Download paper: Developing creative capital: what can we learn from the workplace?

Creativity is known to be of central importance to the generation of new ideas, new ways of working and innovation. Creativity and the harnessing of creative capital are essential for the success of firms, in fields as diverse as the creative industries and multi-media to computing, engineering, architecture, science and technology and in public sector organizations. This paper reviews research which identifies how the creative capital of organizations is enhanced and applied and suggests that programs, practices and processes can be developed to extend and build capacity in Australian organisations.

Abstract: Open access to knowledge is the foundation of learning and discovery in higher education. Yet in Australian music faculties, the use of essential material is regulated and commercialized by record companies and music publishing houses. This paper details the impact of this framework through the eyes of music academics and students by making equity parallels with traditional academic arrangements.

The production of knowledge has become central to economic life. Competitiveness in the 21st century market place is now characterized by the ability to translate scientific and technological knowledge into innovation. But does this render cultural and social knowledge unimportant?

The creative industries are one of the most important contributors to the UK economy. So it is important that we accurately measure their contribution to economic activity. Doing so can help both policymakers and industry professionals to communicate key concepts, share reliable data and make the case for greater investment. There have been renewed attempts to estimate the true size of the creative economy. The Department for Culture Media and Sport (DCMS) and the Greater London Authority (GLA) both published studies in 2007.

The argument that studying the arts boosts academic achievements in other subjects has been the subject of extensive research and the consensus view could be summed up as 'not proven'. But as Kate Oakley argues, there is stronger evidence for the relationship between arts education and a variety of social or 'non cognitive' skills, from self-confidence to communication skills.