The Investment Theory of Creativity - Essay Example

RЕАTIVЕ РRОBLЕM SОLVING FОR UАЕ UNIVЕRSITIЕS ЕDUСАTIОN ОUTРUTS TО MЕЕT THЕ NЕЕDS ОF THЕ FUTURЕ UАЕ LАBОUR MАRKЕT Name of Student Institution affiliation Table of Contents List of figures 2 1 INTRODUCTION 3 2 ANALYSIS OF THE PROBLEM 8 2.1 Mind map Paradigm-breaking Techniques 8 3 CREATIVE IDEAS FOR PROBLEM SOLVING 12 3.1 The Investment Theory of Creativity 12 3.2 Problem Solving Mechanism 14 3.3 The index theory of creativity 16 4 CONCLUSION 17 4.1 Idea implementation 17 References 19 Appendix 1 21 List of figures Figure 1: exhibit 1 6 Figure 2: exhibit 2 7 Figure 3: exhibit 3 11 Figure 4: exhibit 4 12 СRЕАTIVЕ РRОBLЕM SОLVING FОR UАЕ UNIVЕRSITIЕS ЕDUСАTIОN ОUTРUTS TО MЕЕT THЕ NЕЕDS ОF THЕ FUTURЕ UАЕ LАBОUR MАRKЕT 1 INTRODUCTION The experienced workplace challenges in Unite Arab Emirates are pegged on the growing gap between educational skills and labour market demands. Dr Abduallah Al Karam, Director of Knowledge Village in UAE in a recent lecture argues that the estimated number of young graduates expected to enter the labour market in the next ten years is 40 million ,nonetheless, only 10% of these graduates are qualified enough for the country’s labour market. This paper therefore seeks to highlight and give suggestions to help address this notable huge gap problem between the United Arab Emirates education system and the country’s future labour market by addressing the personal factors that affect labour ranging from education, experience and skill, social capital factor such as human resource strategies and ideas. In a research on the preparedness of university graduates in the UAE to address future labour issues it was noted that majority of the United Arab Emirate’s fresh graduates from Universities are not qualified to work in the country’s labour market since they lack essential skills. This is attributed to the late arrival of modern education in the United Arab Emirates. With the number of many foreign employees in the UAE, its evident that the university system is not equipping graduates with the necessary skills for the labour market and as such most organizations are overlooking them and offering employment to better qualified graduates from other countries as well as those that have undergone a different education system overseas (Čančer & Mulej, 2013). The need and time required to create a complete workforce which was estimated to be 25years led to the huge gap between UAE’s workforce and education system., however, this has turned out to be a major problem and universities are finding it hard coming up with a working action plan that will help safeguard the future UAE labour market generations (Berg, Taatila & Volkmann, 2012). Evidently, there is an imbalance in the UAE’s private and public labour force as well as gender disparity within this country’s labour force solely due to the education system and as such the Tanmia human resource report concludes that the number of male employees in the UAE workforce is 39.4 % whereas that of females is 16.2% as of the year 2014 a clear indication on how the education systems impacts a country’s labour force. Women do not have similar opportunities to access education more so outside the country and those that study in UAE markets hardly get absorbed to the labour market and if the trend does not change then the future of the UAE labour market will remain uncertain (Proctor, 2013). Notably the status quo in UAE in regards to education and training is quite low compared to that of developed countries. In this case, a good standard of essential education is the main thing that UAE lacks in regard to the human capital gap in context to education and skill training. Besides, the UAE government evidently showcases some laxity in providing highly positive and a quality learning atmosphere to help nature future generations (Roy & Goenka, 2014). In line with this, the knowledge distribution in UAE is not quite effective due to the lack of an effective education structure which fosters flow of knowledge within the country. The leadership structure in UAE’s education sector was evidently not quite effective judging by the adult illiteracy rate which is still at 23% as of the year 2014 (Hawkins & Rezazade M., 2012). On the other hand, the female illiteracy rate which stands at 19% has contributed to the huge gap in United Arab Emirates education system and the country’s labour market in regards to human capital (Berg, Taatila & Volkmann, 2012). Figure 1: exhibit 1 Figure 2: exhibit 2 2 ANALYSIS OF THE PROBLEM 2.1 Mind map Paradigm-breaking Techniques The mind map paradigm-breaking technique is imperative in addressing notable problems and as such it can help address the evident problem in the UAE of the huge gap between the country’s labour market and its education system by looking at the result of this problem ad giving suggestion on how to safeguard the future of the labour market. In this case, the policy makers should recognize human capital as a policy that needs improvement and also improving its role as a fundamental aspect in the country’s contemporary knowledge –based economics (Giannopoulou, Gryszkiewicz & Barlatier, 2014). Moreover, these policy makers should stress on the importance of knowledge and skills and in particular the adoption and imitation of technological capabilities. The policymakers should also ensure that the shift from resource-based economies to the knowledge- based economies is implemented in an effort to increase the role of human capital in the country. On the other hand the mind map paradigm –breaking technique could be essential in conducting reviews and reforms to change UAE status quo in the country’s education sector (Roy & Goenka, 2014). In this case, UAE’s government should ensure that it implements a good standard education system which is focused on building a strong workforce within the country. Additionally, this reform will also entail ensuring that the government plays its role in the creation of a positive environment