Alexander Zorychta

Discriminant validity has been a major concern regarding the indices of divergent thinking (DT). The present study used a meta-analytic approach to understand the nature of the problem by synthesizing the research between 2009 to 2019. Three data sets obtained from 242 different studies were analyzed by adopting a multilevel modeling approach, each consisting of one of the paired correlations between fluency, flexibility, and originality. Overall, the correlation of fluency is stronger with… Show more

Discriminant validity has been a major concern regarding the indices of divergent thinking (DT). The present study used a meta-analytic approach to understand the nature of the problem by synthesizing the research between 2009 to 2019. Three data sets obtained from 242 different studies were analyzed by adopting a multilevel modeling approach, each consisting of one of the paired correlations between fluency, flexibility, and originality. Overall, the correlation of fluency is stronger with flexibility (r = .79, k = 247, m = 178, N = 46,933) than originality (r = .62, k = 465, m = 250, N = 58,656), showing lower discriminant validity with the former compared with the latter. This is the case even when the traditional scoring methods of flexibility (r = .81, k = 228, m = 171, N = 45,991) and originality (rs = .66 and .71, ks = 60 and 102, ms = 49 and 66, Ns = 10,514 and 10,535, respectively) were used. Among the three pairs of correlations, the flexibility-originality pair had the lowest correlation (r = .56, k = 250, m = 161, N = 41,251). Moderator analyses indicated that the averaging approach to aggregation and mixed task modality (i.e., the use of both verbal and figural DT tasks) are useful strategies to improve the discriminant validity of fluency with both flexibility and originality. Specific scoring techniques, such as semantic distance and inverse proportional scoring, improved discriminant validity on originality, and the use of multiple items undermined discriminant validity for flexibility. (PsycInfo Database Record (c) 2022 APA, all rights reserved) Show less

This technical note is designed to introduce students and practitioners to the body of work associated with creativity and its applications for professionals and the organizations they lead. Creativity is often seen as an intangible subject, and a half-century of research remains remarkably unknown. This note describes actions that professionals can immediately implement to accelerate creativity in the work place.

The introduction of a new method for measuring student new venture creation directly.

This 17-page academic research paper explores the shortcomings in conventional university entrepreneurship education offerings from a global literature review and from a local entrepreneurial customer discovery process. The major shortcomings of conventional university entrepreneurship education offerings is that they do not induce the entrepreneurial traits or intention within students, which is a key part of developing founders. Peer influences have been shown to greatly affect these two… Show more

This 17-page academic research paper explores the shortcomings in conventional university entrepreneurship education offerings from a global literature review and from a local entrepreneurial customer discovery process. The major shortcomings of conventional university entrepreneurship education offerings is that they do not induce the entrepreneurial traits or intention within students, which is a key part of developing founders. Peer influences have been shown to greatly affect these two aspects, and we demonstrate the early traction regarding this of our Works in Progress program at the University of Virginia. Show less

There seems to be some cognitive dissonance between the rapid growth of entrepreneurship education programs in higher education and the insignificant, if not negative, correlation to new venture creation, especially among the college-aged and recent graduate demographic. Is a bachelor’s degree in entrepreneurship worth it? No, it is argued here that a bachelor’s degree in entrepreneurship is not worth it for a student whose goal is to be an entrepreneur by founding his or her own venture for… Show more

There seems to be some cognitive dissonance between the rapid growth of entrepreneurship education programs in higher education and the insignificant, if not negative, correlation to new venture creation, especially among the college-aged and recent graduate demographic. Is a bachelor’s degree in entrepreneurship worth it? No, it is argued here that a bachelor’s degree in entrepreneurship is not worth it for a student whose goal is to be an entrepreneur by founding his or her own venture for two main reasons. First, the most important part of an entrepreneur is the set of the dispositional traits that enable them to acquire and operationalize any skill or knowledge quickly, and these cannot be learn through instruction of any degree program. Second, a major in entrepreneurship necessarily means concentrating the majority of study on the diverse, practically infinite, set of possible skills and knowledge needed, at the expense of a deep focus on an area of specialized knowledge from which high quality opportunities can be discovered. Almost any other bachelor’s degree program offers more in terms of opportunity discovery. Given these points, almost any other bachelor’s degree is worth more to a student whose goal is to found a new venture, as they allow for the discovery of higher quality opportunities for venture creation. Show less

WAGiLabs is all about play. And ideas. And most importantly... Doing good to help people. When kids play together, their imaginations come together, and new ideas happen! In the WAGiLabs, kids connect with kids (in their community and in distant places) to learn from each other, share ideas, innovate, and make people’s lives better. Through curiosity, connection, and courage, kids can change the world! Learning Objectives: Curiosity: *Discovering your passions (what you love) *“Walking in the… Show more

WAGiLabs is all about play. And ideas. And most importantly... Doing good to help people. When kids play together, their imaginations come together, and new ideas happen! In the WAGiLabs, kids connect with kids (in their community and in distant places) to learn from each other, share ideas, innovate, and make people’s lives better. Through curiosity, connection, and courage, kids can change the world! Learning Objectives: Curiosity: *Discovering your passions (what you love) *“Walking in the shoes of others” (practicing empathy) *Being a detective (exploring your neighborhood, community, the world) *Uncovering needs and problems Connection: *Teaming up with other kids *Comparing and choosing team goals (needs and problems to solve) *Brainstorming solutions *Striving for innovation (thinking out of the box) *Sharing ideas with those in need and those who can help *Responding to feedback, revising ideas *Building prototypes: cooperating, assigning & sharing roles Courage: *Planning a presentation to pitch ideas *Pitching ideas at Guppy Tank. *Turning ideas into actions that will do good *Learning through trial and error *Not giving up when there are problems or obstacles *Selling ideas to get support from others and investment *Establishing a network of kidpreneurs *Playing it forward Kids: *Target age: 8-11 years’ old *Location: anywhere kids want to dream big, do good, get messy, and change the world! Show less

We all know it’s hard to teach entrepreneurship. As you scale up your efforts to institutionalize the curriculum, the entire process becomes less personal and individualized. However, at the heart of entrepreneurship is a core ideal of individualism, and the largest successes are due to serendipitous accidents and personal connections. It’s about collisions and density of people. Paul Graham has rebutted the claim that student entrepreneurship is even feasible. Indeed, “student” and… Show more

We all know it’s hard to teach entrepreneurship. As you scale up your efforts to institutionalize the curriculum, the entire process becomes less personal and individualized. However, at the heart of entrepreneurship is a core ideal of individualism, and the largest successes are due to serendipitous accidents and personal connections. It’s about collisions and density of people. Paul Graham has rebutted the claim that student entrepreneurship is even feasible. Indeed, “student” and “entrepreneur” are full-time jobs; being both means tradeoffs, and there’s little outside time. At UVA’s Works in Progress, our approach centers around the Mastermind Principle made famous by Napoleon Hill, which is based off of the idea that you’re the average of the five people with which you spend the most time. We have a built a community of solely founders, the most useful resource for student entrepreneurs, and I’d like to share with everyone our insights. Show less