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Guilford's (1950) presidential address at the American Psychological Association Convention, pointing out the scarcity of scientific research about creativity, was decisive for the systematic study of creativity. Nowadays, creativity is seen as essential for innovation and for personal and organizational success (Ahrweiler & Keane, 2013; Péter-Szarka, 2012). Since unpredictability, complexity and fast changes are constant features of our world, individuals have to be adaptive and show competencies to (re)create (Kim & Hull, 2012; Weinstein, Clark, DiBartolomeo, & Davis, 2014). The financial recession of early 2000 also proved that creativity was in order for the resolution of social and economic problems (Lubart & Zenasni, 2010; Simona & Savvas, 2012).
If creativity has been the focus of increasing attention by professionals and researchers in diverse domains (Zhang, 2011), it is at school that there seems to be a privileged environment for its development, as people spend a large part of their lifetime in this learning context (Soulé & Warrick, 2015). Creativity can be promoted in many domains and throughout students' academic lives, in or beyond institutional spaces (Jackson, 2006a).
Although higher education has been recognized as an important context for the development of creativity (Yamamoto, 1975), further attention is needed regarding how to develop teachers and students' creative skills. Universities represent the stage immediately preceding people's entry into the job market, which requires a specialized workforce with the ability to transform society (Grove-White, 2008; Pachucki, Lena, & Tepper, 2010). Concerned with the optimization of higher education, Florida (2002) stated that a third of the workforce will have to be creative. Universities, "repositories of research and knowledge with a high innovative potential, are key-elements for the (global) agenda of innovation" (Smith-Bingham, 2006, p. 17). Nowadays, universities must not be seen as solely concerned with the transmission of knowledge. Universities also have the role of preparing students for future challenges and opportunities, by promoting their flexibility and creativity - preparing students "with skills to manage life" (Sternberg, 2004, p. 196).
Due to the need for innovation, the relevance of promoting a creative climate has been widely stated, including higher education (A. Cropley & D. H. Cropley, 2009; Gibson, 2010). At university, teaching practices should focus on more than promoting the transmission of contents and routines (Deverell & Moore, 2014),...