that fosters a high quality learning atmosphere which will also impact to the entire society in general as a means of securing the future UAE market. In this case, these reforms should be strategically implemented to develop skills and knowledge and not simply focusing on improving the labour force ability to perform. This problem solving technique could also be used by the UAE to address the problem on the huge gap between the country’s labour markets and education system by emphasizing reform implementation in the country’s education system leadership (Lowy, 2011). This is because this is the most essential administrative body that has a great influence in a country’s social-economic and apolitical aspect (Capel, 2014). Reliance on leaders who have similar ideologies to those on making the country’s education system more effective, these leaders will therefore, be used in improving UAE’s education system and also expanding it in order to serve the country’s development goals more effectively (Proctor, 2013). Thus, the UAE’s higher education level curriculum should also be changed from basic teaching to advanced learning methods which incorporate technological lessons, technical practice lessons and problem solving lessons. Change of the higher-learning curriculum will ensure that the higher leaning institutions mould an all rounded potential employee who is prepared with the right skills and knowledge to fit into the country’s labour market (Giannopoulou, Gryszkiewicz & Barlatier, 2014). On the other hand, this mind map paradigm- technique could also be used by the United Arab Emirates to address the UAE’s problem on the huge gap between the country’s labour markets demands and education system output is improving on the teaching quality in the higher education system of the country. Notably the quality of the university dons in UAE universities is quite low an issue which is reflected by the huge gap problem between the county’s labour market and education system and this needs to change in order to safeguard the future of the UAE labour market. Additionally, the implementation of reforms that address change in leadership and curriculum in the higher education levels in UAE out-rightly also calls for change in the teaching department in this education subsector. This is evident by the number of low computer-student ration in UAE universities. Hence, there is an arguable conviction that the use of computers has a lasting and positive impact on the student’s skills attainment. Sivin and Bialo (2010), argue that using computers ensures that the student’s freedom of expression is not limited and they do not confine their imagination and knowledge within themselves. Thus, the limited use of computers by university students has a negative effects on their attitude and behaviour in regards to low innovation power which is caused by low self-consciousness and low self-esteem. In this case, the reforms into the University sector of UAE’s education system reform should also entail outsourcing of quality teachers and instructors (Lowy, 2011). This is backed up by evidence that majority of the universities in UAE are far off from adhering to the international standards in regards to teaching hence, the candidates graduating from this education system end up being far off in regards to the level of knowledge and skills required in the labour market both locally and globally. Figure 3: exhibit 3 Figure 4: exhibit 4 3 CREATIVE IDEAS FOR PROBLEM SOLVING 3.1 The Investment Theory of Creativity I intend to go away from the cognitive mode of thinking in regards’ to this pointed out problem where there is an evidently huge gap between UAE’s education system output and its labour market. In this case, I tend to think that this problem is not solely dependent on UAE’s poor quality of education as it is being argued by many. Hence, my thoughts totally draw away from the argument on the quality of education in the country but on the fact that modern education was embraced in the country quite late (Calma, 2013). Thus, the UAE traditional education system is claimed to have shifted to the modern education system which is characterized by creativity and 21st century skills unlike in the late 19th century. In this case the UAE universities should therefore, conduct market analysis of the country labor market needs and align their needs, mission and both long-term and short-term goals with those of the country’s labor market. I think that this issue has contributed to the evident miss-match between the local UAE workforce and the requirements of the country’s labor market due to some in competencies in the country’s education system. In line with this, the fresh graduates from the country should embrace this modern education system that teaches creativity and 21st century skills which evidently best fits them in the country’s workforce enabling them to adopt essential skills suited for the demands of the future UAE labor market environment thus, eradicating the problem in the future (Čančer & Mulej, 2013). Therefore, the idea of conducting market analysis of the country labor market needs and align their needs, mission and both long-term and short-term goals with those of the country’s labor market is a promising idea that will help bridge the gap between UAE’s workforce and the country’s university education system outputs. This is because the first lot of students undergoing the modern education system in UAE is yet to complete their education. In line with this, the disqualified idea on quality education can be claimed to be drawn from this pointed out idea on the late implementation of modern education system that is evidently quite valuable. In regards to the idea that the experienced huge gap problem in UAE university education system and the country’s labour market was caused by the late inclusion of modern education system in UAE and as such makes this idea worth pursuing. This is because the problem is currently being experienced despite the shift of the country’s education system from the traditional education system to a modern education system. However, the first lot of the students going through this education system is still within the education system therefore its analogy cannot be currently tested (Roy & Goenka, 2014). However, this idea disqualifies that on poor quality in the university education system in the country since this shift is basically a move from the traditional education system which could be argued to be of poor quality to the modern education system which is of good quality. 