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Module Catalogue

LP925-30 Managing Creativity for Sustainable Development

Department
SCAPVC - Centre for Cultural and Media Policy Studies
Level
Taught Postgraduate Level
Module leader
Pietari Kaapa
Credit value
30
Module duration
10 weeks
Assessment
100% coursework
Study location
University of Warwick main campus, Coventry

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Introductory description

The creative and cultural industries are not immune to the global challenges we face. Indeed, environmental, economic and social sustainability issues are increasingly likely to effect creative practice, the arts and the cultural industries.

Module web page

Module aims

The module will explore how sustainability issues are likely to effect creative practice, the arts and the cultural industries. Through identifying what constitutes sustain-ability you will examine the role of creativity within sustainability projects and reflect on how these projects can shape and develop your creative process. Having considered the nature of sustainable creativity, the module will turn to strategies for managing creativity within the arts and cultural industries to identify the consequences of global sustainability challenges for these sectors. In do-ing so, you will be challenged to develop leadership strategies (or policy initiatives) whilst reflecting on how they might enable adaptation to global sustainability challenges.

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The module will critically explore the role of creativity within sustainability theories. Topics will include identifying what constitutes sustainability as well as questioning the theoretical assumptions contained within sustainability policy initiatives. Examples of creative practices utilised within sustainability projects will be investigated and the implications for understanding the creative process reflected upon. The module will utilise sustainability forecasts to explore the role of creativity (and its management) within sustainable development initiatives and to consider the consequences of these forecasts for the arts and cultural industries.

Learning outcomes

By the end of the module, students should be able to:

  • 1. To develop a critical understanding of sustainability theories.
  • 2. Understand and critically reflect upon the role of creativity within sustainability theory.
  • 3. Understand and critically reflect on how the creative process can be influenced and shaped by sustainability projects.
  • 4. Critically evaluate the links between sustainability, creativity, and management of the arts and cultural industries.

Indicative reading list

  • Benn, S. & Baker, E. (2009). Advancing sustainability through change and innovation: A co-evolutionary perspective. Journal of Change Management, 9, 4, 383-397.
  • Dy, A., Martin, L., & Marlow, S. (2014). Developing a critical realist positional account of intersectionality theory. Journal of Critical Realism, 13(5), 447-466.
  • Geels, F. W. (2010). Ontologies, socio-technical transitions (to sustainability), and the multi-level perspective. Research Policy, 39, 495-510.
  • Hess, D. J. (2014). Sustainability transitions: A political coalition perspective. Research Policy. 43, 278-283.
  • Khavul, S., Bruton, G. D. (2013). Harnessing innovation for change: sustainability and poverty in developing countries. Journal of Management Studies. 50, 2, 285-306.
  • Lamb, R., Martin, L., & Marlow, S. (2015). Creativity, social networks and the validation of ide-as. British Academy of Management proceedings, University of Portsmouth.
  • Markard, J., Raven, R., & Truffer, B. (2012). Sustainability transitions: An emerging field of re-search and its prospects. Research Policy. 41, 955-967.
  • Martin, L. (2015). Creativity, sustainability and environmental challenges. Conference paper from New Zealand Creativity Challenge, Wellington, New Zealand.
  • Martin, L., Wilson, N. (2014). Opportunity, discovery and creativity: A critical realist perspective. International Small Business Journal DOI: 10.1177/0266242614551185.
  • Martin, L., & Wilson, N. (2014). Re-discovering creativity: Why theory-practice consistency matters. International Journal for Talent Development and Creativity, 2(1), 31-41.
  • Martin, L., Wilson, N., Fleetwood, S. (2014). Organising for Alternative Futures: From the Philosophy of Science to the Science of Human Flourishing. Journal of Critical Realism, 13 (3), 225 - 232.
  • Melville, N. P. (2010). Information systems innovation for environmental sustainability. MIS Quarterly, 34, 1, 1-21.
  • Nill, J., & Kemp, R.(2009). Evolutionary approaches for sustainable innovation policies: From niche to paradigm? Research Policy, 38, 668-680.
  • Safarzyfiska, K., Frenken, K., & van den Bergh, J.C.J.M. (2012). Evolutionary theorizing and modelling of sustainability transitions. Research Policy. 41, 1011-1024.
  • Smerecnik, K.R., & Andersen, P. A. (2011). The diffusion of environmental sustainability innovations in North American hotels and ski resorts. Journal of Sustainable Tourism, 19, 2, 171-196.
  • Smith, A., Vob, J-P., & Grin, J. (2010). Innovation studies and sustainability transitions: The al-lure of the multi-level perspective and its challenges. Research Policy, 39, 435-448.
  • Tollin, K., & Vej, J. Sustainability in business: understanding meanings, triggers and enablers. Journal of Strategic Marketing. 20, 7, 625-641.

