Diverse pressures coming from different external stakeholders over Higher Education Institutions have been increasing. Research developed within this context, namely at the doctoral level, is constantly the object of market, political, and economical pressures and demands. Consequently, concepts such as creativity, originality and innovation are often being linked with the development of outputs or products that should be economically and socially relevant and thus have a useful application in society. However, we consider that it is ‘dangerous’ narrowing doctoral research to commercial applications and/or purposes, forgetting that it is an enriching and privileged space to enhance a set of high-level competences. Therefore, if creativity, originality and innovation may be associated with doctoral outputs, products or final purposes (from an instrumental point of view), we also consider those concepts (i) epistemological principles that underlie the doctoral process on one hand, and (ii) important transferable competences that should be enhanced throughout doctoral studies on the other. Assuming this perspective, with this reflection, we intend to focus on the value of creativity, originality and innovation, and their importance for the development of doctoral students’ ‘scientific mindset’. In fact, the doctorate being a space, a time and mainly an interconnection of a complex system of power, personal, social and even political objectives, it cannot be forgotten that learning and competences’ enhancement are at the centre of students’ development: a process of formation of a new academic or a high-level professional that may contribute to several professional settings.
|Keywords:||Doctorate, Creativity, Originality, Innovation, Students’ Competences|
PhD Student and Researcher, Department of Education, University of Aveiro, Aveiro, Portugal
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