Business school creativity amongst MBA students at Nelson Mandela Metropolitan University
- Authors: Von Solms, Woudi
- Date: 2014
- Subjects: Creative ability in business , Creative thinking , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/4255 , vital:20574
- Description: Innovation allows for competitive advantage. Competitive advantage and innovation lead to economic growth. For innovation to occur, creativity is necessary. All individuals are creative, but continuous practice is necessary to be creative. The process from creativity to innovation and competitive advantage and economic growth involves three stages. The first stage involves educating primary and secondary school children to be creative across different domains. Current school systems focus on mathematical and linguistic skills. Examples of domains are linguistic, performance, mechanicalscientific and artistic. These creative domains can be taught through encouraging children to use their imagination and different methods. In primary and secondary education little-c creativity and mini-c creativity are developed. Little-c creativity involves developing problem solving skills. Mini-c creativity involves the ability to recognise personal creative events, not necessarily recognised by others. Tertiary education involves students gaining knowledge in a specific domain. While studying to gain knowledge and conduct research on a specific domain, practicing creativity is still important. Upon completion of tertiary education the second stage in creating economic growth through creativity and innovation commences. This second stage involves organisations hiring creative employees that have knowledge within a domain similar to the organisation‟s industry. Creative employees develop creative ideas. The creative ideas allow for innovative products to be developed. Innovative products satisfy customer needs and lead to competitive advantage. Managers should encourage employees to be innovative. Employees that are motivated and encouraged to take risks develop a talent within the domain that they are employed in. The ability to be creative and innovative leads to pro-creativity and big-c creativity. Pro-c creativity refers to a talent being developed over approximately ten years. Big-c creativity involves creating products that benefits society positively. Upon creating products that benefit society, competitive advantage is created that allows for the third stage of creating economic growth to commence. This third stage involves economic growth that stems from innovation and creative individuals. Countries currently focus on stage two where they aim to encourage innovation amongst organisations. There is a realisation that to be innovative,creativity is necessarily and that creativity must be taught by means of education. This research study will use a questionnaire by Kaufman (2009, 2012, 2013) to determine how creative students perceive they are and whether they are capable of recognising different levels of creativity. A similar study was conducted in Germany and Mexico. Professor Alexander Brem was asked for the questionnaire. The questionnaire was translated from German to English. The objective is to determine whether students perceive themselves to be creative, thus being innovative within their organisations and indirectly allowing for competitive advantage and economic growth. Kaufmans‟ questionnaire was distributed to Nelson Mandela Metropolitan University Masters in Business Administration students. Ethics clearance was granted and answering the questionnaire was optional.To draw conclusions an Exploratory Factor Analysis was done on creative domains and the levels of creativity students are able to recognise. The first Exploratory Factor Analysis revealed performance creativity as the first factor, mechanicalscientific creativity as the second factor, scholarly creativity as the third factor and artistic creativity as the fourth factor. The second Exploratory Factor Analysis grouped pro-c creativity, big-c creativity and little-c creativity as the first factor, not being able to recognise creativity as the second factor and mini-c creativity as the third factor. The individual results from each factor were discussed. Each factor was further analysed by comparing gender, age, year‟s work experience and type of students to the type and level of creativity. The results show three trends. Firstly, results indicated that respondents perceived themselves to be predominantly scholarly and mathematical-scientific creative. This result is synonymous with secondary research that states that educational institutions focus on enhancing linguistic and mathematical skills amongst students and that developing skills in other domains are seen as less important. Secondly, the ability of students to recognise different levels of creativity decreases from big-creativity to pro-c creativity; pro-c creativity to little-c creativity and little-c creativity to mini-c creativity. Students are therefore better able to recognise large inventions than smaller inventions. Thirdly, results indicated that creativity levels do not differ when gender, age, year‟s work experience and type of students are compared. In this research study the above statements will be discussed in detail.
