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Learning the content of entrepreneurship arithmetic is an extension of social arithmetic that focuses on mathematical calculations in business or creative economy. Most teachers do not link students' daily activities to classroom teaching and learning on traditional markets around the environment. This significantly affects the interest in learning the material content. Therefore, this study aimed to design a learning trajectory of entrepreneurship arithmetic content using a Badung traditional market. A design approach with three stages was used, including preliminary design, teaching experiment, and retrospective analysis. The results showed that the learning trajectory can be practiced using local contexts, such as traditional or other students' daily activities. Moreover, the Badung Traditional Market stimulates students to understand the entrepreneurship arithmetic content from five activities. These include Engagement with content and context, Story of Entrepreneurship on Video, Concept Deepening, Collaborate to Solve Problems, and Making Conclusions. The learning trajectory is essential in understanding the mathematical concepts of expenditure, income, profits, and loss within the trading activities.

Post-industrial society has witnessed trends according to which the labour market has become more flexible, services have expanded and immaterial work and horizontal work organisation has emerged, shaping professions in respect to the employment and work they can offer. An outcome of these trends is a portfolio career, an employment pattern based on holding down multiple jobs, which increases the variation in the quality of career trajectories. Portfolio careers, however, are shaped at the intersection of industry and profession. This article studies the quality of a professional portfolio career by investigating the employment pattern and the task profile. Two case studies, one involving business consulting professionals and the other professionals in the creative industry, are investigated. The study is based on the analysis of interview data. For both professional groups, the quality of employment was impaired by the insecurity inherent in a portfolio career, but the quality of the professional profile of tasks was relatively adequate. For the consulting professionals studied, the quality of the task profile is due to the coherent but multidisciplinary continuum of tasks, which in turn is due to the market-based service industry. For the professionals in the creative industry, the profile consisted of professional tasks and tasks external to the profession, which is due to underemployment in the industry.

Purpose: The purpose of this study is to examine mobile technology as being a key apparatus and interface for collaborative innovation, which allows organisations to develop their information ecology. Design/methodology/approach: The qualitative research was performed by in-depth interviews, observations and field notes. The eight main interviews are supported by an interdisciplinary narrative literature review of knowledge management and associated fields. Findings: This study validates the following propositions: mobile technology can offer users timely information, mobile technology can foster collaboration beyond physical and organisational boundaries, in general, mobile technology enables a wider amount of interactions between people. Thereby, this paper draws some implications about the knowledge management of creative (and non-creative) workers. Research limitations/implications: The collected data sheds light on how organisations and individuals positioned themselves about mobile technology co-creative practices before the COVID era. Therefore, it shall be pertinent to further investigate these findings through a quantitative approach to better ascertain path models and to strengthen the new results with another qualitative perspective, in the post-COVID era. Practical implications: The study highlights how mobile devices are facilitating collaborative innovation practices by improving management decisions, enabling new business and/or operating models, developing a flow of ideas inner/outer an organisation and fostering the ability to make innovation. Social implications: Mobile technology transforms the way to work (knowledge creation and/or conversion) and it changes the relations between collaborators in a working environment (beyond physical boundaries). This study deciphers how a creative and/or decision-making person can change their work schedule and/or routines based on the use of mobile devices. Originality/value: The added value of this transdisciplinary study is that it improves research on collaborative innovation and collective knowledge by revealing three pertinent characteristics of mobile technology: enabling quick decision; connecting with a glocal network and fostering collective creativity. It also creates a bridge between the fields of education and business.

The paper defines a complex of manager's qualities based on theoretical and methodological analysis and synthesis methods, available national and world literature, research papers and publications. The complex approach methodology was used, which provides an innovative view of the development of modern manager's qualities. The methodological background of the research are theoretical and methodological analysis and synthesis methods of available national and world literature, conceptual analysis of issue-related research papers and publications; study and generalization of both national and foreign developments and introduction of projects regarding actualization of manager's effective activity; the use of generalization, comparison, forecasting methods. The carried out research made it possible to distinguish a number of factors, which will have the major effect on managers' innovative entrepreneurial activities in the coming decade. Management as a social and economic phenomenon is under constant development--going to the future, and every efficient manager should accordingly improve himself. Therefore, today not only the level of professional training but such components of the profession as innovations and creativity, which are business advantages, important economic recourse and intensive economic development condition, become characteristic of manager's activity. They're defined as abilities to reveal and encourage employees' creative and innovative ideas. These aspects are reflected in the development of innovative business model of modern manager, each component of which is a key and independent element. Special attention is paid to the creative and innovative component of the suggested model. The suggested model might be used in order to create a manager's unique image and lead the company he manages to a long expected result.

