Learning as a Creative and Developmental Process in Higher Education

In this review of Learning as a Creative and Developmental Process in Higher Education the authors present a thoughtful exploration of creativity as central to student development rather than merely a set of classroom techniques. The book is aimed at academics, course designers and tutors seeking to reshape learning environments toward facilitation and growth; its single biggest reason to read is the consistent emphasis on the tutor-student relationship as a vehicle for transformational learning rather than just teaching methods. Readers will find a reflective, practice-informed argument for creativity as a developmental process.

Key Features

• Focus on creativity: Examines creativity not only as a teaching tool but as an intrinsic part of the student learning process, encouraging transformational outcomes.
• Facilitative tutor-student relationship: Discusses how a supportive, facilitative relationship and environment contextualise creative learning and help students progress developmentally.
• Practical approaches: Brings together teaching and learning approaches developed by experienced academics to illustrate how theory informs practice.
• Complex issues addressed: Tackles nuanced topics in higher education, offering reflective frameworks for understanding students and pedagogy.
• Higher education focus: Specifically targeted to university-level teaching and curriculum design, making it relevant for those working in tertiary contexts.

Who It's For

This book is best for lecturers, academic developers and curriculum designers who want to foreground creativity as part of student development rather than as an add-on activity. It will resonate with educators interested in reflective practice and in building facilitative learning environments that support complex student growth.

Those looking for a step-by-step classroom activity book or a short handbook of ready-made assessment templates should look elsewhere; this text is more discursive and theoretical, intended to inform practice through argument and examples rather than provide a checklist of activities.

Pros & Cons

Pros

• Clear emphasis on the transformational role of creativity in higher education, helping reframe pedagogical goals.
• Valuable discussion of the tutor-student relationship, which offers practical insight for improving facilitation.
• Contributions from experienced academics provide grounded approaches that link theory to classroom practice.

Cons

• The book is discursive and reflective, so readers expecting a concise toolkit of activities may find it less immediately practical.

Specifications

Title	Learning as a Creative and Developmental Process in Higher Education
Authors	Taylor Judie, Clive Holmwood
Subject	Creativity in higher education and learning theory
Focus	Facilitative tutor-student relationship and developmental learning
Audience	Academics, tutors, curriculum designers in tertiary education
Approach	Theoretical discussion with practice-informed examples

Our Verdict

Learning as a Creative and Developmental Process in Higher Education is a worthwhile read for university educators who want to reconceptualise creativity as a core part of student development. It offers thoughtful, practice-informed discussion of facilitative teaching and the tutor-student relationship, making it good value for those seeking deeper pedagogical insights rather than quick activity lists.

Frequently Asked Questions

Is this book practical for classroom use?
Answer. It provides practice-informed approaches and examples, but it is primarily discursive and aimed at informing pedagogy rather than supplying a prescriptive activities manual.

Who are the authors and what perspective do they bring?
Answer. Taylor Judie and Clive Holmwood bring academic experience and reflective teaching approaches focused on creativity and developmental learning in higher education.

Will this help with assessment design?
Answer. The book discusses assessment in the context of creative and developmental learning, offering conceptual frameworks rather than step-by-step assessment templates.