- Full Text:
- Date Issued: 2014
- Authors: Von Solms, Woudi
- Date: 2014
- Subjects: Creative ability in business , Creative thinking , Educational innovations
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/4255 , vital:20574
- Description: Innovation allows for competitive advantage. Competitive advantage and innovation lead to economic growth. For innovation to occur, creativity is necessary. All individuals are creative, but continuous practice is necessary to be creative. The process from creativity to innovation and competitive advantage and economic growth involves three stages. The first stage involves educating primary and secondary school children to be creative across different domains. Current school systems focus on mathematical and linguistic skills. Examples of domains are linguistic, performance, mechanicalscientific and artistic. These creative domains can be taught through encouraging children to use their imagination and different methods. In primary and secondary education little-c creativity and mini-c creativity are developed. Little-c creativity involves developing problem solving skills. Mini-c creativity involves the ability to recognise personal creative events, not necessarily recognised by others. Tertiary education involves students gaining knowledge in a specific domain. While studying to gain knowledge and conduct research on a specific domain, practicing creativity is still important. Upon completion of tertiary education the second stage in creating economic growth through creativity and innovation commences. This second stage involves organisations hiring creative employees that have knowledge within a domain similar to the organisation‟s industry. Creative employees develop creative ideas. The creative ideas allow for innovative products to be developed. Innovative products satisfy customer needs and lead to competitive advantage. Managers should encourage employees to be innovative. Employees that are motivated and encouraged to take risks develop a talent within the domain that they are employed in. The ability to be creative and innovative leads to pro-creativity and big-c creativity. Pro-c creativity refers to a talent being developed over approximately ten years. Big-c creativity involves creating products that benefits society positively. Upon creating products that benefit society, competitive advantage is created that allows for the third stage of creating economic growth to commence. This third stage involves economic growth that stems from innovation and creative individuals. Countries currently focus on stage two where they aim to encourage innovation amongst organisations. There is a realisation that to be innovative,creativity is necessarily and that creativity must be taught by means of education. This research study will use a questionnaire by Kaufman (2009, 2012, 2013) to determine how creative students perceive they are and whether they are capable of recognising different levels of creativity. A similar study was conducted in Germany and Mexico. Professor Alexander Brem was asked for the questionnaire. The questionnaire was translated from German to English. The objective is to determine whether students perceive themselves to be creative, thus being innovative within their organisations and indirectly allowing for competitive advantage and economic growth. Kaufmans‟ questionnaire was distributed to Nelson Mandela Metropolitan University Masters in Business Administration students. Ethics clearance was granted and answering the questionnaire was optional.To draw conclusions an Exploratory Factor Analysis was done on creative domains and the levels of creativity students are able to recognise. The first Exploratory Factor Analysis revealed performance creativity as the first factor, mechanicalscientific creativity as the second factor, scholarly creativity as the third factor and artistic creativity as the fourth factor. The second Exploratory Factor Analysis grouped pro-c creativity, big-c creativity and little-c creativity as the first factor, not being able to recognise creativity as the second factor and mini-c creativity as the third factor. The individual results from each factor were discussed. Each factor was further analysed by comparing gender, age, year‟s work experience and type of students to the type and level of creativity. The results show three trends. Firstly, results indicated that respondents perceived themselves to be predominantly scholarly and mathematical-scientific creative. This result is synonymous with secondary research that states that educational institutions focus on enhancing linguistic and mathematical skills amongst students and that developing skills in other domains are seen as less important. Secondly, the ability of students to recognise different levels of creativity decreases from big-creativity to pro-c creativity; pro-c creativity to little-c creativity and little-c creativity to mini-c creativity. Students are therefore better able to recognise large inventions than smaller inventions. Thirdly, results indicated that creativity levels do not differ when gender, age, year‟s work experience and type of students are compared. In this research study the above statements will be discussed in detail.