Ethnic diversity in the advertising industry could be a solution for culturally insensitive advertising. Insights from advertising professionals, obtained via in-depth interviews, reveal minorities are hindered by bias, resulting in low hiring ratios and lack of retention. Large segments of minorities may not consider advertising for a career. Findings suggest that advertising educators might mitigate some of these factors through teaching tips and curriculum suggestions to engage minorities. Viewing ethnic diversity as a creative/business solution as opposed to a public relations problem could motivate meaningful change in the advertising industry.

The number one quality business leaders look for in employees is creativity and yet the U.S. education system undermines the development of the higher-order skills that promote creativity by its dogged focus on multiple-choice tests. Stephan Turnipseed and Linda DarlingHammond discuss the kind of rich accountability system that will help students develop into the skilled adults that modern business and industry require.

In rural Valdres, Norway, the traditional regional dialect, called Valdresmål, has become an important resource for popular style and local development projects. Stigmatized through much of the twentieth century for its association with poor, rural, "backward" farmers and culture, Valdresmål has been thoroughly revalorized, with particularly high status among local youth and those involved in business and tourism. While today's parents and grandparents attest to historical pressures to adopt normative urban linguistic forms, many in Valdres now proclaim dialect pride and have re-embraced spoken Valdresmål in various forms of public, interdialectal communication. In addition, Valdres natives also make abundant and creative use of dialect on social media, the primary locus for written Valdresmål and for emergent orthographic norms representing local speech, including strategies of maximal sociolinguistic distinction. This innovative use of written Valdresmål has been taken up by local businesses as a marketing strategy in recent years, as well, further normalizing and legitimating nonstandard forms. In the ongoing revalorization of traditional Valdresmål, it is also, inevitably, transformed--linguistically, socially, and ideologically--as it enters and circulates within new and innovative cultural domains: while widespread written Valdresmål challenges the normal sociolinguistic order, in such a process the dialect is also refunctionalized and, perhaps, increasingly standardized.

Design as an overarching pedagogical framework has been regarded by some as the avenue to re-envision general education to develop capabilities required for twenty-first century citizens. However, despite the adoption of design thinking within other domains, generic design-based education for lifelong learning remains largely unexplored. A comprehensive review of literature on educating a workforce for the knowledge economy, and the role of design in business and educational innovation, has been conducted to create a new approach to building a culture of practice for design-led education, based on the theory of the Innovation Matrix. This study proposes 'design-led educational innovation' as a new area of research which requires a deeper understanding of the knowledge, skills and mindsets students require to thrive in the twenty-first century and beyond as lifelong learners in informal and formal education contexts. The findings provide an opportunity to explore dynamic theories and methodologies borrowed from within the field of design-led innovation in business that will broaden the horizons of design-led education, challenging existing practices to transform educational institutions as knowledge creation organisations. This is the first paper to introduce the Design-led Education Innovation Matrix, providing a prototype design-led framework to assist educators in developing and assessing twenty-first century knowledge, skills and mindsets. In addition, it identifies related future research areas for academia, thereby extending the reach and scope of this emerging research area.

In the way of commentary, I offer a brief, summative reflection on the complex, multifarious nature of people's semiotic engagements in and with space. Against the backdrop of three snapshot case studies, I suggest there are actually few neat boundaries to be drawn between the linguistic and non-linguistic, between the semiotic and the spatial, and between the creative and non-creative. These kinds of binarized ways of understanding linguistic-semiotic landscapes are neither helpful nor accurate. In a world of 'context collapse', we also need to attend to the ways creativity is often leveraged for its commercial indexicalities and possibilities, blurring the boundaries between play and work, and between communication and commerce. Similarly, we ought not to romanticise 'grassroots' and 'vernacular' actions as necessarily creative, reflexive or benign. It certainly behoves us to stay mindful of the political economies and class ideologies which shape semiotic landscapes and, indeed, our scholarly approaches to them.

