Organizing Creativity for Innovation: Situated Practices and Process Perspectives
Bibliographic record
Abstract
Abstract This volume brings together empirical and conceptual papers that investigate the challenges of organizing creativity in the innovation journey in and across different empirical contexts. Seen as the basis for innovating new products, processes or services, organizing creativity is studied as intentional efforts that occur in teams, organizations, and fields. What creativity is, how it is defined, negotiated and recognized is hereby co-constructed with different audiences and in different economic and societal spheres. The papers in this volume extend our understanding of these contextualized social dynamics of organizing creativity in four directions. The first direction sheds light on the temporal dynamics of organizing creativity in artistic fields. The second direction compares creative processes in arts and science, thereby examining tensions and uncertainties in the creative process unfolding in two distinctive contexts of creativity. The third direction examines identity struggles of creative agents in organizations with clashing roles, professional norms, and ambiguities in creativity assessment. The fourth and final direction unravels the communicative journey of ideas from pitching to feedback, revealing how ideas are challenged, enriched, and acquire meaning in communicative interaction. Overall, the papers in this volume contribute to a situated view of creative processes in innovation which goes beyond questions of idea generation to account for dynamics of idea development, judgment, and dissemination which involve identity struggles, evaluation, and communication – processes which are at the heart of organizing for innovation.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".