- Full Text:
- Date Issued: 2014
Utilizing geocaching to reduce obesity and increase tourism
- Authors: Von Solms, Woudi
- Date: 2011
- Subjects: Sports and tourism , Obesity
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:9291 , http://hdl.handle.net/10948/d1011157 , Sports and tourism , Obesity
- Description: Tourism has social and economic benefits. Economic benefits are received through tourists visiting tourist attractions. Social benefits related to benefits tourists receive personally when visiting tourist attractions. The number of individuals that are obese are constantly increasing and leads to hazardous medical conditions. The aim of this research study was to determine the extent to which geocaching can be used to increase tourism and decrease obesity. Geocaching is similar to a treasure hunt where participant use clues and a Global Positioning System device to find a treasure that are called a cache. The cache is filled with trinkets that are exchanged by participants that find the cache. Students of the second avenue campus of the Nelson Mandela Metropolitan University were used as respondents and given information on what geocaching involve. Three geocaches were hidden in The Boardwalk Casino and Entertainment World in Summerstrand, Port Elizabeth. The respondents met at The Boardwalk Casino and Entertainment World where a clue and map was provided. After finding the cache the respondents was asked to complete an anonymous questionnaire. The results were calculated and conclusions and recommendations were made. The primary research process was conducted over too short a period of time to conclude whether it can lead to a reduction in obesity. However geocaching experience by respondents did show that the process of geocaching involves physical exercise, which is needed for losing weight. Research also indicated that respondents would like to geocache with family and friends. Geocaching with family and friends involves support which secondary research have also proven is important to losing weight and decreasing obesity. Respondents indicated that they enjoyed geocaching and would like to geocache in their free time. The indication of enjoying geocaching, participating in geocaching during free time allows travelling for leisure purposes as to geocache travelling is necessary and the majority of geocaches is hidden at tourist attractions. The combination of travelling to tourist attractions, enjoying the experience and partaking in physical exercise with family and friends involve two of the three main aspects seen as helping to reduce obesity: enjoyable physical activity and support from family and friends. The conclusion is therefore that geocaching can be utilised to increase tourism and reduce obesity.
- Full Text:
- Date Issued: 2011
- Authors: Von Solms, Woudi
- Date: 2011
- Subjects: Sports and tourism , Obesity
- Language: English
- Type: Thesis , Masters , MCom
- Identifier: vital:9291 , http://hdl.handle.net/10948/d1011157 , Sports and tourism , Obesity
- Description: Tourism has social and economic benefits. Economic benefits are received through tourists visiting tourist attractions. Social benefits related to benefits tourists receive personally when visiting tourist attractions. The number of individuals that are obese are constantly increasing and leads to hazardous medical conditions. The aim of this research study was to determine the extent to which geocaching can be used to increase tourism and decrease obesity. Geocaching is similar to a treasure hunt where participant use clues and a Global Positioning System device to find a treasure that are called a cache. The cache is filled with trinkets that are exchanged by participants that find the cache. Students of the second avenue campus of the Nelson Mandela Metropolitan University were used as respondents and given information on what geocaching involve. Three geocaches were hidden in The Boardwalk Casino and Entertainment World in Summerstrand, Port Elizabeth. The respondents met at The Boardwalk Casino and Entertainment World where a clue and map was provided. After finding the cache the respondents was asked to complete an anonymous questionnaire. The results were calculated and conclusions and recommendations were made. The primary research process was conducted over too short a period of time to conclude whether it can lead to a reduction in obesity. However geocaching experience by respondents did show that the process of geocaching involves physical exercise, which is needed for losing weight. Research also indicated that respondents would like to geocache with family and friends. Geocaching with family and friends involves support which secondary research have also proven is important to losing weight and decreasing obesity. Respondents indicated that they enjoyed geocaching and would like to geocache in their free time. The indication of enjoying geocaching, participating in geocaching during free time allows travelling for leisure purposes as to geocache travelling is necessary and the majority of geocaches is hidden at tourist attractions. The combination of travelling to tourist attractions, enjoying the experience and partaking in physical exercise with family and friends involve two of the three main aspects seen as helping to reduce obesity: enjoyable physical activity and support from family and friends. The conclusion is therefore that geocaching can be utilised to increase tourism and reduce obesity.
- Full Text:
- Date Issued: 2011
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