Kreativ funktion, perceptgenetisk rekonstruktion och organisatoriska förutsättningar för kreativ verksamhet. En studie av högskolelärare

Sammanfattning: Against the background of a need for empirical research on creative university teachers and creative university environments, and for broad and encompassing models within research on creativity, various questions concerning the university teacher, the university organization and relations between them are posed. The description and interpretation of creativity and personality presented takes as its starting point a percept-genetic point of view in which the concept of creative functioning is added to Andersson's developmental and personality model. This represents the individual level in a broad conception presented here dealing with how both inner and outer factors can influence the human being within a university setting and bring about conditions conducive to or hindering creative activity. Data were collected using various percept-genetic techniques: CFT (Creative Functioning Technique), SAT (Spiral Aftereffect Technique) and DMTm (Defense Mechanism Technique modified); various self-assessment scales: BPE (Assessment of Personal Characteristics) and three scales concerning creativity; and, finally, questionnaires concerning the following: Organizational Structure, Organizational Values, Academic Values, Organizational Climate, Sufficient Resources, Workload Pressure, the Leadership Style of one's immediate superior and two criterion scales: Creativity and Productivity. The group studied consisted of teachers at Örebro University (132, 130 or 114 persons, depending upon the analysis involved). Among the findings obtained were the following: (I) certain personality patterns in SAT were related to low or intermediate, and other patterns to high ereative functioning according to CFT; several DMTm signs of anxiety and defense against anxiety were related to CFT, introaggression being one that was clearly related to high creative functioning; (2) no statistically significant relationships were found between CFT and self-ratings of creativity; (3) creative activity within the organization appeared to be supported by teachers' experiencing there to be a high degree of freedom and debate, and to be hindered by the presence of a high degree of emotional tension and a lack of openness in teachers' contacts with one another; (4) the degree of creativity and productivity within the organization was found to be closely related to the accessibility of resources and to how positive the organizitional climate was assessed as being; and (5) a variety of relationships defined by means of factor analyses were found between individual and organizational variables, high creative functioning in CFT being related, for example, to experiencing the university as having an open structure and characterized by diversity.