AE

Creativity and Innovation – Lecture 1 Comprehensive Study Notes

Course & Instructor Details

  • UNR1102 – Creativity and Innovation

  • Lecturer: Dr. Radwa Ahmed Osman

    • Email: radwa.ahmed@aast.edu

    • Office: Room G201, Arab Academy for Science, Technology and Maritime Transport (AASTMT)

Grading Policy

  • Seventh-week assessment: 30\ \text{marks}

  • Twelfth-week assessment: 20\ \text{marks}

  • Pre-final: 10\ \text{marks}

  • Final exam: 40\ \text{marks}

  • Total = 30 + 20 + 10 + 40 = 100\ \text{marks}

Course Objectives

  • Understand basic concepts of creativity and motivation.

  • Recognize the need for creativity and motivation in personal and professional contexts.

  • Develop strategies that help students become more creative on a daily basis.

Lecture #1 Topics (Theoretical Elements)

  • What is Creativity?

  • Divergent vs. Convergent Thinking

  • Theories of Creativity, Innovation & Change

  • Distinction among creativity, innovation, invention, design thinking, discovery

  • Importance of Creativity & Innovation

  • What is Innovation?

  • Thinking vs. Intelligence

Key Definitions & Comparisons

Creativity

  • Finding a form of expression or solution to a problem.

  • Involves the ability to imagine and craft new ideas or novel outcomes.

  • Universal: We can all be creative every day, in any situation.

Innovation

  • Developing newly created ideas into something useful and practical.

  • Moves an idea from concept to implementation or market value.

Invention

  • Introduction of a completely novel idea/product.

  • Not every invention becomes an innovation (may never reach the market).

Design Thinking

  • A customizable, human-centered solution process tailored to specific customer needs using appropriate tools.

Discovery

  • Searching & exploring something that already exists but was previously unrecognized.

Thinking vs. Intelligence

  • Intelligence: Describes our inherent cognitive potential.

  • Thinking: Examines how we utilize that potential in real-time problem solving.

Convergent vs. Divergent Thinking

Convergent Thinking (Critical / Vertical / Analytical / Linear)

  • Focuses on finding the single most appropriate, correct, or suitable solution.

  • Applies probabilities, standards, logic to evaluate options.

  • Coined by psychologist Joy Paul Guilford (1956).

  • Typical flow: Facts → Logic → Answer.

Divergent Thinking (Creative / Horizontal / “Lateral”)

  • Generates multiple solutions; embraces imagination and free flow of ideas.

  • Spontaneous, non-linear, exploratory; does not require a high IQ.

  • Often followed by convergent thinking to structure & evaluate the raw ideas.

  • Typical flow: Ideas → Questions → More Ideas (brainstorming).

Visual Comparison (from slide)

  • Divergent = “IDEA IDEA IDEA …” vs. Convergent = “FACT FACT ANSWER”.

  • Lateral Thinking described as “thinking outside the box.”

Why Do We Need Creativity & Innovation?

  • Design new ideas & concepts to address emerging challenges.

  • Solve problems efficiently and in novel ways.

  • Cultivate a creative mindset aligned with desired goals.

  • Drive personal development and become a valuable individual in society and the workplace.

Theories of Creativity, Innovation & Change

1. Jenga Theory

  • Creativity/innovation = adding & subtracting blocks (issues/objects) to create a new, more complex structure that overcomes previous limitations.

  • Significance: Highlights the iterative, constructive-destructive cycle within creative work.

2. Systems Theory

  • Provides a comprehensive framework for understanding change and interrelationships in human systems.

  • Helps us make sense of modern challenges and our roles within complex environments.

3. Functionalist Theory

  • Enhances creativity/innovation through empirical research, data collection & analysis.

  • Purpose: Identify & eliminate systemic mistakes; improve creative processes.

4. Interpretive Theory

  • Asserts creativity/innovation are dependent on individual perspectives.

  • Emphasizes subjectivity & personal context.

5. Radical Humanist Theory

  • Claims effective creativity requires a mind free from organizational or mental-structure control.

  • Advocates liberation of thought to enable breakthrough ideas.

6. Radical Structuralism Theory

  • Views conflict as a social phenomenon requiring change.

