learning context ( Hunter et al ., 2007 , Oldham and Cummings , 1996 , Woodman et al ., 1993 ). Daskolia et al ( 2012 ) also identify issues with defining creativity relative to four components : who is doing the work , which contexts they work in , which processes are involved and what the end point is ( Kampylis and Valtanen , 2010 ). Demir ( 2015 ) argues that scientific creativity involves critical thinking that enables individuals to produce original ideas by drawing on interdisciplinary ideas to solve problems ( Demir , 2014 , Demir , 2015 ). Demir connects innovation with creativity and implies that the end product is definitive of the concept . However , there are different perceptions in the literature about what we mean by a product , for example , it has been defined as an initial idea ( Amabile , 1988 ) and the final / end product ( Tsai , 2012 ).
We found that the term ‘ innovation ’ is commonly used as a popular ‘ buzz word ’ that is not always explicitly defined ( Onyia , 2014 , Richards , 2015 ). However , when it is defined , it is most often associated with specific examples , such as changing the teaching method to gamification ( Sanchez- Martin et al ., 2018 ) or to a variety of computer activities ( Shi , 2008 ) or to calculative-analytical tasks , scientific group discussions , etc . ( Bondarenko and Isaeva , 2016 ). In some cases ‘ innovation ’ is only mentioned in the title , abstract or references ( Herrera and Mejías , 2017 , Leiman et al ., 2015 ).
Kempe and Reed ( 2014 ) propose that there are fundamental problems with developing an identity as an innovative teacher when the criteria for being innovative are so ill-defined . Loaiza-Aguirre et al ( 2017 ) draw on a citation from the Oslo Manual , which states that innovation can be a product , process or method ( Loaiza et al ., 2017 , Manual de Oslo , 2005 ). Within these different definitions , innovation is mainly described as relating to the introduction of something new or making a change that results in an improvement .
Amabile ( 1988 ) describes innovation as the successful implementation of ideas and Tang ( 1998 ) proposes that innovation grows out of creativity , while Merx-Chermin and Nijhof ’ s ( 2005 ) describe a ‘ creation-innovation-learning spiral ’ ( Amabile , 1988 , Merx-Chermin and Nijhof , 2005 , Tang , 1998 ). Similarly , Charyton ( 2015 ) argues that , across both art and science , the application of creative ideas results in innovation . Along these same lines ,
Byron ( 2009 ) suggests that innovation refers to the management of ideas which involves making creative ideas a reality . He argues that they will only be valued if they are seen through to innovation ( Byron , 2009 ). However , West ( 2002 ) argues that seeing creative ideas through to innovation may be inhibited by other demands placed on teaching staff but , nonetheless , this should be encouraged . Collectively , these papers seem to imply that creativity precedes innovation , with one clear exception ( Demir , 2014 , Demir , 2015 ). Additionally , as with creativity , it appears to be the case that the four factors identified by Daskolia ( 2012 ) are also referred to in definitions of innovation ; person , disciplines / contexts , processes and product .
West ’ s ( 2002 ) proposal that additional factors may inhibit the implementation of creativity and innovation in practice have been raised elsewhere . For example , they may be restricted by political concerns ( Berg and Östergren , 2006 , Gannaway et al ., 2013 , Hannan et al ., 1999 , Jackson et al ., 2006 , Smith , 2011 , Smith , 2012 ). Furthermore , Smith ( 2011 ) argues that there is no shared understanding about the boundaries between creativity and innovation , which may impact on how they are perceived , understood and implemented . Both Daskolia et al ( 2012 ) and Smith ( 2011 ) highlight the importance of context as they are likely to be used and understood in different ways in different disciplines .
Having identified the main concerns in the literature , being the lack of consensus on clear definitions of the concepts of creativity and innovation and the relationship between them ( and noting that making sense of both concepts requires consideration of the person , disciplines / contexts , processes and product ) we now describe the methods and findings of our study .
Methods
Data Collection
Our sample comprised staff who had an interest in or worked in UK HE learning and teaching contexts . At the time of the study , both authors worked at the London school of Hygiene and Tropical Medicine ( LSHTM ), which is a world leading centre for research and postgraduate education in public and global
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