3.2 Problem Solving Mechanism Evidently there is an existing huge gap problem between the UAE university education system and the country’s future labour market which can be solved by the problem solving mechanism. As required by this schema there is a componential structure which entails a number of questions which have to be answered (Calma, 2013). Therefore, solving this pointed out problems will require answering these questions as follows; What exactly is the problem? The notable problem is the existing huge gap between the UAE’S university education system and the country’s labour market. Which entails limited education, experience and skill, social capital factor such as human resource strategy and culture and social capital aspects such as gender inequality, Do you have reference for it? The reference that I have for this notable problem is the relatively high number of specialist jobs with unqualified personnel in United Arab Emirates labour force which is attributed to the fact that majority of the country’s fresh graduates are yet to attain the required skills and knowledge level to match that required in the country’s workforce (Hawkins & Rezazade M., 2012). Reference for this can be drawn to studies which suggest that the UAE’s economy is dependent on foreign labour. In line with this a study conducted on UAE’s economic cycle revealed that a boom was experienced in the country’s economy however it was noted that it peaked in the year 2006 before it turned to a burst and later on returning to normal in the year 2010 (Bain, Walker & Chan, 2011). Additionally, the study also revealed that there was a notable lag in population during this boom period of UAE’s economy and it notably dropped to 0% when the economy was booming. This economic performance therefore suggested that there was an increase in foreign labour on its expansion and the opposite as the country’s economy contracted hence the need for alignment of the university system and the needs of the future labour market (Capel, 2014). Is it unique? The noted problem can be said to be unique considering that the young Jobseekers from the UAE’s universities are evidently faced with fierce competition in the job market since they do not poses the required skills and knowledge required in the country’s labour force as those who studied abroad. Hence, the gap between the country’s education system and its labour market is the fierce competition which is caused by the evidently inadequate professional skills and lack of work experience which has made it difficult for jobseekers fresh from university to secure job opportunities. Have I solved any problem similar to it? I am yet to solve any problem similar to the currently pointed out problem. Have I noted all its critical features? I have indeed noted all the features related to this problem which entails poor leadership in United Arab Emirates education sector, poor quality in teaching in the universities in UAE and significantly low rate of computer –student ration in these universities in UAE. What will you do first to solve it? I will firsts change the education curriculum in the Universities in UAE to ensure that it is structured to prepare the future employees for the job market (Bain, Walker & Chan, 2011). In this case, I would reform the curriculum to make it embrace more of technological awareness and instilling of essential job skills to the students ensuring that they are best prepared to fit in the labour market (Giannopoulou, Gryszkiewicz & Barlatier, 2014). Do you know how to solve it? Yes, I am aware how to go about changing the country’s universities curriculum. In this case, I will consult the education experts on the policies to implement as well as the reforms that I would put in place to effect the change in the country’s high education level curriculum. How will you know when you have found a good solution? I will know I have found a good solution when the employee candidate fresh from the universities will poses essential work related skills and knowledge required by UAE’s labour market (Capel, 2014). 3.3 The index theory of creativity As we are aware of this theory is associated with memory. In this case, there are some aspect of the evident problem within the identified huge gap problem between UAE’s university education system and the country’s labour market. Thus, the foreseeable unemployment problem within the country could be said to be an issue associated with long-term memory due to the significance of this matter in UAE’s economy. Therefore, such issues which stick in the long term memory which is in accordance to this theory’s principle (Čančer & Mulej, 2013). On the other hand, the best idea of solving this problem is to compel the government and private institutions to participate in the training of citizens and introducing employment oriented programs in the universities to help safeguard the future of UAE’s labour market and enable them perform according to the quality of performance and rigidity of the labour market. In this case the government should start a project where it conduct special training for students both in and outside the country in order to gain experience which suits them for the labour market. This idea will solve the problem on poor quality in teaching in the country’s universities. This has led to graduates fresh from universities to miss employment opportunities due to them being unqualified and lack some key skills required in the labour market (Calma, 2013). Additionally, poor