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The focus of this chapter lies in exploring the views Greek Higher Education academics delivering marketing modules in state universities hold with regard to how they conceptualise ‘creativity’; it also examines whether and how academics incorporate teaching creativity in their curriculum and professional practices. Various concepts and contexts pertaining to creativity in education are introduced, emphasising creativity enhancement through marketing teaching and learning. Although educators recognise the critical role of creativity, the methods to enable the cultivation of students’ creativity remain elusive. In the light of these matters, a qualitative approach has been adopted with online structured interviews, which led to the formation of a thematic map through NVivo; the reflexive thematic analysis applied resulted in five final themes, entailing nine sub-themes, which in turn reveal the core patterns and Greek marketing academics’ perceptions on teaching creativity, along with their instructional practices and the challenges they face in this endeavour.

The purpose of this study is to investigate the effect of using mobile devices as an instructional tool on teachers' creativity and to promote their usage as instructional tools in educational settings. The research also studies the perceptions of teachers on the effect of using mobile devices as an instructional tool on their creativity and what features of mobile devices are believed to help in terms of enhancing their creativity.

This qualitative inquiry used an interpretive phenomenological analysis (IPA) method for inspecting the professional capabilities of Pakistan's primary and secondary school teachers. Data were gathered from nine individuals through interviews. Three themes regarding creativity emerged from the study data.

It is found that the use of mobile devices as a teaching tool significantly increases teachers' creativity by enabling them to manifest their creativity and explore different pedagogical vistas in which they can use a wide variety of instructional resources and tools. Using mobile devices as a teaching tool improved three skills: motivation, self-confidence and communication skills. Mobile applications, cameras and portability of these devices are among the features that teachers considered to have encouraged their creativity.

Finding the obstacles and difficulties teachers have while utilizing these tools to demonstrate their creativity may be valuable for future studies. First, because respondents were teachers from elementary and secondary classes, the population was not entirely homogenous, even though they had adequate help. Second, only semi-structured interviews were utilized for data gathering in this study. Further data collection methods, including observational research or participant-written reflective diaries, are thought to have been preferred.

For future research, it may be interesting to determine whether the results of this study can be applied to other demographic groups. Based on this study, it is also recommended to conduct a quantitative study to know teachers' perceptions of the impact of these devices on creativity, since these studies can have promising results for teachers.

Through the use of various materials, tools and activities, these devices provide several distinctive teaching alternatives. Because of this, using it as a teaching tool gives teachers the ability to tailor courses to a range of learner types. Additionally, having easy access to a multitude of online resources and the capacity to interact with others helped in ideation. The teachers experienced feelings of motivation, self-confidence and a desire to impart information, all of which are traits of creative teachers. Based on the findings of this study, we may now think about using mobile devices in the classroom to encourage teachers' creativity.

The outcomes of this research indicated that teachers' creativity is strongly influenced by their use of mobile devices as instructional tools. This paper advances the understanding of teachers’ creativity by highlighting their lived experiences. This study is novel because it highlights how these devices have the potential to be used as instructional tools, which has not been highlighted by any study so far.

This paper aims to provide a theoretical framework for teaching creativity.

The approach and the model are based on a review of the prevalent theory and research on creativity.

The authors develop a process based approach and design and a four step model to teaching creativity.

The paper provides a framework from which exercises and interventions for teaching creativity may be derived on a scientific basis.

Practical implications regard teaching and conveying creativity to students.

The paper addresses scholars and practitioners concerned with research and teaching of creativity and innovation. It is to the authors' knowledge one of the first approaches that links theory and research of creativity to actual teaching efforts.

The paper aims to study the effects of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity. The twenty-first century is the society of information technology and knowledge-based economy. To cope with the information society, teaching methods would be changed. Traditional chalk and talk can no longer adapt to the changing society. In addition to passing down the tradition, new ideas should also be introduced. In the informational age, the internet becomes an essential living element and synchronous Web-based teaching breaks through the obstacle of space, provides instant and multiple communication channels and creates alternative creativity learning environment.

