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Perceptions of business faculty regarding creativity in undergraduate students' dissertations – some practical differences.

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Title: Perceptions of business faculty regarding creativity in undergraduate students' dissertations – some practical differences.
Authors: D'Northwood, Gavin1 (AUTHOR) gavin.d'northwood@durham.ac.uk, Rattray, Julie2 (AUTHOR)
Source: Innovations in Education & Teaching International. Jun2026, Vol. 63 Issue 3, p956-968. 13p.
Subject Terms: *Academic dissertations, *Critical thinking, *Creative ability, *Business education, *Research methodology, *Business schools
Geographic Terms: United Kingdom
Abstract: In the context of a UK university business school, critical thinking may be conceptualised as a set of skills, dispositions, and creativity (incorporating originality). This paper examines how creativity may be perceived and how expectations may vary in relation to undergraduate dissertations. Specifically, this paper considers how academics in one UK university business school construe creativity in undergraduate students' dissertations, examining similarities and differences in their perspectives on three aspects. First, whether undergraduate students should demonstrate creativity through making an original contribution to knowledge. Second, whether undergraduate students should display creativity in the methods by which they conduct their research. Third, whether undergraduate students should demonstrate creativity through synthesising additional literature into the findings/analysis sections of a dissertation, adding to the literature review situated earlier. Thus, this paper examines discrepancies in the creativity aspect of the concept of critical thinking amongst business faculty in application to undergraduate dissertations. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Perceptions of business faculty regarding creativity in undergraduate students' dissertations – some practical differences.
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Jun2026, Vol. 63 Issue 3, p956-968. 13p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+dissertations%22">Academic dissertations</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Business+education%22">Business education</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Business+schools%22">Business schools</searchLink>
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  Data: In the context of a UK university business school, critical thinking may be conceptualised as a set of skills, dispositions, and creativity (incorporating originality). This paper examines how creativity may be perceived and how expectations may vary in relation to undergraduate dissertations. Specifically, this paper considers how academics in one UK university business school construe creativity in undergraduate students' dissertations, examining similarities and differences in their perspectives on three aspects. First, whether undergraduate students should demonstrate creativity through making an original contribution to knowledge. Second, whether undergraduate students should display creativity in the methods by which they conduct their research. Third, whether undergraduate students should demonstrate creativity through synthesising additional literature into the findings/analysis sections of a dissertation, adding to the literature review situated earlier. Thus, this paper examines discrepancies in the creativity aspect of the concept of critical thinking amongst business faculty in application to undergraduate dissertations. [ABSTRACT FROM AUTHOR]
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  Label:
  Group: Ab
  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Creative ability
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              Text: Jun2026
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