Abstract
The Idea-Marathon System (IMS) can be used to develop creativity by fusing self-reflection, idea generation, and journal writing. As a person reflects on ideas and circumstances, he or she maintains a rigorous written record by enumerating ideas and drawing associated visuals. This particular method of self-reflection was created by Takeo Higuchi when he worked for a trading company. After retiring in 2004, Higuchi carried out several studies in Japan with participants from research institutes and industrial companies. Higuchi used the Torrance Tests of Creative Thinking (TTCT; Torrance, 1966/1974) to evaluate the use of the Idea-Marathon System. Moreover, through Higuchi’s experiments with participants at various educational institutions, he assessed that the IMS can be useful way for students to capture their creative ideas. Higuchi also found that the IMS journals may help students to develop both creativity and good study habits. In this chapter, the measurement of creativity is discussed based on Higuchi’s dissertation when he conducted research in Kobe University. Also discussed in this chapter, is the IMS application used by Saegusa who introduced the topic ‘Thinking Ways to Creativity’ to a freshmen class in Business Administration at Shujitsu University, Okayama, Japan. In 2016, Higuchi and Saegusa investigated the effects of the IMS by considering variables such as creativity, curiosity, intellectual interest, love of learning, and better cooperation among groups. The investigators introduced the IMS method to undergraduate students enrolled in an ‘Introduction to Thinking Methodology’ course during 2016 and 2017, with continuing studies in 2018. Throughout the initial two-year collaboration, the investigators’ found in their evaluations that the IMS impacted the freshmen participants not only in the number of ideas generated, but also in a final performance assessment. It was also found that faculty support (i.e., weekly communication cards with students) was extremely important for students in order to maintain their motivation for the IMS writing regimen. To determine the impact of the IMS on student performance, a quantitative assessment of students’ creativity was used along with an evaluation survey. The goals of these evaluations were to have students use the IMS method as a useful career tool to help their innate creative talents grow by engaging in self-reflection and encouraging written and visual expression.
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Higuchi, T., Saegusa, S., Kim, D. (2021). Using the Idea-Marathon System (IMS) in University Education and Creativity Development. In: Smith, S.R. (eds) Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3041-4_52
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