Students must know how to observe the opportunities and capacities of human communities, understand where new or existing ideas or systems could bring value within those communities, and be able to act effectively in order to drive sustained and positive change to provide that value.
Long form of term name:
Self-Agency and the Ability to Innovate and Take Risks
White paper:
Balloon Analogue Risk Task (BART)
Validated for university students. Using a computerized tool, participants are asked to inflate a balloon on the computer screen. Each click that inflates the balloon accrues $0.05 in a bank visible on the screen. Participants are free to “collect the money” at any point, until the balloon pops, at which point all money accrued goes back to $0.00 and a new balloon appears. Participants get 10 balloons, and the total amount of money collected is reported at the end.
Risk Propensity Scale (RPS)
Validated 7-item instrument for university students. Total number of items = 7; scale from 1(totally agree) to 9 (totally disagree):
- “I prefer to avoid risks.”
- “I usually view risks as a challenge.”
Creative Self-Efficacy Scale
Validated 8-item instrument for undergraduate students, using a 5-point scale (Strongly Disagree—Strongly Agree). Sample items include:
- “I will be able to achieve most of the goals that I have set for myself in a creative way.”
- “I am confident that I can perform creatively on many different tasks.”
KEYS: Assessing the Climate for Creativity
Validated 78-item survey for workplace settings, using a 4-point scale (Never—Always). Sample items include:
- “People are encouraged to solve problems creatively in this organization.”
- “I have the freedom to decide how I am going to carry out my projects.”
- “Generally, I can get the resources I need for my work.”"
Feasibility Flowchart
Score 0-10 given by a reviewer ; 3-level flowchart:
Q1. Is it technically feasible?
(no = 0; yes = Q2)
Q2. Is it technically difficult for the context?
(no = Q3; yes = 4)
Q3. Is it an existing solution?
(no = 7; yes = 10)"
See Figure 2 in link below
Five-point Originality Metric
Score 0-10 given by a reviewer
0 = Common
2.5 = Somewhat Interesting
5 = Interesting
7.5 = Very Interesting
10 = Innovative
See Table 1 in link below
Career Decision Making Survey – Self-Authorship (CDMS-SA)
Validated 18-item instrument for university students, but not yet validated for pretest/posttest outcomes, using a 4-point scale (Disagree—Agree). Sample items include:
- “The most important role of an effective career counselor or advisor is to be an expert on a variety of career options.”
- “In my opinion, the most important role of an effective counselor or advisor is to direct students to information that will help them to make a decision on their own.”"
Self-Authorship Survey (SAS)
Validated 24-item instrument for university students, using a 5-point scale (Disagree—Agree). Sample items include:
- “I tend to make decisions based on what people I admire think is best, even if it isn’t always what I think is best.”
- “When I set a goal for myself, I’m pretty sure I’m going to be able to achieve it.”
Self-Portraits
Free-writing exercise, self-portrait, and interview; participants asked to describe themselves, the role(s) others play in their lives, and how they acquire knowledge:
- “What elements make you who you are and why are those elements most important to describe you?”
- Read more about Self-Portraits
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