Creativity‐based assessment and neural understandings

Abstract

Purpose Enabling entrepreneurial creativity is a key aim of UK Government; however, there is a dearth of constructively aligned models of teaching and assessment. This paper aims to introduce design‐based pedagogies and to highlight cognitive approaches that develop innovative mindsets; it seeks to indicate their propensity for adoption in entrepreneurship education. Design/methodology/approach A literature review plus empirical evidence from pedagogical approaches developed through the extended collaboration of specialists in creative design, financial management and brain‐related occupational therapy inform this paper. Findings Neuroimaging studies challenge the thesis that learning for creative output is entirely algorithmic; diverse ideas occur when the brain's right cortex has opportunity to bring its findings to the fore, usually via “relaxed cognition”. Design‐based entrepreneurship pedagogies embed these concepts. Research limitations/implications The paper offers initial insights into how these understandings can be applied in transdisciplinary entrepreneurship‐education contexts. Practical implications Predicable assessment outcomes equal predictable students; which needs more working practices, behaviours and cultural environments that encourage innovation. Any educational environment that excludes these understandings is inherently flawed. Social implications The case study/project “Free time is thinking time” implies that traditional 9‐5 working practices are inappropriate for creative mindsets. Originality/value This paper links emerging bodies of evidence; it provides a first response to calls for a more creative enterprise curriculum and offers constructively aligned assessment.

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