  • Acknowledges existing structures/processes that constrain people’s creative capacity.

Elements That Contribute to Creativity

  • Intelligence

  • Knowledge / Information / Learning / Experience

  • Thinking Styles

  • Personality

  • Motivation

  • Environment

Intelligence – Sternberg’s Triarchic View (Applied to Creativity)

  1. Synthetic Ability

    • Generate new, novel, interesting ideas.

    • Spontaneously connect disparate concepts.

  2. Practical Ability

    • Convert ideas into marketable products or tangible outcomes.

  3. Analytical Ability

    • Evaluate strengths & weaknesses of ideas; define steps for improvement.

Generating a Creative Idea (Synthetic Sub-Skills)

  • Selective Combination: Combine bits of relevant info in novel ways.

  • Selective Comparison: Relate new info to old in novel fashion.

  • Selective Encoding: Distinguish relevant from irrelevant information.

Daily Tips to Become a More Creative Person

  1. Start a visual‐thinking journal.

  2. Snap a photo at the same time every day (develop observation skills).

  3. Write for 10 minutes daily (freewriting boosts idea flow).

  4. Read for 10 minutes daily (input fuels output).

  5. Spend time alone (incubation & reflection).

  6. Brainstorm 5 new ideas every day (build ideation muscle).

  7. Chunk a big project into manageable tasks.

  8. Talk ideas out loud (verbalization clarifies thinking).

  9. Chunk your learning (spaced repetition, micro-learning sessions).

  10. Sign up for a free course / challenge your creativity (continuous growth).

In-Class Exercises (Conceptual Recap)

Exercise #1 – Identify Creativity vs. Innovation Keywords

  • ‘Ideas, Imagination, Thoughts, Expression, Ideation’ ⇒ Creativity.

  • ‘Process, Implementation, Action, Useful, Measurable, Product, Change’ ⇒ Innovation.

  • Purpose: Distinguish ideation from execution/value-creation.

Exercise #2 – Creativity, Innovation, or Invention?

  • Example context: Family transportation evolution (1st → 3rd Gen).

    • Invention: First ever functional family vehicle.

    • Creativity: Concept sketches of integrating performance + stewardship.

    • Innovation: Actual integration that is simple & easy to use across generations, yielding acceptable performance after integration.

Exercise #3 – Convergent vs. Divergent Thinking Diagram

  • Left side (open-ended problem, multiple idea nodes) ⇒ Divergent.

  • Right side (well-defined problem, analytical path to single answer) ⇒ Convergent.

  • Conclusion: Both modes are complementary; creative cycle often alternates between them.

Ethical, Philosophical & Practical Implications

  • Freedom of thought (Radical Humanist) vs. organizational control raises ethical concerns about workplace culture.

  • Embracing conflict as catalyst (Radical Structuralism) suggests change-leaders must address inequitable structures.

  • Systems perspective underscores sustainability & interdependence—vital for social innovation.

  • Functionalist data-driven approach highlights ethics of responsible data collection & bias mitigation.

Real-World Connections & Applications

  • Business: Companies use design thinking to deliver customer-centric products rapidly.

  • Education: Divergent activities (brainstorming, open projects) foster student engagement before convergent assessments.

  • Technology: Invention of smartphones became innovation once mass-produced and incorporated into daily life.

  • Environment: Creative solutions (e.g., circular economy) address global stewardship challenges.

Study Cross-Links & Foundational Principles

  • Links to Bloom’s Taxonomy: Creativity sits at the apex (create), convergent thinking aligns with analyze/evaluate.

  • Related to Maslow’s hierarchy: Self-actualization involves creative expression.

  • Draws on Sternberg’s Triarchic Theory of Intelligence for analytical/synthetic/practical facets.

Key Takeaways for Exam Preparation

  • Memorize definitions & distinctions: creativity vs. innovation vs. invention, etc.

  • Be able to classify examples (products, scenarios) into convergent/divergent thinking or creativity/innovation.

  • Understand six theories; recall their core claim & significance.

  • Review intelligence sub-abilities and synthetic sub-skills.

  • Practice daily creativity tips; may appear as reflective short-answer prompts.

  • Know the grading breakdown & plan study time accordingly.

End of notes.