Assessment of Creativity and Innovation at Higher Education

To contribute to social progress, within higher education, it is widely recognised that both students and teachers need to use available knowledge in order to create new knowledge. Both Checkland (1999, p.154) and Jupp (et al. 2001, p.6) agree that creativity is becoming a key resource for individuals and societies. It is needed to “make the most of new opportunities” and, being part of the knowledge society, we must be aware of the importance of enhancing creativity, especially in higher education.The EUA –European University Association - in the report of the project, “Creativity in Higher Education 2005-2007 ”- initiated to underline the value of creative skills at University and its influences on the welfare of society - states that we should learn to teach creativity if we want to live in a better society.If creativity is an essential component of a successful higher education, the question is: how to assess creative processes in order to exploit and promote them? Considering the importance of the processes which lead to creativity, it is remarkable that there have not been a considerable number of studies on the assessment of creativity. The aim of the present contribution is therefore to demonstrate that the assessment and measurement of such an unpredictable and unmanageable skill as creativity is feasible