With experimental design, totally, 208 students in Fujian University of Technology, as the research objects, were led to a 15-week (3 hours per week for total 45 hours) experimental teaching. The study uses analysis of variance for discussing the effect of synchronous Web-based teaching on art students’ creativity and further understanding the effect of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity.

The research results show significant effects of synchronous Web-based teaching on creativity, visually creative teaching on creativity and the combination of synchronous Web-based teaching with visually creative teaching on the promotion of creativity.

First, the sample size taken in this study was not large enough to fully reflect the results of the study. The survey sample didn’t cover all the major cities in China, which had a small coverage and couldn’t reflect the research situation of the whole country. Second, the evaluation criteria for artistic students’ creativity were too broad. More specific evaluation rules should be set and the creativity standards should be graded to better guide the implementation of art courses and the cultivation of students’ creativity.

The synchronous Web-based learning environment provides favorable individual thinking space to effectively reduce disturbance among classmates. Synchronous Web-based teaching shares sound, pictures and even films with each other to enrich the learning media. What is more, teachers would be more convenient and fast to deal with materials or handouts or rapidly updating materials and avoiding the loss of handouts.

This paper studied the effects of the combination of synchronous Web-based teaching with visually creative teaching on art students’ creativity, which was a meaningful and innovative topic. And this study can provide more enlightenment and reference for future education.

This study aims to investigate the structural relationships between pedagogy methods, creativity and entrepreneurial intentions. This study theorizes that work-integrated and active learning methods positively influence personal creativity, which in turn positively influences entrepreneurial intention. Moreover, entrepreneurial inspiration moderates the impact of creativity on entrepreneurial intentions.

A sample of 701 valid questionnaires from university students is used to investigate the proposed research model empirically. As the methodological approach, structural equation modelling with multigroup analysis is used.

The statistical results confirm the positive impacts of work-integrated and active learning methods on individual perceived creativity and of creativity on entrepreneurial intentions. Further, inspiration towards entrepreneurship moderates the link between individual creativity and entrepreneurial intentions.

This research fills the gap in the realm of examining the structural relationship among learning methods, creativity and entrepreneurial intentions in an emerging economy context. Specifically, this study confirms experiential teaching methods as important predictors of the development of students’ creativity capability and the moderating role of entrepreneurial inspiration in the relationship between perceived creativity and entrepreneurial intention. These results add to the academic literature on entrepreneurial intentions in emerging economies and provide new insights into how universities in emerging economies can foster the entrepreneurial intentions of their students.

Educators are increasingly required to develop creativity and entrepreneurial capabilities amongst students, yet within the fields of entrepreneurship and innovation these are presented as separate processes. We explore the theoretical and conceptual similarities and differences between these processes, and relate this to a range of experiential and digitally enhanced learning activities in formal education settings.

We present a conceptual model of the iterative nature of creativity and entrepreneurship as separate cognitive and social processes leading to aesthetic or sense-making outcomes. This leads to a discussion of how these processes may be experienced by students within an educational setting.

We propose a framework of learning activities which support the development of creativity through teaching entrepreneurially, at primary, secondary, and tertiary education levels. A range of different approaches is critically evaluated according to their relevance, including business planning, simulations, roleplay, co-creation, and flashmobs. Flashmobs are proposed to be most suitable and an outline learning activity design is mapped in detail against creative and entrepreneurial processes.

This chapter supports educational practice and research on learning through entrepreneurship in allowing educators and researchers to evaluate how learning activities may directly contribute to students’ learning through experience and the development of their creative and entrepreneurial mind-set.

This chapter is of value to educators as it explains how creative and entrepreneurial processes may be experienced by students through different forms of learning activity. It is of further value to research on entrepreneurial learning in considering how the creative process may inform entrepreneurial action.

This paper aims to highlight for the first time, creativity's vital role in a new approach in the higher education world which can improve the current university instructional strategies post financial crisis.

