brainstorming on measuring innovation on education, oecd, paris 11 june 20091 can creativity be...
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BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 1
Can creativity be measured?
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION 11 June 2009
OECD, Conference Centre, Room 122, rue André-Pascal, 75775 Paris Cedex 16, France
Centre for Research on Lifelong Learning (CRELL) Unit of applied statistics, Institute for Protection and Security of Citizen (IPSC)
European Commission- Joint Research Centre (JRC)
Ernesto Villalba
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 2
The beginning of a CHALLENGE
CAN CREATIVITY BE MEASURED?
2. CAN CREATIVITY BE MEASURED?
3. IS IT FEASIBLE TO DO IT IN AN INTERNATIONAL, COMPARATIVE WAY?4. WHAT TOOLS DO WE
HAVE?
1. WHAT IS CREATIVITY?
Inductive approach
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 3
• Institute for Reference Materials and Measurements IRMM – Geel, Belgium
• Institute for the Protection and Security of the Citizen IPSC – Ispra, Italy
• Institute for Environment & SustainabilityIES – Ispra, Italy
• Institute for Health and Consumer ProtectionIHCP – Ispra, Italy
• Institute for Transuranium ElementsITU – Karlsruhe, Germany
• Institute for Energy IE – Petten, The Netherlands
• Institute for Prospective Technological StudiesIPTS – Seville, Spain
JRC Structure: 7 Institutes across 5 Member States
> 2,700 staff across Europe
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 4
The conference
• Two days• Around 200 participants• Around 30 presenters
"Creativity is the core of any innovation. But creativity is a complex construct and requires to be studied properly if we want to develop and implement effective policies".
President Barroso’s message for the conference “ Can creativity be measured?” http://crell.jrc.it/creativitydebate/
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 5
• Overview• Measurement approaches
– Individual differences– Personality– Divergent thinking– Scientific Creativity– In organizations– ICT
• Towards a cross-national survey• Creativity and education
Day 2: individual level (i)
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 6
Originality
Usefulness – appropriate
Risks taking
The P’s (Product, process, person, press, potential)
Individual level – Main points (a)
Day 2: individual level (i)
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 7
Social Construction
A parsimonious definition possible?
Emphasis on FORMATIVE assessments
Precision – use as an adjective (creative products, processes, potential)
Tolerance
Individual level – Main points (b)
Day 2: individual level (ii)
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 8
• European Commission initiatives– DG ENTR– DG REGIO– DG EUORSTAT– DG RTD
• Other international, national and regional examples
National and regional approaches to aspects of creativity
Day 1: aggregate level
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 9
Innovation
Entrepreneurship
Tolerance (heterogeneity, open to mistakes)
Role of Cultural sector
Aggregate level – Main points (a)
Day 1: aggregate level (i)
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 10
Indicators approach usefulness
to raise awareness and debate
“to ask questions”
Need of INTEGRATED APPROACH
Beyond the CREATIVE CLASS
Measurement vs. Causality
Aggregate level – Main points (b)
Day 1: aggregate level (ii)
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 11
Precision What type of innovation? Product, process,
person… all?
Usefulness What would be the use of a survey? The
final impact?
CONSENSUS Need of a common approach!
Creativity and innovation in education
BRAINSTORMING ON MEASURING INNOVATION ON EDUCATION, OECD, Paris 11 June 2009 12
Thank you!Thank you!
[email protected]@jrc.it
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