Abstract:
Whilst much of the rhetoric of current educational policy champions creativity and innovation, structural reforms and new management practices in higher education run counter to the known conditions under which creativity flourishes. As a review of recent literature suggests, surveillance, performativity, the end of tenure and rising levels of workplace stress are all closing off the space for real creative endeavour, characterised as it is by risk-taking, collaborative exploration and autonomy. Innovation, as conceived in this policy context, is narrow in scope and leaves little room for critical re-examination of the nature of education itself or radical reconceptions of curriculum, raising the question as to whether such are more likely to arise extra mural, from new forms of organisation.