Subject specific skills

This module involves the students in developing the following:
creativity skills,
creative problem solving,
sustainability thinking,
sustainable creative thinking.

Transferable skills

These skills involve explicit reference to
Team work and time management
analytical skills,
critical thinking skills,
analysis and synthesis of complex data.

Study time

Type Required
Lectures 10 sessions of 1 hour 30 minutes (5%)
Seminars 10 sessions of 1 hour 30 minutes (5%)
Project supervision 3 sessions of 1 hour (1%)
Other activity 15 hours (5%)
Private study 252 hours (84%)
Total 300 hours

Private study description

Private study is structured and organised according to (a) the weekly seminar structure, which is a de fact syllabus; and (b) according to the schedule submission demands (Group Presentation, Research paper and so forth). This features:
1: A Moodle interface linked to Tallis, with a study guide and reading for each seminar, in which students are assigned tasks and play an active if non-assessed role in the seminar learning. This often involves viewing and presenting visual materials, like documentary video.
2: In-person Tutor input is weekly in the second half of the module, guiding the group work and presentation submission.
3: The group work is in-person as well as online, but for purposes of recording and group availability, students are required to schedule a series of independent group meetings online in which they make critical decisions for their projects.

While individual study behaviour is impossible to quantify, we estimate that the actual time spent in individual study (alone, self-managed or without guidance) is less than half the time specified here.

Students are given guidance on academic study, time management, and research methods, in other sessions ‘around’ the option module, and within the common core module Research Design [LP935]. Adding to which is the Personal Tutor system, meaning that their private study always takes place within a framework of guidance, clear schedules and support.

Other activity description

This is group activity, for the creative group work project -- in relation to a specific sustainability challenge published in the module outline.

Costs

No further costs have been identified for this module.

You must pass all assessment components to pass the module.

Assessment group A
Weighting Study time Eligible for self-certification
Assessment component
The research Essay 70% Yes (extension)

A standard theoretically-informed research essay on a range of topics and questions provide in the module Outline and relevant to each specific seminar topic.
Reassessment component is the same
Assessment component
Sustainability Project presentation 30% Yes (extension)

A visual research presentation (delivered accompanied by all members of the research team) produced in group collaboration – as a managed and organised research team – on a specific challenge internal to the module and published in the module Outline.
Reassessment component is the same
Feedback on assessment

Formative feedback will be delivered during seminar activities and discussion. Summative assessment will feed back via Tabula on the reflective essay in written form under the following headings: Knowledge and Understanding; Argument and Analysis; Research; Presentation.

Courses

This module is Optional for:

  • Year 1 of TLPS-W4PQ Postgraduate Taught Arts, Enterprise and Development
  • Year 1 of TTHS-W4PQ Postgraduate Taught Arts, Enterprise and Development
  • Year 1 of TLPS-W4P4 Postgraduate Taught Creative and Media Enterprises
  • Year 1 of TTHS-W4P4 Postgraduate Taught Creative and Media Enterprises
  • Year 1 of TLPS-W4PG Postgraduate Taught Global Media and Communication
  • Year 1 of TTHS-W4PG Postgraduate Taught Global Media and Communication
  • Year 1 of TLPS-W4PM Postgraduate Taught International Cultural Policy and Management
  • Year 1 of TTHS-W4PM Postgraduate Taught International Cultural Policy and Management