SYMPOSIUM CALL
Contribute to the writing on the international anthology TEACHING CREATIVITY – CREATIVITY IN TEACHING and join us for an inspiring and productive symposium on the Island of Aegina in Greece. Here all authors meet from May 30 to June 3, 2010 to review, edit and finalise their chapters for the anthology.
ABOUT THE ANTHOLOGY
The main concern of the anthology we are writing together at the LIHE ‘10 symposium in Greece, is TEACHING CREATIVITY – CREATIVITY IN TEACHING. The anthology will thoroughly present integrated discussions of three central themes:
- creativity in learning
- developing a curriculum for creativity
- teaching creativity
We chose these themes because they are vital if one wants to get closer to an understanding of how creativity can be fostered in higher education – both in teaching and as students’ learning outcome. We introduce a continuum that runs from theory to practice and by doing so we call for a reflexive discussion on the three central themes integrating theoretical conceptualizations and practical issues.
Theoretical contributions may deal with questions like: What is the theory behind creativity and learning? How is a curriculum for creativity developed? How is creativity taught? Practical contributions may deal with questions like: How do we know creativity when we see it? How is a learning-based curriculum developed in which creativity is the learning outcome? In practice, how do we improve students’ creativity as a learning outcome? What has been done that lead to an improvement of students’ creativity in higher education?
Figure 1 shows the main themes of the anthology, and some of the questions we will address in the anthology.
| The concepts of learning and creativity | Curriculum | Teaching and study methods | |
| Theory | · what is learning?· what is creativity? | · what is the role of the curriculum in relation to students’ learning outcomes · how do we understand curriculum development? |
· how can the relation between study methods and students’ creativity as learning outcome be explained and understood in theory? · how can teaching methods ideally affect students’ creativity? |
| Practice | · how do we know learning when we see it? · how is learning measured? |
· how do we develop a learning-based curriculum that particularly improves students’ creativity? · how is a successful strategy for curriculum development implemented at a HE-institution when the aim is to improve students’ creativity? |
· which study methods fits the learning curriculum? · what are our experiences with different types of study methods in relation to the improvement of students’ creativity? · how is creative teaching methods implemented and how do they ensure creativity? |
Figure 1: Main themes and key questions of the anthology.
We hope you share our ambition and some of thoughts as well, and we invite you to contribute to the writing of this anthology on TEACHING CREATIVITY – CREATIVITY IN TEACHING.
| Chapter proposal for international anthology (max 2000 words) | November 1, 2009 |
| Notification to authors of submitted chapter proposals | December 1, 2009 |
| Full chapters are submitted | March 1, 2010 |
| Notification to authors of submitted chapters | April 1, 2010 |
| Registration & Symposium fee | April 15, 2010 |
| Symposium, Aegina, Greece | May 30 – June 3, 2010 |
| Publication of international anthology. | September 1, 2010 |
We do not enforce one particular theory, methodology or philosophy of science. We encourage cross-disciplinary discussions, theoretical pieces, eclectic pieces, case studies, and best practice examples. The ONLY REQUIREMENT IS that you EXPLICITLY DISCUSS HIGHER EDUCATION and CENTRES YOUR DISCUSSION on one or several of the central themes of the book as presented in FIGURE 1. EACH CHAPTER must EXPLICITLY position itself in relation to FIGURE 1 above.
We initiate this anthology because we have long felt that the policies and practices of higher education have drawn too much attention towards academic content and to teaching as a core discipline. If you look at the curricula at almost any higher education institution, teaching is the central element. Students’ education is often structured by a combination of lectures and exercises. Students attend lectures where teachers present theories and models, and they do their homework solving assignments which are corrected in exercise-classes. The dominant paradigm seems to be that students learn when teachers transfer knowledge to them. Hence, curricula are designed with focus on content rather than learning process, and teaching becomes the art of delivery of content to an audience. In this syllabus-driven didactic paradigm, good presentation skills equal good teaching.
With this anthology we wish to present and alternative route as we move from a discipline-based view to a learning-based view on higher education. In that respect the anthology comprises a move from traditional syllabus-driven didactic teaching to a learning-based paradigm. It is our argument that such a shift in higher education improves students’ learning outcomes and enables them to self-develop transferable competencies.
In a broad perspective, the anthology will be useful for those who work with quality issues in higher education. Quality enhancement is a complicated process that takes place in a polyphonous context with multiple stakeholders. Students, teachers, departments, study boards, study administrations, faculties, university administrations, and university management groups are important internal stakeholders. Companies, partners, politicians, press, local community and potential students are important external stakeholders. Working with quality enhancement is the art of positively matching multiple stakeholder relations and at the same time continuously innovate existing good practice. We encourage authors to reflect upon proposed strategies for managing stakeholder relations.
EDITORS
The anthology is edited by Professor Clive Holtham, Cass City Business School, London; Dr. Professor Claus Nygaard, CBS Learning Lab, Copenhagen Business School, Copenhagen, and Dr. Nigel Courtney, Cass City Business School, London.
SUBMISSION PROCEDURE
Submit on or before November 1, 2009 a CHAPTER PROPOSAL for the international anthology. We ask you to explicitly format your chapter proposal according to the LIHE 10 - STYLESHEET (see the menu to the left). Your chapter proposal will be double blind reviewed and we will notify you by December 1, 2009 about the status of your chapter proposal.
All authors of ACCEPTED chapter proposals are invited to submit a FULL CHAPTER no later than March 1, 2010. All full chapters will be double blind reviewed. You will be notified by April 1, 2010 if your chapter will be included in the anthology.
AUTHORS of ACCEPTED CHAPTERS are asked to register for the Symposium no later than April 15, 2010.
It is a VERY important deadline, as we have pre-booked all rooms of the conference hotel and have to confirm the bookings on April 15, 2010.
FULL CHAPTERS are circulated to all REGISTERED AUTHORS. Reading and review groups are formed based on the themes addressed in the full chapters. When we meet for the symposium all authors get individual feedback from the editors, and from their review group. This feedback helps the authors finalise their chapters for inclusion in the anthology.
IMPORTANT SUBMISSION INFORMATION
Chapter Proposal Submission Server for “LIHE ‘10 - Europe” is now open. Submit your chapter proposal no later than November 1, 2009. Use this LINK to go to our submission server.
Submissions NOT positioning themselves in relation to Figure 1 above WILL NOT be accepted!
Submissions NOT formatted according to LIHE 10 – STYLESHEET WILL NOT be accepted!