The paper offers a theoretical framework which has emerged from literature review and personal business and educational experiences of the authors. It seeks to provide synthetically some answers/“solutions”, focusing on a three dimensional framework: where to play the game of creativity; how to deliver creativity to business students, meaning by what structures and methods; and how to win in implementing this game.

Many researchers appeared to focus on making their findings applicable to the entire education system paying little attention to issues specific to the business education sector. Succinctly, the focus of the papers is on “how to do it” part, which provides several realistic insights on how to connect communities into the game of creativity. Other methods required relate to: balancing creativity with core essentials; promoting excellence and sustainability; networking between students; faculty, management and community; improving learning environment; developing staff; teaching; learning competencies and programme curricula under an integrated service vision; anticipating educational future trends in networking; and building creative climates and partnerships.

The paper's conclusions and recommendations present a practical set of good practices through the explicit and implicit identification of core characteristics for creativity in higher education. Eventually, the first mission in wanting to be creative is to really comprehend the problem, knowing all ways to approach it.

This chapter provides an interpretive account of how a large student cohort deals with a major inquiry-based learning (IBL) assessment task in a first-year Marketing Principles subject in undergraduate business studies. It offers a practical example of IBL in action in a discipline that has hitherto received little attention in the IBL literature, namely business, specifically marketing. The chapter positions IBL within the various contemporary pedagogies. The context of Hutchings and O’Rourke’s (2006) study of IBL in action is extended for first-year cohorts, technology-enhanced teaching and the marketing discipline. Further, Hutchings and O’Rourke’s four-part method for describing IBL in action is followed: (1) the enabling factors for the students’ work are described; (2) the process for which they decided on the task is discussed; (3) the method of work is considered, namely ongoing collaboration in a wiki and (4) the outcomes produced are discussed. The chapter reflects on the effects of the IBL task on student learning from both students’ and instructors’ points of view. Material from the students’ work and feedback after completion of the IBL task is used to illustrate the process and inform the interpretive account. The main lessons to be learnt for educators are summarised.

This study probed the impact of using learning technologies (LT) on developing Yemeni English as a foreign language (EFL) students' autonomy and creativity toward English language learning. Also, the research gauged if LT impacts learners' autonomy and creativity across gender and university-type variables.

The study utilized a valid and reliable questionnaire, comprising 20 close-ended items, which was administered to 109 Yemeni EFL undergraduate students.

The researchers found that LT positively impacts learners' creativity and autonomy, with mean scores of 4.09 and 3.86, respectively. Furthermore, the results showed a medium correlation between creativity and autonomy with a correlation coefficient of r = 0.63 at a probability of Sig = 0.00. Likewise, the results revealed that LT impacted female learners' creativity more significantly than their male counterparts (Sig = 0.047). Nevertheless, no significant differences were found pertaining to the impact of LT on students' autonomy across public and private universities (Sig = 0.213).

EFL teachers are advised to encourage their students' autonomy and creativity throughout their lifelong learning journey in order to adapt to the ever-changing demands of the world.

This study investigates the impact of learning technology on Yemeni EFL students' autonomy and creativity.

The purpose of this paper is to identify the position of creativity within Australian public relations courses and explore how academics embed what is often identified by industry as a core skill for future and current practitioners.

The study consists of semi-structured interviews with 15 public relations academics to examine their views on the value and delivery of creativity in the public relations curriculum.

The findings of this exploratory study indicate creativity is addressed implicitly by educators who rely on personal and internalised knowledge rather than the application of a specific theory or body of knowledge pertaining to creativity. In addition, it identifies a series of challenges educators face including students' lack of confidence when required to be creative and a lack of clarity on how to successfully evaluate creativity in assessment tasks.

Creativity has been identified as a vital future workplace skill and highlighted as an important capability in global best practice frameworks for public relations professionals. However, the successes and barriers experienced by educators who are responsible for building and evaluating students’ creative abilities have yet to be specifically explored. In response, this study considers educators' perceptions of their practice with regard to this prominent professional attribute and applies this knowledge to argue for theory-led pedagogies, particularly the use of models that emphasise the social nature of creativity, to demystify creativity and enhance students' work readiness as future practitioners.