Handbook of the management of creativity and innovation theory and practice

HANDBOOK OF
THE MANAGEMENT OF CREATIVITY
AND INNOVATION
Theory and Practice

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HANDBOOK OF
THE MANAGEMENT OF CREATIVITY
AND INNOVATION
Theory and Practice

n

Min Tang

Christian H. Werner
University of Applied Management, Germany

World Scientific
NEW JERSEY

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LONDON

•

SINGAPORE

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BEIJING

•

SHANGHAI

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HONG KONG

•

TAIPEI

•

CHENNAI

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TOKYO

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Published by
World Scientific Publishing Co. Pte. Ltd.
5 Toh Tuck Link, Singapore 596224
USA office: 27 Warren Street, Suite 401-402, Hackensack, NJ 07601
UK office: 57 Shelton Street, Covent Garden, London WC2H 9HE

Library of Congress Cataloging-in-Publication Data
Names: Tang, Min, 1975– editor. | Werner, Christian H., 1961– editor.
Title: Handbook of the management of creativity and innovation : theory and practice /
edited by Min Tang (University of Applied Management, Germany),
Christian H. Werner (University of Applied Management, Germany).
Description: New Jersey : World Scientific, [2017]
Identifiers: LCCN 2016044414 | ISBN 9789813141872 (hc : alk. paper)
Subjects: LCSH: Creative ability in business. | Creative ability. | Diffusion of innovations- Management. | Technological innovations--Management.
Classification: LCC HD53 .H3575 2017 | DDC 658.3/14--dc23
LC record available at />
British Library Cataloguing-in-Publication Data

A catalogue record for this book is available from the British Library.

Copyright © 2017 by World Scientific Publishing Co. Pte. Ltd.
All rights reserved. This book, or parts thereof, may not be reproduced in any form or by any means,
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Printed in Singapore

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b2590  Handbook of the Management of Creativity and Innovation: Theory and Practice

To Martin K., the kindest and most intelligent person I’ve ever met.
Thank you for being my greatest love and best friend!

— MT
To Sieglinde, Amadeus, Darius, Juliane & Agnes.

— CHW

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b2590  Handbook of the Management of Creativity and Innovation: Theory and Practice

Contents

Reviews of the Book

xi

About the Authors

xiii

Acknowledgements

xix

Prefacexxi
Section I Concepts, Approaches and Foundations of Creativity
and Innovation

1

Chapter 1  Creativity and Innovation: Basic Concepts and Approaches

3

Min Tang
Chapter 2  Biological and Social Foundations of Creativity and Innovation

33

Aleksandra Gruszka and Bartlomiej Dobroczynski
Chapter 3  The 4P’s Creativity Model and its Application in Different Fields

51

Aleksandra Gruszka and Min Tang
Chapter 4  I nterdisciplinary and Intercultural Approaches to Creativity
and Innovation: Example of the EMCI ERASMUS
Intensive Program

73

Min Tang and Christian H. Werner
Section II  Creativity and Innovation in Education

97

Chapter 5  The Use of ICT and the 4P’s of Creativity and Innovation in Education

99

Manuel Pavón and Francisco Pavón
vii

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viii  Contents

Chapter 6   Effective Management of Creativity and Innovation in Education:
Theories and Best Practices 

117

Joel Schmidt
Chapter 7   Creativity and Innovation in Education: Comparisons of Germany

and Spain
135
Joel Schmidt and Francisco Pavón
Section III  Creativity and Innovation in Business

153

Chapter 8  T
 he Management of Creativity and Innovation: Is It Possible
and How?

155

Andreas Reichert
Chapter 9  G
 ood Practice of Creativity and Innovation Management
in Business

175

Eric Shiu
Chapter 10  Innovation Management for Products and Processes in the
Automobile Industry: Example of BMW

191

Eric Shiu, Andreas Bonacina and Franz-Michael Binninger
Section IV  Creativity and Innovation in Engineering

217

Chapter 11  The 4P’s of Creativity and Innovation in Engineering

219

Thomas Huettl and Sabine Rathmayer
Chapter 12 Creative Process in Engineering: Methods, Tools
and the Management Implications 

237

Joaquín Moreno Marchal
Chapter 13  Creativity and Innovation Systems in Engineering: Comparison
of Germany and Spain

257

Thomas Huettl and Joaquín Moreno Marchal
Section V   Managing Creativity and Innovation in the New Millennium

277

Chapter 14  Evaluation of Training Initiatives about the Management
of Creativity and Innovation: Practice of an Intensive Program

