20 SES 04 A, Creativity, Entrepreneurship and Innovative, Intercultural Learning
Creativity is one of the most important abilities, fostered by liberal education; it allows person to solve global problems, understand them in the context of other sciences, effectively communicate, collaborate, think critically, manage risks – i.e. become professional generalists, successfully participating and creating in multicultural societies, able to independently change their professional identity. R. Freeland (2004) describes concept of creativity, defining these components: hypothesis generation, synthesis, analysis, knowledge application in different areas.
Many authors, discussing importance of creativity in higher education, also note representing feature of creativity – ability to make unique decisions in new and complex situations (S. Brint, 2002; L. Dudka, 2006; S. Fuller, 2005; I. Pant, B. Baroudi, 2008). According to H. Giroux (2002), J. Trefil (2008), S. Barrie (2006), D. Grakauskaite – Krakockiene (2006), creativity in modern society is closely associated with processes of economy growth and competition. Active use of acquired knowledge and experience, effective search for new information are among the most valuable characteristics of competitiveness.
Creativity can be regarded as an achievement. It is possible to evaluate production, developed by individuals. Assessment can be qualitative or quantitative. Creativity has specific features. Specificity of creativity makes analysis problematic. Creativity manifests in different ways, depending on what you do. Creativity construct is also not clearly defined. Some authors analyze creativity as a process. Other authors analyze creativity as a trait. According to the definition of creativity its manifestation differs between different professions (L.Sapranaviciute, A.Perminas, L.Sinkariova, 2010).
Problem questions of the research: How expression of creativity in medical studies? How expression of creativity in medical studies is valued by medical students? How do they apply creativity skills in their work?
The research aim. To identify the creativity expression in medical studies.
AAC&U (2002). Greater Expectations Retrieved from: URL: http://www.greaterexpectations.com. (April 26th, 2008) . Barrie, S. (2006). Understanding What We Mean by the Generic Attributes of Graduates. Higher Education, 2006, 51 (2), p. 215-241. Brint, S. (2002). The Rise of the ‘Practical Arts. In Steve Brint (Ed.), Future of the City of Intellect: The Changing American University. Stanford: Stanford University Press, 2002. Dudka, L. (2006). Liberal Education and the Specialist- Rich Workplace. Liberal Education, 2006, Vol.92. No.1. p: 34 – 39. Freeland, R. M. (2004). The Third Way. Atlantic. 2004, Vol. 294 Issue 3, p141- 146. Academic Search Comptele, EBSCO Publishing. Fuller, S. (2005). Values in Conflict: The University, the Marketplace, and the Trials of Liberal Education. Canadian Journal of Sociology 2005, Vol. 30 Issue 1, p121-125. Retrieved from: Academic Search Comptele, EBSCO Publishing. (May 18 th, 2008). Giroux, H. (2002). Neoliberalism, Corporate Culture, and the Promise of Higher Education: The University as a Democratic Public Sphere. Harvard Educational Review. 2002, Vol. 72, No.4, Winter. Retrieved from: Prieiga per Academic Search Complete, EBSCO Publishing. (May 18 th, 2008). Grakauskaitė - Krakockienė, D. (2006). Pedagoginio profilio studentų kūrybiškumo pokyčiai. Acta Pedagogica Vilnensia. 2006 (17). P. 66-77. Horbačauskienė J. (2011) Liberal Education in Studies of Technological University. Doctoral dissertation (Social Sciences, Educational Science). – Kauno technologijos universitetas. Pant, I.; Baroudi, B. (2008). Project Management Education: The Human Skills Imperative. International Journal of Project Management, 2008, Vol. 26, Iss. 2. p. 124-128. Sapranavičiūtė, L., Perminas , A., Šinkariova, L. (2010). Meninio ir socialinio profilio studentų kūrybiškumo ir asmenybės bruožų palyginimas. Socialinių mokslų studijos (Social Sciences Studies), 2010, 3(7), p. 97–114. Vilnius: Mykolo Romerio universitetas. ISSN 2029–2244. Trefil, J. (2008). Science Education for Everyone: Why and What? Liberal Education, 2008, Vol. 94, No.1 p: 6-11.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.