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In post-millennial societies, creativity is heralded as crucial to individuals and societies, valuable for the economy, essential for leadership and vital for the future of work. In our unprecedented times, creativity is a necessary attribute that universities are embracing to ensure future-proof and employable graduates. However, there is a scant literature on how creativity is embraced in the assemblage of higher education. To ascertain if a common definition of creativity is used by higher education institutes, we conducted a systematic literature review that initially identified 2990 papers. Findings confirm that a definition of creativity in higher education does not exist nor is there a commonly cited definition, and several domains (e.g. social and cultural) influence the definition of creativity. Although creativity remains elusive, it is necessary for growth, survival and success. The potential dilemma of an agreed and shared definition of creativity applicable to the heterogeneous demands of higher education is presented [ABSTRACT FROM AUTHOR]

Cinemeducation has been used for diverse teaching objectives in medical education. To our knowledge, there are no published accounts of using cinemeducation in combination with simulation. We designed a pedagogical activity combining cinemeducation and simulation in a programme to teach patient safety. This paper aims to describe the design and implementation of the activity, analyse its feasibility, and assess students' opinions of its usefulness. A total of 70 second-year Spanish medical students participated; 31 (44.3%) completed a survey assessing the activity. Most expressed total or partial agreement with statements indicating activity was useful. The combined activity facilitates the reflective process by applying the emic/etic perspective. While simulations and cinemeducation share experiential learning techniques, adding cinemeducation helps overcome some of simulation's limitations in reproducing complex professional scenarios. This combined approach is feasible and well accepted. Combining these two approaches promises to be useful in other disciplines. [ABSTRACT FROM AUTHOR]

Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process. [ABSTRACT FROM AUTHOR]

Academic communities of practice (ACoPs) are formed in collaboration with professionals from industry and the community with the aim of providing innovative solutions to real-world problems. There are no adequate frameworks and clear support structures for managing academic communities of practice (ACoP). The main aim of this paper is to develop an integrated ACoP model and elaborate on external and internal support structures to endow innovation through academic communities of practice. In the first stage of this study, a preliminary ACoP model was developed and deployed at an institution of higher education. The model was further elaborated in stage two of this study. The main elements of the model were discussed, highlighting external and internal support mechanisms. The key findings indicate the crucial role of the ACoP core group management and fundraising as well as overcoming multiple barriers to innovation. [ABSTRACT FROM AUTHOR]

This paper reports on an examination of the impact of knowledge sharing on product and process innovation. In it we try to identify the similarities and differences between these impacts in public and private Higher Education (HE) Institutions in Iraq. A mixed methods approach was conducted using 486 valid responses to test the causal relationships between knowledge sharing, and innovation. Then a qualitative approach was used to give more insight of the findings from the quantitative stage regarding the differences in the effect of the studied relationships. Employing structural equation modelling, the research found that knowledge sharing plays a pivotal role in enhancing innovation in both sectors. The multi-group SEM and the interviews revealed differences between Iraqi public and private HEIs. Guidelines are developed for researchers as well as leaders, and evidence support using knowledge sharing to enhance innovation within HE in developing countries. The findings and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Approaches to teaching and learning are increasingly influenced by the introduction of new technologies and innovative use of space. Recognising the need to keep up to date many institutions has created technology-rich, flexible spaces. Studies so far have concentrated on how students use such facilities; however, their availability also strongly impacts on teaching staff, presenting new possibilities and challenges. To encourage the development of activities that make the most of these resources, the University of Warwick launched the Teaching Grid (2008), a flexible space with state-of-the-art technology. Advisers support colleagues in developing and delivering novel, experimental teaching sessions. This paper reports on use of the facility during its first three years, considering the effects on pedagogy of experimental use of space and technology; this is correlated to an increase in number and variety of teaching and learning activities which, it is suggested, enhances the student experience. [ABSTRACT FROM AUTHOR]

Innovations within higher education are often prompted through the capture of supportive funding. One of the largest examples of this arose from the Centres for Excellence in Teaching and Learning (CETLs) initiative in England (2005–2010). Drawing on the experience of two such Centres, this paper analyses some of the consequences of that funding. It will explore and evidence the fact that whilst funding may incentivise innovation, there is not a simple cause and effect relationship. It will suggest that by offering flexibility in funding approaches, innovation can be encouraged and it will propose that through the direct engagement of students, a powerful and cost-effective force can be empowered to drive curriculum change. [ABSTRACT FROM AUTHOR]