Purpose: The purpose of this paper is to explore creativity and how it changes over time among engineering students in practice-based entrepreneurship in higher education. This change was examined in students over a one-semester course in entrepreneurship. Entrepreneurship courses that use creativity tools for practice-based learning are expected to develop creativity as a learning outcome. This study discusses the extent to which some learning outcomes are more easily developed than others. Design/methodology/approach: This research uses a longitudinal design by applying a pre- and post-test survey. The student population consists of engineering students enrolled in an entrepreneurship course with practice-based learning involving creativity tools. The course includes team-based idea generation and business model development. To measure actual changes in students' creativity, two measures were used to reflect different aspects. Findings: The results show that students' ability to perform creative tasks increased, while students' willingness to engage in and their enjoyment of creative tasks decreased as a result of the course. Non-significant differences in changes were found between the two measures, but a difference was found in how the two measures changed during the course. In line with the research question, the results suggest that education may influence ability to a greater extent than willingness. Originality/value: The research used two different creativity measures to explore the extent to which engineering students experienced a change in creativity over a one-semester entrepreneurship course. In this way, the research contributes to the discussion on what could be learnt and by what means.

As we approach the third decade of the 21st century, new ideas, new ways of life, and new methods of art education are all around us. Pedagogy is both changing and has already changed. Art educators are experiencing a high level of attention from other fields through science, technology, engineering, art, and math programs and the business world seeking profitable creative innovations. This commodification of creativity is the primary concern of this article, which seeks to provoke discussions within the field about opportunities and risks with entrepreneurship and the corporate world. In a time when many educators also work outside the classroom, connections with the business world can offer significant advantages. We will first look at the path of an art educator who has created a thriving business conducting artmaking events in local venues. Next, we will examine the corporate creative business model utilizing insights revealed at a recent panel discussion about creative entrepreneurship. The corporate world has moved past acquiring the products of creativity to commercializing the experience and atmosphere of "being creative". My goal is not to entrench in a singular position about these topics, but to pull back the curtain on the creative business model so that we can accurately view benefits, opportunities, and risks. Thus, this article concludes with a discussion of recent events of corruption and censorship that sent waves through the international art community and that have significant implications for artists and educators.

Collaboration in business research provides outcomes and results that are more efficient than those due to individual efforts. The integration of diverse environments and disciplines often generates creative ideas. Collaboration increases the quality of research and effectiveness of discoveries, and promotes the dissemination of knowledge. Cases of collaborative finance research in the business schools are illustrated in this study. The findings include many significant benefits in knowledge stimulation, education advancement, community connections, and other rewarding results. Benefits of collaborative research outweigh the challenges and contribute to faculty development, student education, and advancements in the field of business.

This study was guided by the desire to advance whether concerted effort could enhance the creativity and innovations of women towards empowerment. Other purposes include: establishing the level of empowerment towards attaining good growth in building the informal sector economy and enhancing the status of women in Oke Ogun zone of Nigeria; determining the problems facing the creative abilities of women in improving their knowledge and skills through training. This study adopted descriptive survey design of ex-post facto type. Proportionate and simple random sampling techniques were used to select 128 women entrepreneurs as participants from four (4) purposively selected skills. Women Creativity and Innovations for Empowerment Questionnaire with reliability co-efficient of 0.86 was used as the main instrument to elicit responses from participants while 4 Focus Group Discussion sessions (FGDs) complemented the Questionnaire. The study indicated that there is a significant combined effect of women's socio-empowerment and women's economic empowerment on women's creativity and innovations (F (2,111) = 3.349; R = 239, R[superscript 2] = 0.057, Adj. R[superscript 2] = 0.040; P = 0.05). However, the Nigerian government is yet to advance a committed political will towards enhancing the efforts of women through the creation of good supportive measures, and an enabling environment to reduce poverty, create job opportunities and develop her human resources. It is recommended that the Nigerian government should demonstrate a good political will in poverty alleviation programmes, women's social groups and business organizations should be geared towards pulling labour and resources together to maximize labour productivity, information and social network which will lead to good growth of the informal sector.

