title: The Creative Process: The Effects of Domain Specific Knowledge and Creative Thinking Techniques on Creativity

authors: Kilgour, A. Mark

subjects: creative

abstract: As we move further into the 21st century there are few processes that are more important for us to understand than the creative process. The aim of this thesis is to assist in deepening that understanding. To achieve this a review of the literature is first undertaken. Combining the many different streams of research from the literature results in the development of a four-stage model of the creative thinking process. The four stages are problem definition, idea generation, internal evaluation, and idea expression. While a large range of factors influence the various stages in this model, two factors are identified for further analysis as their effect on creativity is unclear. These two factors are domain-specific knowledge and creative thinking techniques. The first of these factors relates to the first stage of the creative thinking process (problem definition), specifically the extent to which informational cues prime domain specific knowledge that then sets the starting point for the creative combination process. 

The second factor relates to stage two of the model (idea generation), and the proposition by some researchers and practitioners that creative output can be significantly improved through the use of techniques. While the semantics of these techniques differ, fundamentally all techniques encourage the use of divergent thinking by providing remote associative cues as the basis for idea generation. These creative thinking techniques appear to result in the opening of unusual memory categories to be used in the creative combination process. 

These two potential influences on the creative outcomes of individuals: 1) domain specific knowledge, and 2) creative thinking techniques, form the basis for an experimental design. Qualitative and quantitative research is undertaken at two of the world's leading advertising agencies, and with two student samples, to identify how creative thinking techniques and domain-specific knowledge, when primed, influence creative outcomes. In order to measure these effects a creative thinking measurement instrument is developed. 

Results found that both domain-specific knowledge and creative thinking techniques are key influences on creative outcomes. More importantly, results also found interaction effects that significantly extend our current understanding of the effects of both primed domain-specific knowledge and creativity techniques on different sample populations. Importantly, it is found that there is no 'one size fits all' for the use of creative thinking techniques, and to be effectively applied, creative thinking techniques must be developed based upon the respondent's current domain and technique expertise. Moreover, the influence of existing domain-specific knowledge on individual creativity is also dependent upon how that information is primed and the respondent's knowledge of cognitive thinking strategies.

text: The Creative Process: The Effects of Domain Specific Knowledge and Creative Thinking Techniques on Creativity As we move further into the 21st century there are few processes that are more important for us to understand than the creative process. The aim of this thesis is to assist in deepening that understanding. To achieve this a review of the literature is first undertaken. Combining the many different streams of research from the literature results in the development of a four-stage model of the creative thinking process. The four stages are problem definition, idea generation, internal evaluation, and idea expression. While a large range of factors influence the various stages in this model, two factors are identified for further analysis as their effect on creativity is unclear. These two factors are domain-specific knowledge and creative thinking techniques. The first of these factors relates to the first stage of the creative thinking process (problem definition), specifically the extent to which informational cues prime domain specific knowledge that then sets the starting point for the creative combination process. 

The second factor relates to stage two of the model (idea generation), and the proposition by some researchers and practitioners that creative output can be significantly improved through the use of techniques. While the semantics of these techniques differ, fundamentally all techniques encourage the use of divergent thinking by providing remote associative cues as the basis for idea generation. These creative thinking techniques appear to result in the opening of unusual memory categories to be used in the creative combination process. 

These two potential influences on the creative outcomes of individuals: 1) domain specific knowledge, and 2) creative thinking techniques, form the basis for an experimental design. Qualitative and quantitative research is undertaken at two of the world's leading advertising agencies, and with two student samples, to identify how creative thinking techniques and domain-specific knowledge, when primed, influence creative outcomes. In order to measure these effects a creative thinking measurement instrument is developed. 

