INNOVATION & CREATIVITY IN HUMAN SCIENCE
Year:2013 | Volume:2 | Issue:4|Papers Count:9

Background: In recent years, the entry of women into higher education has grown. In these circumstances, encourage entrepreneurship among women graduates in the country to establish independent businesses can play an important role.Purpose: This research is an applied study, and the nature of the study is descriptive and survey; and has been done to identify the main barriers that women entrepreneurs educated in Iran.Method: Beginning through exploratory interviews with 20 experts identified major barriers and then designed Likert questionnaire included 36 questions. The population consisted of 30 women who were educated and 80 faculty members are experts. Friedman test was used for subsequent data analysis.Result (s): The analysis of the data showed that individual barriers and cultural barriers are important to women's entrepreneurship. Also, gender discrimination in the workplace, fear of failure, conjunction corporate affairs and family issues, inconsistency role expectations, bureaucracy and provide initial capital and liquidity requirements are the main causes.Conclusion: Due to the growing women with tertiary education, special attention should be given to these individuals to meet the challenges of entrepreneurship.

Background: In the new decade the resource of competitive advantage changed from tangible and hard assets to intangible and soft assets. Due to importance of intellectual capital and measurement of it in higher education systems practitioners of this system needs to know the main elements of intellectual capital and methods of measurement these elements.Purpose: Identifying the elements of intellectual capital helps the higher education managers system to improve the managing these assets effectively and more appropriately. This research tries to examine the intellectual capital measurement methods and deliver the practical and appropriate method according to three elements of Haman capital, organizational capital and relational capital for measuring these assets.Method: The research method was Meta Analysis. In this research we analysis the negative and positive points of intellectual capital measurement models and finally the model that relatively adequate for higher education offered.Result (s): There are different ways to measure intellectual capital, which includes strengths and weaknesses.Conclusion: Measurement model should be designed based on goals and the mission of higher education institutions.

Background: Creativity is one of the most interesting and challenging topic in different scientific fields, especially in education and psychology. In this period of history as a major power in the human mind, the main purpose of schools and educational centers.Objective: This research examines the effect of creative problem solving method to creativity components (fluid, expansion, flexibility and originality) Third-grade students Ahwaz.Method (s): The study sample of 50 third grade secondary school students in Ahvaz city in the 90-91 school year as a cluster random sampling, which divided into two groups of experimental and control group. The dependent variable to measure creativity, Torrance Tests of Creative Thinking (TTCT) is used. The research design was experimental of the type pre and post test with control group. After random selection of experimental and control group, first for all two groups, pre test was performed, than the pilot intervention in 8 sessions of 70-90minutes to the test group were presented and after the training program, post-test was taken for both groups.Result (s): One-way analysis of covariance method (Ancova) at the level of p<0.05 was used. Results showed that there is a significant difference between control and treatment groups in components of creativity (fluid, flexibility and originality).Conclusion: Accordingly we can conclude that the training of creative problem solving can be creative component (fluid, originality and flexibility) students increased.

Background: The present research entitled “content analysis of science textbook based on Guilford’s creativity factors". Analyzing the content of science textbooks could have an important role to enhance the content and pupils' creativity levels respectably.Method: The research method is descriptive and a content analysis type. The statistical society of this research included a second guidance year experimental science textbook in the academic year of 1389-90. The sample volume is equal with statistical society. Instrument of this research is a researcher made form of content analysis depending on Guilford’s creativity factors. To analyze the content of second guidance year experimental science textbook a coding schema has been used. This work was conducted in three stages, in the first stage, the book was divided into four parts (text, assignments and activity, images and tables). In the second stage all units in all parts of the desired class were matched with Guilford’s creativity parameters and were recorded in related tables. In the third stage, those units which were in the high level of Guilford’s creativity factors were identified and counted. Validity of research tools based on education expert opinion was notable and reliability tools based on Holsty formula and 93% was calculated. Data using descriptive statistics (including frequency and percentage) were analyzed.Purpose: The most important issue in educating the creative children is making use of appropriate teaching contents.Result (s): The results showed that the second guidance year experimental science textbook focus too much on the level of cognitive memory and convergent thinking and has poor attention on divergent and evaluation thinking.Conclusion: The results indicates the point that in content of second guidance year experimental science textbook, There is no appropriate balance between different levels of Guilford’s creativity.