This study is an evaluation of the developmental needs of business leaders. Altogether, 190 leaders, representing 22 nationalities, participated in 12 four-day training sessions. The first aim of this study was to identify the key developmental concerns of leaders; the second was to determine what kinds of training methods the leaders preferred; and the third was to design a form that could be used for further training. Fourteen developmental areas were identified. The key areas that needed development were related to Interaction, Coaching, Giving and Receiving Feedback, and Everyday Work Skills. Artificial experience building and tailor-made training were preferred over lecturing. In further training, activating methods need to be used and demographics taken into consideration. (Contains 1 table and 3 figures.)

The objective of this study was to test the effect of far-field industrial (i.e., man-made) versus biological analogies on creativity of business professionals from two organizations engaged in the idea generation phase of new product development. Psychological effects, as reflected in language use, were measured via computerized text analysis of transcribed audio recordings of ideation sessions. Effects on quality of product concepts generated by participants were measured via analysis of 15 judges' multidimensional creativity ratings. Though psychological effects were undetectable, results suggest presenting new product development professionals with biological analogies as ideation stimulus increases novelty and may increase elegance of solutions generated. Presenting far-field industrial analogies increases relevance and effectiveness of solutions generated. This study serves as a source of evidence that biomimicry (design by analogy to biology) is an effective approach to product innovation. It also shows that there is an important role for far-field industrial analogies in stimulating ideas during new product development. A strategically designed brainstorming session should prime innovators with both far-field industrial and biological analogies to generate maximally creative ideas.

We examine the relationship between enterprises' use of employee training (or education) as a method to stimulate new ideas or creativity among their staff and enterprises' innovation activities. A data set of 5204 Norwegian enterprises is used. Based on correlation coefficients, we find a positive relationship between enterprises' use of employee training and their innovation activities. This relationship is not found significant for innovative enterprises that developed the innovations mainly by themselves or together with external partners if we control for enterprises' use of brainstorming sessions and/or work teams to stimulate new ideas or creativity among their staff. Training can, however, be argued to be indirectly related to innovation strategies, as it is combined with other human resource practices.

This article describes a structural examination of the interaction among different imaginative capacities and the entrepreneurial intention of electrical and computer engineering students. Two studies were combined to confirm the factor structure of survey items and test the hypothesised interaction model. The results indicated that imaginative capacity has 3 dimensions: conceiving, initiating, and transforming, whereas entrepreneurial intention comprises 2 factors: conviction and preparation. In addition, the results indicated that initiating imagination strongly affected entrepreneurial conviction and preparation; conceiving imagination positively predicted entrepreneurial conviction, whereas transforming imagination negatively predicted entrepreneurial preparation. The results also indicated that students possessing high, as well as those possessing low, conceiving and transforming imaginations demonstrated a high level of entrepreneurial preparation. In addition, an increase in transforming imagination increases the preparation of students possessing low initiating imagination and reduces the preparation of students possessing high initiating imagination. For developing a novel approach to conduct research on entrepreneurial intention and for discussing the practical implications of the findings, this study explicates alternative methods of cultivating students, promoting their interests, and enabling entrepreneurial behaviour in them by stimulating their imaginative capacities.

Marketing and advertising educators are striving to better prepare students to meet the demands of the rapidly changing, data-driven, knowledge-based world. Employers seek graduates who have analytical and creative knowledge and skills and experiences beyond typical classroom learning. Most educators agree that it is critical to reduce the gap between marketing theory and practice by incorporating more experiential components in students' learning processes. This study reports the findings of an online survey conducted to gather the perceptions and opinions of business professionals who have served as judges for an international collegiate marketing competition, the Collegiate ECHO Challenge, in order to assist marketing and advertising educators to better mentor student competition teams, especially those competing in the Collegiate ECHO Challenge; help educators evaluate the quality of student projects and marketing campaigns created for client-based projects and competitions via grading rubrics; and enhance the overall quality of student marketing projects and campaigns.

Purpose: This paper aims to better understand how to lead toward creativity in virtual work in a start-up context. Design/methodology/approach: The study investigates the participants' experiences about the learning challenges in leadership toward creativity in virtual work in a start-up company and the meanings attributed to their experiences, and the measures they see to meet those challenges. The data have been gathered on a Finnish partnership start-up company through interviews capturing peoples' personal perspectives and experiences. This study uses a qualitative research study approach to better understand leadership toward creativity in virtual work in a start-up. Findings: The results underline the importance of co-creative and assertive coaching leadership in a start-up to foster creativity and create new shared value. Key persons' multiliteracy skills and lobbying are means to manage social and physical distances in virtual work. Practical implications: The study suggests collaborative coaching leadership and assertiveness for start-ups to minimize mistakes in virtual work. Practitioners must unlearn old courses of action to learn to operate in a start-up environment and utilize information and communication technology in a smart way. Originality/value: The paper gives empirical evidence in a start-up context about combining leadership and creativity within the virtual work research.

