Purpose

This work studied the influence of creativity-related traits in university professors’ scientific productivity.

Design/methodology/approach

A survey, applied to 120 university professors, included closed-ended questions for participants to rate 33 items derived from the specialized literature and classified into five dimensions (novelty; flexibility-fluidity; achievements-dedication; confidence; and problem-solving). After the survey was applied, data were merged with three other data sets: bibliometric data (Scopus), Altmetrics (Dimensions) and peer-reviews and editorial management (Publons) for the period from 2013 to 2018. Descriptive, correlational and inferential statistical analyzes were conducted on the data collected.

Findings

There was little relationship between professors’ creativity scores and their bibliometric and Altmetric indicators. The highest-rated creativity dimension was flexibility-fluidity and the most prominent creativity-related trait was “I perform my activities with dedication” (belonging to the achievements-dedication dimension). During the period studied, professors published 379 documents, but there were large gaps among their indicators; for instance, only 61 professors published in journals indexed in Scopus during the period. The inferential analysis implied that the professors with the best indicators did not present substantial differences in their creativity scores when compared to their colleagues with fewer or no indicators. However, descriptive and correlational insights may aid in fostering the aspects that can positively influence creativity and the indicators studied.

Originality/value

Although there is a wealth of literature about the study of creativity and part of it tackles creativity and scientific research at a theoretical level, this paper did not find other empirical studies that analyzed the relationship between creativity and scientific production. It might be important for librarians to be familiar with user studies such as the present, as they may consider studying these kinds of aspects in their users. Moreover, this study can be interesting because librarians have increasingly been involved in the evaluation of scientific production and in training processes for enhancing it within their institutions. Here, information professionals have found opportunities to improve users’ knowledge, performance and experiences on digital scientific ecosystems and their indicators.

中文翻译：

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奇瓦瓦州立大学的创造力相关特质与教授的科学素养

目的

这项工作研究了与创造力有关的特质对大学教授科学生产力的影响。

设计/方法/方法

一项针对120名大学教授的调查包括一些不限成员名额的问题，供参与者对来自专业文献的33项进行评分，并分为五个维度（新颖性，灵活性-流动性，成就奉献，信心和解决问题的能力）。应用调查后，将数据与其他三个数据集合并：2013年至2018年期间的文献计量数据（Scopus），测度数据（Dimensions）以及同行评审和编辑管理（Publons）。描述性，相关性和推论统计分析对收集的数据进行了分析。

发现

教授的创造力得分与他们的文献计量学和高度计量学指标之间几乎没有关系。最高评价的创造力维度是灵活性-流动性，最突出的与创造力相关的特征是“我奉献地开展活动”（属于成就-奉献维度）。在研究期间，教授发表了379份文献，但指标之间存在很大差距。例如，在此期间，只有61位教授发表在Scopus收录的期刊上。推论分析表明，与指标少或没有的同事相比，指标最好的教授的创造力得分没有实质性差异。然而，

创意/价值

尽管关于创造力研究的文献很多，但其中有一部分是在理论层面上解决创造力和科学研究的问题，但本文没有找到其他分析创造力与科学生产之间关系的实证研究。对于图书馆员来说，熟悉像现在这样的用户研究可能很重要，因为他们可能会考虑在他们的用户中研究这些方面。此外，这项研究可能很有趣，因为图书馆员越来越多地参与对科学生产的评估以及在其机构内增强科学生产的培训过程。在这里，信息专业人员发现了改善用户对数字科学生态系统及其指标的知识，性能和经验的机会。