The first part of this paper explores the issues raised by attempting to introduce creativity into the broader context of Higher Education (HE) where creativity is seen as important but its very nature involves risk and challenge to the status quo and
established systems. This is discussed in relation to the purposes of HE, and the call by Martha Nussbaum (1997) to ‘Cultivate Humanity’.
Traditional attitudes towards knowledge transfer by lecture, however, still pervade many disciplines and institutions. An accountancy-led view of education in HE tends supports the apparent efficiency of lecturing to large numbers. The commodification
of HE arguably changes the learner’s perception of the learning contract from an active engagement with learning to the passive purchase of a qualification in the HE market place, which can then be traded for a good (or better) job.