Academic creativity

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來自 National Research University Higher School of Economics 的課程

Cultural and creative industries

4 個評分

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National Research University Higher School of Economics

Cultural and creative industries

4 個評分

Main objective of this course is to trace the development of the Cultural and Creative Industries as an idea and as concept and to identify the key points of changes within it in relations with contemporary digital connected world. Another important task of this course is to provide the deep understanding of the difference between cultural and symbolic meaning products (such as films, recorded music, book and periodicals, online media content etc) and other kind of goods. This course will help you to: - Identify main peculiarities of cultural and symbolic goods in their difference with other branches of economy in terms of production chain, risks, relationship between different stages of production. - Be able to analyze cultural products and symbolic goods from the organizational, economic, business model point of view. - Be able to invent new business models and analyze cultural products in terms of their productions risk. - Be able to analyze cultural policies and creative industries/clusters policies. Main prerequisite to this course is to be able to produce analytical texts in humanities. Normally the course addresses all students of master level interested in peculiarities of media and cultural economy and management. This course is strongly not recommended for those who: - Analyse any market or industry only in microeconomic terms (supply and demand, level of competitions etc). This course is not about market but about peculiarities of symbolic goods; - Try to interpret culture only in terms of marketing and management (i.e. culture is considered like a simple good to be sold to the consumer). This course considers it more broadly like a human agency to produce meanings of everyday life. That’s why cultural goods are different and can not be interpreted exclusively in terms of consuming and need more or less state support; - Try to interpret culture like pure “art” and consequently are absolutely not preoccupied by organizational aspect of its working. This course uses a large number of concepts coming from different fields of science: political economy of communications, cultural studies, sociology etc. Some aspects of the course are commented by known scholars in this field such as David Hesmondhalgh (University of Leeds), Phillipe Bouquillion (University Paris 13 Nord), Bernard Miege (Grenoble Alpes University).

從本節課中

Education as creative industry

Theories of creative industries will be applied for analysis of education. Using the concept of creativity we'll explore new forms of education in universities.

Industrialization of education5:46

Academic creativity7:33

Evolution of different forms of creativity within university8:04

Creativity in scholastic university9:47

Creativity in Humboldt university5:06

Creativity in the universities of new forms6:48

Applicability of cultural and creative industries theory to the academic world9:48

Academic contract and contract in cultural industries11:23

Education from standard to blockbuster model7:40

Online education and creative industries challenges8:26

Creative writing as example of the creativity development in academia4:22

Critique of the new creative university8:24

與講師見面

Iliya Kiria
Professor
Department of Media

Now let's take a look on academic creativity.

What is the academic creativity?

What does it mean "be creative" in academia?

First of all, we should stress that

the creativity in education also could be understood as a policy,

just because the education is considered as

pivoting point in growth of creativity or ideology "be creative".

The idea that you can improve your education skills constantly during your life,

this idea of the "long life learning", is, of course,

one of such driver of this idea of "be creative" during all the life,

of the idea of development of functions of the self expressions,

which are, of course,

creative functions inside the society.

So, the idea that education right now,

it's not the education which you obtain at the beginning of your, we'll say,

working life, but it's something which you should constantly improve,

which you could constantly rebuild,

reconstruct, et cetera, et cetera.

And of course, from this point of view,

education, and especially the industrialized education,

becomes very important point in their policy,

especially in the policy of the employment.

Because if the state give you idea that you can improve constantly your education skills,

the state, we'll say,

insight you to change constantly your profile, your working profile,

your possibility to work,

reorient you to another workplaces,

et cetera, et cetera.

From this point of view,

such phenomena as E-learning,

Massive Open Online Courses development,

blended learning, or the idea of so-called open curriculum in

the universities becomes very important trends of such immersion of the education field,

in general, into this creativity policy, creativity development policy.

Of course, once we speak about academic work,

once we speak about the academic contract inside the academia,

we can also speak about particular form of creativity.

What is the basic model of the academic work?

Is the model based on the three main activities?

Research activity, which means the creation of the new knowledge in scientific field.

Second, is the education which means that transfer of

this newly created knowledge to the another,

we'll say, generations and especially in order to form a new kind of skills.

And of course, at the same time,

academia should perform constantly

the self-administrating function just because in academia,

main creative professionals are walking by themselves,

but you just should coordinate them,

and such coordinators historically has been a professor.

So let people from inside the academic fields which obtain that, we'll say,

for a separate period of time,

we'll say, administrating functions,

functions of coordinating the research or coordinating the education curricular,

in order to, we'll say,

organize this work together now to provide some kind of statistics bottom-up,

to, we'll say, improve some qualities, to,

we'll say, recruit the better professors inside the academia, et cetera.

And here, we have to back to this idea of

different forms of creativity, especially cultural creativity,

scientific creativity, and economic creativity,

which has been pointed out in week six of our course.

So, just, well, back to it.

Culture creativity involves imagination and the capacity to

generate original ideas and novel ways of interpreting the world.

So the factor key here is

cultural creativity is oriented toward interpretation of the world,

expressed in text, sound, and image,

and other forms of cultural creativity.

Second is the scientific creativity,

which involves the curiosity and willingness to

experiment and make new connections in problem-solving.

So, research is based on the problem-solving idea.

And economic creativity, which means

a dynamic process leading towards innovation in technology,

business practices, marketing, et cetera.

And all these three types of creativity could be find it inside

the academic world because cultural creativity means that

academicians should interpret using also theoretical concept.

We should interpret the world, the reality.

From another hand, they also should explore this reality in order to find

a new way to solve the social important problems.

And finally, among such problems,

we can see a lot of economic problems.

And from this point of view,

some of such academia members will

solve such economic problems by proposing theoretical concept,

by proposing new ways of management,

new business practices, et cetera,

et cetera because university is working not only for the self-reproduction of knowledge,

but also for implementation of such knowledge into the practice.

And from this point of view,

economic creativity also should be very important.

So, it means that inside the university,

you have constantly these teaching research and innovation circuits

during different times of development of the university in different periods.

Different forms of creativity had different, we'll say,

importance, but, of course,

these three main, we'll say,

types of creativity has been constantly present inside it.

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