Promoting entrepreneurialism, enterprise and entrepreneurial behaviour is a goal shared by many governments. European policy rhetoric strongly supports the promotion of entrepreneurial, creative and innovation skills in all disciplines and the cultivation of entrepreneurial mindsets. The transformation of society from an industrial society into a knowledge economy has made the production of knowledge an important factor. In Denmark, the government has mandated the teaching of entrepreneurship at higher education institutions. In this paper, we examine how particular constructions of entrepreneurialism, enterprise and entrepreneurship conflict with at least some practices of entrepreneurship education. We focus the ethnographic lens on a group of entrepreneurial academics whose task it is to educate students in entrepreneurship. We argue that these academics use a particular vision of the entrepreneurial university coupled with the practice of entrepreneurship education as an opportunity to introduce radically new modes of knowing and learning that connotes to classical ideas of critique, self-organization, activism and emancipation. This discussion has relevance for what we as educators do and how we set our students up--as passive receivers of "knowledge" on the one hand, or as active participants capable of shaping their own learning, on the other.

Design is increasingly being recognised as a key source of competitive advantage in the innovation economy of many countries. The key objective of this research was to understand the contribution by design graduates to creative industries innovative activities. Primary research was conducted to understand barriers and limitations of graduate contributions to such activities. The attributes and skills of graduates from the university and Vocational Education and Training sectors were the subject of the study. Two focus groups, one with the education sectors and the other with representatives from design firms, government institutions and design associations were held. Though each group of graduates was praised for having certain skill sets graduates from both sectors were found to be lacking in three key areas: problem solving, communication skills and commercial knowledge. A range of suggestions for systemic improvement were proposed as a result of the study.

Purpose: This study seeks to provide empirical evidence of relationships between organizational trust, knowledge transfer, creation and innovativeness at the firm level. It aims to hypothesize a mediational model implying that organizational trust is related to knowledge transfer, which will, in turn, enhance knowledge creation, thereby facilitating higher innovativeness. Design/methodology/approach: Data were collected using a telephone survey from a cross-section of industries. A total of 202 surveys were carried out among Polish companies listed on the Warsaw Stock Exchange. Hypotheses were tested using mediation analysis with multiple regression and structural equation modeling. Findings: This paper presents the role of trust as a mechanism facilitating transfer and creation of knowledge within the company, so it can be more innovative. Results indicate that: knowledge creation partially mediates the relationship between trust and innovativeness; and knowledge transfer partially mediates the relationship between trust and knowledge creation. Research limitations/implications: Cross-sectional data were collected in Poland. It would be highly valuable to consider replicating this study in different settings using longitudinal designs. Practical implications: The findings accentuate to managers that both knowledge transfer and creation require organizational trust, which taken together result in innovations. Originality/value: This paper is the first attempt to find empirical support for the role of organizational trust in knowledge creation. Further, analyzing how organizational trust, knowledge transfer, knowledge creation, and innovativeness are related to each other is also an important contribution. (Contains 3 tables and 2 figures.)

The aim of this article is to encourage a greater emphasis on creativity across and between varied fields of endeavour. It has been written to underline the interdisciplinary significance of creativity and the role of creativity in truly enhancing achievement. There is a reinvigorated awareness of the need for "big thinking", a global concern that the Australian Government (April 2008) profiled in its 2020 Summit. Essentially, "big thinking" involves being a connection-maker together with being a creative problem-finder and problem-solver. It is imagination and originality valued within a social context. While welcoming and exploring the powerful vision of the 2020 summit, the article also aims to encourage its application to daily life. While creativity is included as one of the 'General Capabilities" in the new National Curriculum for Australia (ACARA, 2010), it needs to be kept in focus to ensure that creativity is pervasive throughout the curriculum, and not just an 'add-on" activity.

