Abstract

Our research on creativity reveals that in many university courses and programs there is a considerable number of teachers who are aware of the importance of the creative application of specialist knowledge in their programs, and who are looking for the leadership skills and abilities needed to incorporate them in their teaching. This paper outlines the structures and skills modeled on the focused and disciplined creativity employed by designers in problem solving that can lead to the implementation of a creative dimension across disciplines Specifically this involves academics knowing and understanding what creativity is and how it can be widely applied to their teaching, structures and curriculum. If they want their students to engage in, experience and be confident in creatively applying their specialist knowledge, the teachers themselves need to successfully experience and be confident in these approaches. The paper outlines a number of trials across a variety of disciplines where this approach is being introduced through curriculum planning, writing, teaching and assessment, in a way that builds on and expands their current specialist knowledge to embed a creative dimension. This work demonstrates that a cross-disciplinary approach is an important component in creativity