This study explored my own societal gatekeeper role as an Ofsted inspector, using a systems thinking model of creativity, within the domain of vocational business studies curricula, in further education (FE) colleges in England. My research questions sought to explore how business teachers and inspectors define, recognise, measure, reward and promote creativity skills in vocational business education. To provide a definition of creativity, I propose a framework based on its seven key aspects: process, person, place, pressures, product, persuasion and permanence. In addition to evidence-based success, I argue that we recognise the need for trust and freedom, through quality of relationships, to stimulate creativity. Through critical self-reflection on my role as an inspector and thematic analysis of data from multiple sources including interviews, Ofsted reports and Further Education college websites, I conclude that there is a low level of interest in promotion of creativity skills in the business curriculum in FE and that Ofsted is associated with normalisation, standardisation and efficiency rather than creativity. Creativity is an important business skill, so Ofsted inspectors, as societal gatekeepers, need to be self-reflective in acknowledging pressures that may distort perceptions, resulting in biased judgments that fail to reward and promote creativity appropriately.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:753102 |
| Date | January 2018 |
| Creators | Mahil, Jesvir Kaur |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8367/ |
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