Purpose: The purpose of this paper is to address the interface between design education and business start-up in the designer fashion industry (DFI) and provide a new framework for reflecting on ways to improve design education and graduates' business start-up preparedness. Design/methodology/approach: This interpretive study employed semi-structured interviews to collect nascent fashion designers' enterprise development narratives and tertiary educators' views on how they prepare designers for the challenges of the DFI. Findings: While design and production skills studied in design education are valuable, it was found that work placements are particularly important resources for aspiring fashion business owners because they provide "education in enterprise" and the sort of social capital required for business success. The research produced a framework for reflecting on and refining the fit between design education and the practice of enterprise development in the DFI that incorporates considerations of the creativity-business tension and designer's enterprise orientations. Research limitations/implications: The findings suggest there is a need to create more intersections between fashion design and entrepreneurship education and to incorporate more education for and in enterprise. They also suggest there is value in encouraging students to select design education that fits their enterprise orientation and any skill deficits associated with this orientation. Originality/value: The paper makes a valuable contribution to both the higher education and entrepreneurship literatures by presenting an original model for conceptualising the way design education can interface with business start-up to develop industry-appropriate social capital and sound business practices. (Contains 1 figure, 1 table and 2 notes.)

Since its inception at Harvard in 2004, the social network, Facebook, has grown dramatically and spread across the globe. It will soon have 1 billion users and is now operative in over 75 languages. A large percentage of undergraduates are now active on Facebook. Much of the recent literature on Facebook focuses on business applications and how it can contribute to growing profits and market share. Little attention has been directed to the academic implications of Facebook. The focus of this article is to assess critically the scholarly uses and abuses of Facebook. The article draws on several theoretical frameworks such as those of Ivan Illich (conviviality of technologies), Denis Goulet (technology as a two-edged sword), and Mihaly Csikszentmihalyi (optimal human experience and flow). Many scholarly uses of Facebook are presented documenting its potential for enhancing academic work. That is followed by a discussion of negative aspects of the technology and potential adverse effects on humans in terms of their productivity and capabilities. If used critically and creatively, these new networks can enhance in valuable ways human, intellectual, social, and cultural capital. In a networked knowledge society, students now have extraordinary new tools to help them realize their intellectual, cultural, and social potential. (Contains 2 tables.)

Purpose: This paper aims to investigate the factors that influenced seven graduates in the creative and digital industries to start their own businesses in Barnsley, South Yorkshire, UK--an area with lack of employing establishments and locally registered businesses. Design/methodology/approach: Questionnaires and semi-structured interviews identified the constraining and enabling factors graduates may encounter when attempting to start a business, and explored the impact of support provided. Findings: Perceived constraining factors were: lack of general business knowledge, contradictory advisory support from external agencies, lack of sector-specific mentors, lack of finance, and experience of familial entrepreneurship. Perceived enabling factors were: co-mentoring from business partners, course content, financial gain, creativity and innovative ideas, control and risk taking, and the overarching package of support. Linkages between internal and external support could be improved. Research limitations/implications: The study provided insights into constraints and enablers to self-employment for a small cohort of recent graduates looking to start-up in the creative and digital industries. Further studies are required to explore the suggested effect of the "creative identity", and of sector-specific family entrepreneurial background. Practical implications: The support provided by universities can facilitate the transition from early stage ideas to actual graduate business start-up. Issues such as provision of specialist advice and links with external parallel and follow-on support need to be considered. Originality/value: University start-up units provide an important contribution to the development of graduate entrepreneurs and their role in the growth of national and global economy. Suggestions for improvements in performance, such as closer links with external business development agencies and support providers, are discussed. (Contains 3 tables.)

Accelerating threats to a sustainable relationship between economic growth and the capacity of the global social-ecological system to support it require that the implications of competitiveness be reassessed. Today, the capacities that underlie economic competitiveness must also be brought to bear on policy and pedagogy to prepare the coming generation to face an unprecedented and dangerous global future. This article argues that the bureaucratic "industrial", standards-driven model of schooling currently fails to release the talents of students either for the competitiveness or collaboration that will be crucial in facing the demands of the decades ahead. It argues for policies, schools and pedagogies that promote creativity and a human capacity for innovation, not the relentless pursuit of externally imposed measurable standards. The types of necessary learning experiences are explored and examples are provided of principles and practices that teachers and schools need to develop further. Education for economic competitiveness on one hand and education for sustainable development on the other both require similar open minds, creative skills and teaching methods to prepare students for the transformations and innovations ahead. In answering the question "what do competitiveness and sustainable development require from schools and teachers?" We conclude that most elements of appropriate pedagogies are available but they need to be extended. Managing their extension on a large scale to transform complex education systems is a major challenge for policy-makers and educators at all levels.