Results found that both domain-specific knowledge and creative thinking techniques are key influences on creative outcomes. More importantly, results also found interaction effects that significantly extend our current understanding of the effects of both primed domain-specific knowledge and creativity techniques on different sample populations. Importantly, it is found that there is no 'one size fits all' for the use of creative thinking techniques, and to be effectively applied, creative thinking techniques must be developed based upon the respondent's current domain and technique expertise. Moreover, the influence of existing domain-specific knowledge on individual creativity is also dependent upon how that information is primed and the respondent's knowledge of cognitive thinking strategies.

year: 2007

title: Management consultant (process) performance in local government

authors: Deakins, Eric

subjects: consultants

abstract: Purpose – Broadly conceptualised, a consultant's work can be evaluated by the deliverables produced and by the process used to achieve those deliverables. This paper seeks to report the use of a survey instrument to assess and compare management consultant process performance and client performance (in specifying the contract), enabling meaningful dialogue between the parties. 
Design/methodology/approach – A validated instrument, previously developed by the authors, was employed to survey all local and regional authorities in New Zealand regarding the expectations they have of their management consultants and their perceptions of process performance. Congruence of the performance profiles was assessed with the aid of profile similarity indices. 
Findings – While results for the sector indicate that New Zealand local authorities appear to be generally well satisfied with the levels of service they are receiving from their management consultants, individual authorities are experiencing significant gaps between their expectations and what is being delivered. In addition, misalignments between client expectations and benchmark process performance measures indicate a lack of rigour when specifying contracts. 
Research limitations/implications – The research makes use of subjective measures of excellent consulting practice sourced from industry-respected consultants and authors in the field, rather than attempting to justify their choice from a theoretical basis. Conceptual difficulties with the use of profile similarity indices in alignment research are noted. The generalisability of the benchmark performance standards to consultants operating in other sectors remains to be tested. 
Practical implications – Benchmark consultant performance standards provide the basis for local authorities to insist upon internationally recognized and recommended standards of contract delivery. The use of well-developed process performance measures to assess differences between local authority expectations and perceived consultant performance, and between perceived consultant performance and benchmark expectations, provides the opportunity for local authorities and their consultants to engage in meaningful and objective dialogue. Skilled consultants will benefit from dialogue that should translate into greater respect and understanding of their true worth, and into the setting of contract specifications and pricing that reflect this assessment. 
Originality/value – Previous authors have argued the lack of well-developed performance measures and attendant benchmark performance standards expected of consultants. The present study directly addresses these gaps and focuses on the manner in which management consultants work with public sector clients to produce contract deliverables. Validated benchmark measures are used to detect process performance gaps, providing the opportunity for local authorities and their consultants to engage in meaningful dialogue.

text: Management consultant (process) performance in local government Purpose – Broadly conceptualised, a consultant's work can be evaluated by the deliverables produced and by the process used to achieve those deliverables. This paper seeks to report the use of a survey instrument to assess and compare management consultant process performance and client performance (in specifying the contract), enabling meaningful dialogue between the parties. 
Design/methodology/approach – A validated instrument, previously developed by the authors, was employed to survey all local and regional authorities in New Zealand regarding the expectations they have of their management consultants and their perceptions of process performance. Congruence of the performance profiles was assessed with the aid of profile similarity indices. 
Findings – While results for the sector indicate that New Zealand local authorities appear to be generally well satisfied with the levels of service they are receiving from their management consultants, individual authorities are experiencing significant gaps between their expectations and what is being delivered. In addition, misalignments between client expectations and benchmark process performance measures indicate a lack of rigour when specifying contracts. 
Research limitations/implications – The research makes use of subjective measures of excellent consulting practice sourced from industry-respected consultants and authors in the field, rather than attempting to justify their choice from a theoretical basis. Conceptual difficulties with the use of profile similarity indices in alignment research are noted. The generalisability of the benchmark performance standards to consultants operating in other sectors remains to be tested. 
Practical implications – Benchmark consultant performance standards provide the basis for local authorities to insist upon internationally recognized and recommended standards of contract delivery. The use of well-developed process performance measures to assess differences between local authority expectations and perceived consultant performance, and between perceived consultant performance and benchmark expectations, provides the opportunity for local authorities and their consultants to engage in meaningful and objective dialogue. Skilled consultants will benefit from dialogue that should translate into greater respect and understanding of their true worth, and into the setting of contract specifications and pricing that reflect this assessment. 
Originality/value – Previous authors have argued the lack of well-developed performance measures and attendant benchmark performance standards expected of consultants. The present study directly addresses these gaps and focuses on the manner in which management consultants work with public sector clients to produce contract deliverables. Validated benchmark measures are used to detect process performance gaps, providing the opportunity for local authorities and their consultants to engage in meaningful dialogue.

year: 2006

title: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences

authors: Skipworth, Andrew James

subjects: place responsive

abstract: Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

text: Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences Sustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand.

year: 2017