Creativity: An unsolved enigma

ABSTRACTIn post-millennial societies, creativity is heralded as crucial to individuals and societies, valuable for the economy, essential for leadership and vital for the future of work. In our unprecedented times, creativity is a necessary attribute that universities are embracing to ensure future-proof and employable graduates. However, there is a scant literature on how creativity is embraced in the assemblage of higher education. To ascertain if a common definition of creativity is used by higher education institutes, we conducted a systematic literature review that initially identified 2990 papers. Findings confirm that a definition of creativity in higher education does not exist nor is there a commonly cited definition, and several domains (e.g. social and cultural) influence the definition of creativity. Although creativity remains elusive, it is necessary for growth, survival and success. The potential dilemma of an agreed and shared definition of creativity applicable to the heterogeneous demands of higher education is presentedKEYWORDS: creativityhigher educationinnovationingenuity Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJillian FoxJillian Fox has engaged in all levels of the education system – prior-to-school through to postgraduate education for over 30 years nationally and internationally. She has built an extensive knowledge of contemporary influences in higher education and research and publishes on topics such as policy and government review, higher education partnership initiatives, graduate skills and employability.Brian SmithBrian Smith, PhD, PFHEA, NTF, is the Director of Academic Enhancement & Research at the University of Law since. He is interested in learner behaviour in the contemporary educational environments and continues to focus on educational aspects, in particular identity, inclusion and immersion.