Abstract
This chapter presents an analysis of complementary ‘value adding’ contexts for learning creativities in higher education (HE). Based on the premise that creativity is a common graduate attribute, the authors examine disparities between what universities expect of their graduates and what is explicitly taught. To address the tensions in creativity gaining traction, the integration of formal and informal learning is considered in the Australian HE context. Focusing on alternative learning contexts, such as community engaged learning, extracurricular activities and volunteering, the chapter explores the benefits and challenges of learning creativity in extrainstitutional settings. The chapter draws on the literature rather than empirical evidence to generate an understanding of learning creativity across different contexts. Student scenarios are provided throughout the chapter to elucidate approaches to learning creativities.
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Purdy, J., Chandra, V., McGraw, K. (2018). Value-Adding in Higher Education: Complementary Contexts for Learning Creativities. In: Snepvangers, K., Thomson, P., Harris, A. (eds) Creativity Policy, Partnerships and Practice in Education. Creativity, Education and the Arts. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-96725-7_5
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