leadership in the country’s education sector has been pointed out as another reason. Which relates to long-term memory principle under the index theory of creativity. Hence, there is no conclusive reasons which can be associated with the identified problem (Capel, 2014). The leaders in UAE could have very minimal influence in the actual quality of education in the country which is attributed to this actual problem. Therefore, this particular issue could be rightfully categorized under the short term memory principle in regards to the cognitive theory of creativity concept (Giannopoulou, Gryszkiewicz & Barlatier, 2014). The other issue which is identified as a cause of the huge gap problem between the UAE’s university education system and the labour market is the student lack of a link between the government and the internal and external universities. In this case, a link should be created between the government through creation of projects which the government use to prepare and train the freshly graduated students from universities to ensure that they are instilled with the best skills and education then they are absorbed into the country’s labour market once they undergo this program, (Proctor, 2013). This will ensure that these candidates have the best skills and knowledge required by the UAE’s labour market. 4 CONCLUSION 4.1 Idea implementation As the identified problems have been earlier reviewed there are a number of ideas that have been suggested to improve the huge gap problem in UAE’s labour market and its university education system. Thus, under the Problem Solving Mechanism theory there is evidence that this idea could be met with considerable opposition if it is implemented. In regards to the questions required to be answered under the problem solving mechanism theory one question that is bound to raise some issues is that on the critical features that could be impacted by this idea either negatively or positively (Lowy, 2011). In this case, preparation of potential employees who are UAE nationals and who fit within the country’s workforce market requires an estimated duration of 20-22 years. This is the time that these potential employee candidates will spend in school university education and workforce training in order to acquire work experience. Therefore, this idea is bound to affect the time features as well as other features related to time thus making it not viable for short terms purpose (Calma, 2013). In regards to the index theory of creativity this problem tend to fall under the long terms principle. This idea is literally one that requires a lot of years to be implemented therefore out rightly falling into the long term category. The other identified idea is to implement reforms on policies which will absorb more UAE nationals into the country’s workforce. Hence the idea can be categorised as short term (Čančer & Mulej, 2013). This is because the reforms making process compared to the previously mentioned idea takes relatively a shorter period of time and it is dependent on the exact reform being implemented. In regards to the problem solving mechanism theory it could be claimed to be viable since unlike the early ideas it took a relatively shorter period of time to be implemented and conceptualized (Proctor, 2013). On the other hand, in regards to the problem solving mechanism theory the noted critical features were compatible to the implemented idea, this therefore, gives the idea more possibility for its implementation since there are limited barriers in regards to these features compared to the other aforementioned ideas. In conclusion, the implementation of reform idea appears to be quite effective and easy to implement. Thus, this idea as noted is faced with minimal barriers related to the features impacted by the idea to be implemented. On the other hand, this idea also has perfect answers to the questions posed regarding the question structure of the problem solving mechanism theory. Thus, with proper mechanisms in place the future of the UAE labour market looks bright but in the next 18-22years. References Bain, A., Walker, A., & Chan, A. (2011). Self‐organisation and capacity building: sustaining the change. Journal Of Educational Administration, 49(6), 701-719. http://dx.doi.org/10.1108/09578231111174839 Berg, H., Taatila, V., & Volkmann, C. (2012). Fostering creativity – a holistic framework for teaching creativity. Development And Learning In Organizations: An International Journal, 26(6), 5-8. http://dx.doi.org/10.1108/14777281211272242 Calma, A. (2013). Fixing holes where the rain gets in:Problem areas in the development of generic skills in business,”. Journal Of International Education In Business, 6(1), 35-50. http://dx.doi.org/10.1108/18363261311314944 Capel, C. (2014). Mindfulness, indigenous knowledge, indigenous innovations and entrepreneurship. Journal Of Research In Marketing And Entrepreneurship, 16(1), 63-83. http://dx.doi.org/10.1108/jrme-10-2013-0031 Giannopoulou, E., Gryszkiewicz, L., & Barlatier, P. (2014). Creativity for service innovation: a practice-based perspective. Managing Service Quality: An International Journal, 24(1), 23-44. http://dx.doi.org/10.1108/msq-03-2013-0044 Hawkins, M., & Rezazade M., M. (2012). Knowledge boundary spanning process: synthesizing four spanning mechanisms. Management Decision, 50(10), 1800-1815. http://dx.doi.org/10.1108/00251741211279611 Lowy, A. (2011). Nine paradoxes of problem solving. Strategy & Leadership, 39(3), 25-31. http://dx.doi.org/10.1108/10878571111128784 Proctor, T. (2013). Creative Problem Solving for Managers, Developing Skills for Decision Making and Innovation. 4e. Hoboken: Taylor and Francis. Roy, S., & Goenka, S. (2014). Xplant: entrepreneurship challenges for student entrepreneurs. Emerald Emerging Markets Case Studies, 4(6), 1-17. http://dx.doi.org/10.1108/eemcs-08-2013-0173 Čančer, V., & Mulej, M. (2013). Multi‐criteria decision making in creative problem solving. Kybernetes, 42(1), 67-81. http://dx.doi.org/10.1108/03684921311295484 Appendix 1 Read More