Interdisciplinary Creativity and Innovation Developing a Model for Teaching Integrated Business Communication in a Global Marketplace to 21 st Century Students Marilyn Sarow & Bonnye Stuart Winthrop University

Working in the Spiky World US co-authors meet international audience Multinational publisher, reviewers, editors & designers Complex collaborative efforts in a deadline-intensive schedule Cognitive shift to a global mindset Content production that encourages creativity and innovation 1

Concepts for Discussion Collaboration Cognitive shift toward a global mindset Creativity and innovation 2

Collaboration: Dialogue between the Self and Others Bakhin’s definition: an active process involving working partnerships linked to a chain of responses or reactions (Thralls, 1992,p. 65) –Intracollaboration (the self): melding of academic disciplines and professional expertise into “one voice” –Intercollaboration (the others): addressing feedback from multiple cultures to achieve global consensus 3

Cognitive Shift to a Global Mindset Definition: result of innovative thinking without traditional restraints of time, place and people -What are the responsibilities of higher education? -What does the next generation need to know? -What thresholds do they need to cross to think globally? 4

Cognitive Shift in Higher Education Institutional responsibility -Facilitate the break down of academic silos -Foster interdisciplinary collaboration -Reward creativity and innovation Faculty & student responsibilities -Encourage students to think beyond self -Inspire students to value diversity -Assist students to cross conceptual gateways 5

Thresholds Definition: conceptual gateways that require a shift in the perception of the learner -Transformative -Irreversible -Integrative -Troublesome (Meyer & Land, 2003) 6

Threshold Chart (Handout)

Creativity and Innovation “If building creative capacity is to be taken seriously as a vision for research, research education and teaching in the academy, then transdisciplinarity has much to contribute… it involves investigating more fully in defeating academic habits through…original thought, vision and modes of scholarly engagement. “ (Koestler, 1964, p.252) 7

Crossing the Threshold Integrate information from multi-disciplines Circumvent traditional curriculum boundaries Encourage students to consider innovative responses in dealing with shifts in time, people, power and information Create an environment where students value innovation and creativity 8

Final Thoughts As knowledge makers, writers of textbooks for higher education must be willing to engage in collaboration across disciplines, challenge existing perspectives, embrace change and foster creativity. Our textbook urges students to tap into their own creativity and use it as a bridge to innovative thought and encourages them to emerge as leaders and innovators in the global marketplace. 9