Purpose: Recent advances in the interactive technologies have transformed the way today's organizations and their different stakeholders learn. Now, because of the increasing learning requirements, neither these organizations nor their stakeholders can afford to be too self-focused while learning; instead, they collaborate and learn together. Existing theories of learning are not sufficient to explain this complex learning "co-creation". Therefore, this paper aims to explore how different actors of a value network co-create emergent creativity, learning and adaptability in the presence of imposed administrative control and coordination. Design/methodology/approach: The approach adopted in the paper draws on human complex adaptive systems (CAS) perspectives. Findings: Within the value networks, the emergent and informal constraints imposed by interdependent relationships coexist with the imposed administrative controls. Despite being valuable for planning and coordination, these administrative controls do not foster learning co-creation, while, within the value networks, the informal emergent dynamics imposed by interdependent relationships, i.e. adaptive leadership, are crucial for co-creation of emergent learning and creativity. An organization can enable leaders who foster co-creation of learning, creativity and adaptability; and the interactive technologies boost the adaptive and enabling leadership and support the co-creation of learning, creativity and adaptability within the value networks. Originality/value: The research represents the first effort to explore learning "co-creation" within a value network. (Contains 1 figure.)

Purpose: The purpose of this paper is to demonstrate that invention can be taught to business students who do not have the prior technical knowledge that is assumed to be a requirement for this kind of activity. Design/methodology/approach: This paper contains reflections on the results of introducing a specific course in inventing based on the insights of leading figures in the economics heterodoxy, who reject key tenets of the standard-economics approach that treats invention as exogenous. Findings: The result of this experiment suggests that teaching invention to business students is possible based on such foundations, as measured by the number of patent application made and granted. Research limitations/implications: Since there is no widely accepted theory to explain invention, there is no control for this experiment. This theoretical limitation should not detract, however, from the evidence presented here that there is something of practical use in the heterodox tradition that is being overlooked in enterprise and business education. Practical implications: This paper provides one model for teaching an important aspect of enterprising behaviour and also has practical outcomes in terms of the invented items themselves. In addition, it serves to demystify an aspect of business activity that is often left unexplored in business studies curricula. Originality/value: The paper is innovative at a conceptual and a practical level in providing both a foundation for the study of invention based on economic theory, and advice on how this can be taught to achieve practical and independently validated outcomes.

Purpose: The purpose of this paper is to conduct an action-research study of metaphors and metaphoric fragments composed by graduate students in 17 teams in two business (MBA) and three educational administration courses taught by the same instructor and action-researcher. Design/methodology/approach: The methodology of the paper was action-research conducted directly by the instructor and indirectly by the business and education graduate students who participated in the study. Participants (74) were aspiring leaders in business and educational leadership programs at a private university in New York. The instructor and action-researcher utilized participants' metaphors or metaphoric fragments (i.e. glimpses of a metaphor) as an instructional technique to compare and further understand the team process in both disciplines. Findings: The findings in the paper indicated that an analysis of metaphors or metaphoric fragments enabled the instructor to develop a multiple perspective of various team stages and revise an action-plan (or syllabus) that would expand the use of metaphors as a diagnostic tool for team development. Originality/value: The originality of the paper is that it is cross-disciplinary, and compares metaphors from aspiring leaders within the disciplines of business and education. The value of the study is that it may influence the development of other action-research team studies on the university level. (Contains 1 table.)