Background: Increasing rate of unemployment among the graduates of Iranian Higher Education system, particularly the graduates of agricultural colleges has been developed into one of the major socioeconomic problems of the nation.Purpose: The main purpose of this study, was investigating the relationship between psychological characteristics with entrepreneurial intention of agricultural students in university of Tehran.Method: The statistical population of the study consisted of all agricultural fourth-year undergraduate students in University of Tehran (N=250), that 109 of them were selected as the research sample using the proportionate stratified sampling method. The main instrument of the study was a questionnaire which its validity was confirmed by a panel of experts and its reliability was established by calculating Cronbach Alpha Coefficient. Data were analyzed by SPSS and LISREL software in two parts of descriptive and inferential statistics.Result (s): Results of correlation analysis showed that there was positive and significant relationship between psychological characteristics (risk taking, internal locus of control, need to achievement, and ambiguity tolerance) and entrepreneurial intention of the students. Also, results of structural equation modeling indicated that psychological characteristics had a positive and significant effect on entrepreneurial intention of the students (g=0.79, t=5.26). Moreover, the results indicated that entrepreneurship education courses had positive and significant effects on psychological characteristics (risk taking, Locus of control, seeking success and ambiguity tolerance) and entrepreneurial intention of the students.Conclusion: The finding of this study can contribute to the improvement of entrepreneurial intention and behavior of agricultural students for planning higher education programs in agriculture.

Background: Creativity, achievement motive and academic self-concept are the key variables in the educational system that is necessary for growth and development of knowledge, attitudes and skills of students.Purpose: The main purpose of this study was to determine the impact of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept in third grade guidance school students.Method: The population involved all the grade three students of Ghods town studying educational year of 1390-1391, 60 students were selected as the sample of the study with multiple-stage cluster random sampling method. Then 30 of them were assigned randomly to experimental group and another 30 to control group). Abedi Tests of Creativity, Hermanoes achievement motive scale and Delavar academic self-concept scale were used for measuring the dependent variables.Result (s): The results of analysis of covariance showed that the Cognitive and metacognitive Strategies training can affected student creativity (f=6.915, P<0.05), achievement motive (f=4.857, P<0.05) & academic self-concept (f=4.398, P<0.05).Conclusion: The study emphasizes that cognitive and metacognitive Strategies Training can affect student creativity, achievement motive & academic self-concept.

Background: Researchers believe the role of play in the creative development of children. The present study examined the effects of simulative games, (poetry) on increasing creativity orphans girls Children.Method: Therefore, 20 patients of all children orphaned girl 6-3 years of Tehran city's welfare were selected by cluster sampling and they were placed randomly in two groups (experimental and control). Torrance creativity test in the pre-test, post-test and follow-up for both groups and the Players lyrics simulative program, within 6 sessions only for the experimental group were performed. In order to describe the data were used mean and standard deviation. The collected data was analyzed using statistical method of the analysis of covariance.Result (s): The results showed that simulative poetry can increase creativity in orphans' girls Children.(p>0.01).Conclusion: We conclude that children are exposed to the simulative games (poetry) have more creativity than others.

Background: Synectics teaching pattern is a method which motivates learners to create and present new and creative ideas .This method gives one the opportunity to study possible means for expressing one’s self and utilize new methods for solving problems.Purpose: The present research was designed to study the roll of synectics teaching pattern on creativity and academic performance of the fourth grade primary school art students.Method: For this purpose 60 students (30 girls and 30 boys) of fourth grade primary school in Tehran were selected. This research was a quasi-experiment with pretest and post test with control group in both genders, which the experimental groups were selected by accessible sampling and control groups were selected randomly. For gathering information, Torrance’s creativity test (form B) were used. Data of this research analyzed by use of ANCOVA, and independent t test.Result (s): Results showed that synectics teaching pattern is effective on creativity and Academic performance of female and male students in painting. Also the synectics teaching pattern did not differ significantly on creativity components of Torrance test including: fluency, flexibility, originality, elaboration in boys and girls. Of course even though creativity scores of girls in art were more than boys, but this increase were about the same in two genders.Conclusion: Synetics is a suitable method for developing Art creativity but it affects both genders equally.

Introduction: Nowadays, all the programmers and politicians are facing this slogan: "destruction is waiting for you, unless you would be creative and innovative." Since the heads of the Ministry Of Education are responsible for the growth and improvement of children's creativity , to achieve this purpose , they take steps toward true and oriented use of their talents and capabilities, so they keep finding and discovering new ways for improving children's creativity. The two of the newest and most appealing ways are playing and storytelling. The purpose of the present research is to determine the effect of playing and telling stories on the amount of student's creativity.Method: The research method is experimental with pre-exam-postexam and group control. For this reason 48 female students in third grade of elementary school were chosen with bunchy accidental sampling method. For creativity evaluation, form B from Torrance evaluative questionnaire was used.Findings: The results indicated that the use of playing and telling stories method, increased creativity in all of its four factors in playing and telling stories groups in a meaningful way.Discussion : The use of playing and telling stories method, will cause the increment of the creativity in students by removing or destroying the creativity obstacles, thought immobility and helps solving the problems in a joyful and entertaining way. That’s why the students who are present in playing and storytelling meetings are more successful in finding original and new solutions for problems.