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dc.contributor.authorMacLaren, Iain
dc.identifier.citationThe contradictions of policy and practice: creativity in higher education Iain MacLaren London Review of Education Vol. 10, Iss. 2, 2012en_US
dc.description.abstractWhilst 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.en_US
dc.publisherLondon Review of Education (Taylor & Francis)en_US
dc.subjectHigher Educationen_US
dc.subjectCentre for Excellence in Learning & Teaching (CELT)en_US
dc.titleThe Contradictions of Policy and Practice: Creativity in Higher Educationen_US
dc.local.publishedsource 10.1080/14748460.2012.691281en_US
dc.local.publisherstatementThis is a preprint of an article submitted for consideration in the LONDON REVIEW OF EDUCATION © [2012 [copyright Taylor & Francis]; LONDON REVIEW OF EDUCATION is available online at 10.1080/14748460.2012.691281en_US

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