Abstract

In an effort to address the needs of twenty-first century businesses, academic institutions are developing courses on creativity and innovation. Students’ capacity for learning such strategies are dependent upon implicit theories about creativity and innovation. Presented is an experimental study that examines the differences in 233 MBA students’ implicit theories of creativity and innovation. The authors found that MBA students scored higher overall when the term innovation was used instead of creativity. Results indicate that MBA students’ perceive innovation as a malleable skill and associate creativity as an innate talent. Implications for business education pedagogy and future research are presented.

摘要

为了满足二十一世纪企业的需求，学术机构正在开发有关创造力和创新的课程。学生学习此类策略的能力取决于有关创造力和创新的内隐理论。呈现的是一项实验研究，该研究检验了 233 名 MBA 学生的创造力和创新内隐理论的差异。作者发现，当使用“创新”而不是“创造力”一词时，MBA 学生的总体得分更高。结果表明，MBA 学生将创新视为一种可塑的技能，并将创造力视为与生俱来的才能。介绍了对商业教育教学法和未来研究的影响。