regression analyses to validate all the proposed hypotheses.

Results reveal that team knowledge variety has a more positive impact on team creativity when teams have lower power disparity. Besides, team open communication is significantly and positively related to team creativity and mediates the interactive effect of team knowledge variety and team power disparity on team creativity.

This study reconciles the mixed findings in the previous study and provides new insights regarding the functionality of team knowledge variety. By identifying team power disparity as a moderator in shaping the effects of team knowledge variety, the authors extend the research that explores the moderators of the team knowledge variety–team creativity relationship, and make comprehensive consideration of the coexistence of multiple diversities within teams (i.e. knowledge variety and power disparity) and their joint effects on team creativity. Besides, this research identifies team open communication as an important underlying mechanism in transmitting the interactive effects of two different types of diversities on team creativity, thus offering new insights on how teams can perform creatively.

This paper aims to extend understanding of how team creative potential translates into team creativity. Drawing on social exchange theories, the authors propose that reward interdependence produce cooperative intra-team interactions, which in turn enables aggregate levels of individual member creativity to translate into team creativity. Further, the authors propose that reward interdependence enhances this link indirectly by motivating collective norms around knowledge sharing.

Multi-source and multi-wave data was collected from 94 R&D teams in two large medical firms. At Time 1, team members assessed the degree of reward interdependence and knowledge sharing characterizing their team; team leaders rated each member’s individual creativity. Unit leaders reported on the team’s overall creativity at Time 2 (three months after Time 1).

The results indicate that the effect of aggregate member creativity (AMC) on team creativity is moderated by reward interdependence in such a way that when reward interdependence is high, AMC has stronger positive effects on team creativity. Furthermore, knowledge sharing, as motivated by reward interdependence, mediates this moderating effect.

By integrating the team design and team creativity literatures, this paper advances an interactive model in which team creative composition combines with reward interdependence and knowledge sharing to help team creativity.

This paper seeks to argue that creativity in the workplace is a very complex construct that is difficult to measure not only in its own right, but also in its interrelation with physical space. Since creativity is a social process, this paper aims to suggest studying interaction patterns as a fundamental feature of creativity.

Based on the literature, two criteria for creativity in workplaces were developed: spaces for chance encounters with people from different teams; and a balance of spaces for communication and concentration. Using a mixed‐methods research design, a UK media company was studied before and after a relocation and refurbishment project in 2007‐2008. The case study included structured interviews, satisfaction surveys, social network surveys, space observations, and a Space Syntax analysis of floor plans.

The paper showed that only the first criterion was successfully met in the media company studied, and that the pressure on the industry inhibited the full implementation of the second.

Owing to the nature of the research results cannot be generalised. The relationship between creativity, interaction and space requires further investigation.

The findings highlight the need to balance spaces for communication and concentration, as well as the importance of bringing people together to enhance creativity. This knowledge may be useful for workplace professionals in design, architecture and facility management.

The paper presents a valuable data set comparing one organisation in a pre‐post research design, where the impact of spatial changes on working processes can be monitored. It combines innovative approaches normally used in separation.

Using the conservation of resource theory, the purpose of this paper is to investigate the potentially positive influence of job stress on creativity through the resource caravan approach. The influence of job stress directly and as a moderator of psychological capital (PsyCap) is explored. Finally, the influence of stress on creativity is investigated as a boundary condition that impacts on the PsyCap-creativity relationship via job satisfaction.

Relationships were tested on two samples: (1) an international employee cohort (n = 269) and (2) a New Zealand employee sample (n = 475) and similar effects were found in both studies.

PsyCap was found to influence job satisfaction and creativity, with job satisfaction partially mediating this direct effect. Job stress has a positive moderation effect with PsyCap toward creativity, supporting Conservation of Resources theory, which suggests that high PsyCap individuals would have the psychological resources to leverage stress beneficially, making their behaviors more creative. Significant moderated mediation effects indicate complex indirect effects with PsyCap on creativity (via job satisfaction) increasing as job stress gets higher.

This study calls for researchers' attention toward potentially positive influences of stress when considered in combination with high psychological resources. Practical implications focus manager's and leader's attention toward the enhancement of employees' psychological resources for its stress and creativity related benefits.

The findings provide new theoretical support for understanding how stress can positively influence creativity. The use of two samples improves confidence in these findings.

This paper proposes and empirically assesses a social cognition conceptual model linking creativity (both artistic and scholarly), entrepreneurial personality traits, and entrepreneurial intention. Specifically, the study draws on social cognition perspectives to investigate the potential role of creativity as a mechanism underlying the relationship between entrepreneurial personality traits and entrepreneurial intention.

Using a sample of 194 creative nascent entrepreneurs, the study tests the proposed model using Partial Last Squares Structural Equations Modeling (PLS-SEM).

The study reveals that, among entrepreneurial personality traits, only risk-taking propensity is positively related to entrepreneurial intention. Interestingly, while artistic creativity seems to enhance entrepreneurial intention, scholarly creativity is found to stimulate a more cautious approach toward venturing. The findings also reveal that scholarly creativity fully mediates the relationship between tolerance for ambiguity and entrepreneurial intention.

The study makes an original contribution by showcasing how both artistic and scholarly creativity developed in the same socially situated cognitive environment can differentially influence decision-making and the relationship between entrepreneurial personality traits and entrepreneurial intention, thus contributing to social cognition perspectives and research in entrepreneurship.