In this article, the author talks about the Partnership for 21st Century Skills, a growing and leading advocacy organization that is focused on transforming teaching and learning in the new century. The Partnership brings together the business community, education leaders, and policymakers to define a powerful vision for 21st-century education and to ensure that all children are successful, both as citizens and as workers in this century. While the founding members of this 21st Century Skills Partnership agree with the vision and goals of "No Child Left Behind" and support its implementation, they contend that "there remains a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces." The Partnership for 21st Century Skills, standing on the shoulders of the Secretary's (of Labor) Commission on Acquiring Necessary Skills (SCANS), is articulating the "solution after next" when it says "yes" to achievement in the core academic subjects of "No Child Left Behind," but then also implores to focus on the skills of creativity and innovation, in order to equip young people for their future. The principle of "the solution after next" calls for envisioning not just the solution to the immediate challenge or problem but the one "down the line." Here, the author offers some steps to take in an effort to prepare today's children for college and careers, as well as for the world they will find at the end of high school.

This paper takes Singapore and the field of international education as focal points for exploring state-market relations under conditions of globalisation. It examines Singapore's ambitions to become an "education hub" and a provider of international education through the Global Schoolhouse Project. Using an analytical approach from the governmentality school, the paper explores the types of hybrid formations and cosmopolitanism sensibilities arising from both the production and consumption of international education. These cosmopolitanisms and hybridities are read against the geopolitical rationalities that have shaped the Singaporean nation-state. An argument is made for further empirical work into understanding how notions of hybridity are deployed in governance under conditions of globalisation. The Global Schoolhouse Project illustrates the creative and imaginative ways in which the Singaporean nation-state is re-modelling itself in response to the new iterations of global capitalism. The paper highlights the importance of moving beyond zero-sum thinking about the effect of globalisation on the nation-state. (Contains 2 notes and 1 table.)

Although filmmaking requires substantial capital investment, it is not known whether cinematic creativity is positively correlated with the size of the film's budget. Therefore, budgetary impact was investigated in a sample of feature films released between 1997 and 2001. Although production costs were positively related to box office success (as measured by both first weekend and gross), such expenditures had no correlation with best picture awards and were negatively correlated with critical acclaim (as gauged by both film reviews and movie guide ratings). These divergent consequences could be partly interpreted in terms of how the budget and success criteria differentially correlated with what have been identified as the four creative clusters of filmmaking, namely, the dramatic, visual, technical, and musical. (Contains 3 tables.)

Explores how entrepreneurial capability and identity are learned in the creative and media industries. This sector is of growing social and economic importance, and the majority of its employment and commercial activity takes place within small businesses. However, entrepreneurship in the creative industries and the related development of entrepreneurial skills are not well understood, and ?mainstream? approaches cannot be assumed to be effective, therefore the development of a learning model is potentially valuable. Proposes a conceptual framework of entrepreneurial learning in the creative and media sector, based on a social learning perspective. This highlights the processes of entrepreneurial learning and identity formation, and features a triadic model with three major themes. Proposes a group of related sub-themes and provides a set of reflective questions to assist in practical application of the model by educationalists, students and emerging entrepreneurs. Outlines the potential applications of the model in education and entrepreneurship development within and beyond the creative industries.

Organizational creativity, in the model that follows, is subcategorized according to the type of creativity demanded by the industry in which a firm competes. Industries that demand the constant creation of new products are referred to as "creativity-centered" while others, which benefit from creative refinements to current services, are referred to as "creativity-enhanced". Creativity is further subcategorized according to whether a given industry or market demands "aesthetic" or "technological" creativity. The two dimensions are combined in a four-quadrant model yielding four types of firms described as "Technical Artists, Artists, Inventors," and, more broadly, "Distributors and Adaptors". Implications for organizational structure and inter-organizational relationships are then discussed. (Contains 5 tables.)

This study examined the association of gender-role orientation to creative accomplishments and cognitive styles in 127 college students. Results indicated that the gender role orientation of instrumentality was positively associated with creative accomplishments in the business venture domain and that androgynous, versus non-androgynous, individuals were more creatively productive in the domains of literature, theater, and video-photography. (Contains references.) (Author/DB)

The OZ Creative Thinking Network is a volunteer group of Du Pont Corporation employees devoted to educating themselves and others concerning creativity and innovation. This network, organized in 1986, has a current membership of over 600 employees and has produced a book that couples essays expressing concepts in creativity and innovation with cartoons. (Author/DB)

The number of American businesses exploded in the 1970s and 1980s, not necessarily because Americans had become more creative but because various conditions converged to present economically creative people with greater opportunities. The American economy is expected to face more change and challenges during the next 20 years as the American economy restructures. (JDD)