Supervisors’ conceptualisations of creativity in education doctorates
Date
2011
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Putra Malaysia Press
Abstract
Doctoral study is inherently a creative endeavour through which a student creates a scholarly contribution
extending the knowledge boundaries of a discipline. However, creativity is not well-defined within the context
of doctoral education. Supervisors play a key role in doctoral students’ understanding of the creative process
that leads to an original contribution. This article therefore explores the conceptualisation of creativity in
doctoral education. A qualitative descriptive approach was followed in the research, starting with a theoretical
conceptualisation of creativity within doctoral education as a basis for further inquiry. Ten experienced
supervisors in a South African Faculty of Education described how they conceptualised creativity in guiding
students along the doctoral journey by means of recounting their supervisory experiences. The results reveal that
as a multi-dimensional concept, creativity is not limited to the eventual contribution the doctorate is supposed
to make. Respondents narrated their understanding of creativity as a student attribute, an epistemological
understanding, and an interaction with methodological processes.
Description
CITATION: Frick, B. L. 2011. Supervisors’ conceptualisations of creativity in education doctorates. Pertanika Journal of Social Sciences & Humanities, 19(2):495-507.
The original publication is available at http://www.pertanika2.upm.edu.my
The original publication is available at http://www.pertanika2.upm.edu.my
Keywords
Doctoral students, Education, Higher -- Doctoral studies
Citation
Frick, B. L. 2011. Supervisors’ conceptualisations of creativity in education doctorates. Pertanika Journal of Social Sciences & Humanities, 19(2):495-507