An exploratory study on assessment of creativity in first-year undergraduate marketing units

Marketing is perceived as an innately creative discipline, one which offers creative solutions to consumer problems. Yet little attention has been given by researchers into how students acquire knowledge of creativity and how it assessed in introductory marketing units. This paper examines how creativity is assessed as a learning outcome in fifteen Australian universities’ first year undergraduate marketing units within a Business program. Results of the analysis of unit statements showed no that university had achieved an aligned course design with respect to creativity learning outcomes, curriculum and assessment. Integrating the creative problem solving process in a marketing task, such as a group-worked marketing plan, is suggested as a way forward.