279

Min Tang and Ines Joos
Chapter 15  Managing the Diffusion of Innovations

299

Franz-Michael Binninger

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Contents  ix

Chapter 16 Legal Aspects of Creativity and Innovation: A Burden, a Necessary
Evil or a Chance? An Introduction into the Protection of Creativity
and Innovation

313

Maximilian Kinkeldey
Chapter 17   The Future of the Management of Innovation: Trends
and Challenges
Achim Hecker and Franz Huber
Chapter 18  Essentials of the Management of Creativity and Innovation
in Education, Business, and Engineering
Christian H. Werner and Min Tang
Author Index
Subject Index

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331

347
365
381

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Reviews of the Book

“Professors may very well want to assign this fine volume to their students. The professors will learn something from it as well! In fact, this Handbook of the Management
of Creativity and Innovation: Theory and Practice is not just for academics; individuals in business and education will enjoy it, as will anyone interested in the state
of the “creativity and innovation” art. It covers the basics, including the social and

biological basis of creativity and innovation, as well as the basic concepts and
approaches that make up the knowledge base of each. Most chapters lead directly to
practical implications, and several focus on them. Included here are “best practices”
for managers who wish to support creativity and innovation. The difficulties of managing and teaching creative individuals are acknowledged, as are cultural differences,
and, very importantly, differences among fields, domains, and disciplines. The legal
aspects of innovation and creativity are even explored! All of this, and something
about future directions. At least as impressive as the coverage of this volume is the fact
that each chapter in this volume is well-connected to current scholarly research. An
impressive volume, all around, and one that offers ideas that have been tested and can
be trusted.”
Mark Runco, University of Georgia; founder and Editor-in-Chief of the Creativity
Research Journal
“Taking the cross-cutting themes of creativity and innovation, this book provides a
valuable review of the conceptual underpinnings surrounding creativity and innovation before investigating and applying such concepts in a number of different
xi

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xii  Reviews of the Book

educational, management and engineering settings. The reader is provided with a rich
set of case studies, including in-depth sectoral and national comparisons, before the
book concludes with a forward look of where management practices in creativity and
­innovation will be going in the future.”
Jeremy Howells, Visiting Fellow, Kellogg College, University of Oxford

“For our clients from start-ups to global enterprises, unlocking the creative and innovative potential of their organizations is essential to survive and compete. Marketing
as the art and science of customer focused leadership has embraces the “4 Ps”, and it
is refreshing to experience the cross functional and disciplinary approach with strong
focus on practical applicability. This handbook has done an excellent job in bringing
theory and practice of innovation management from different disciplines together.
I highly recommend this book to anybody who is interested in improving and
unleashing creativity, innovation and business success within themselves and their
organizations.”
Mark Mueller-Eberstein, Founder and CEO of the Adgetec Corporation

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About the Authors

Franz-Michael Binninger is President of the H:G University of Health & Sport,
Technology & Arts, Germany and Director of the Institute for Retail Management of
the University of Applied Management (UAM), Germany. He studied Business
Administration at the University of Passau with emphasis on marketing and statistics
and received his Ph.D. with the OBAG (E.ON) Award for outstanding scientific
work. Before working at the H:G and the UAM, Dr. Binninger possessed many years
of management experience as CEO, Managing Director, Senior Consultant and
Business Analyst in middle-sized companies of different sectors. His research activities
focus on retail management, market research, consumer behavior, and management
and diffusion of innovations.
Andreas Bonacina received his Bachelor degree in Business Administration with a

focus on Retail Management & E-Commerce from the University of Applied
Management (UAM), Germany. He is the receiver of the “HandelsmanagementAward” of the Institute of Retail Management, UAM, for his excellent thesis, which
examines the possibility of complexity-reduction and cost-efficiency in innovation
management. Following this, he became the Head of Logistics of a medium-sized
DIY retailer in Munich, Germany. Since September 2015, he has been pursuing a
Master’s degree in Business Administration at the University of Applied Management,
focusing on innovation and international management.
Manuel Pavón Campos received his Master’s degree in Physical Education and
Sports from the Granada University, Spain. He worked as physical education
teacher at the Bilingual School CUME, Granada, for six years before switching to
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xiv  About the Authors

the Luisa de Marillac School, El Puerto de Santa María, Cádiz. An experienced and
enthusiastic teacher, he actively applies ICT and modern educational technologies
in teaching and takes active part in international conferences on creativity and
innovation in education such as the JUTE Conferences (University Conference on
Educational Technology) 2013 and 2014 and the EDUTEC International
Congress. His research interests include ICT in education and intergenerational
relations.
Bartłomiej Dobroczyn´ski is Associate Professor and the Head of General Psychology
Department at the Institute of Psychology, Jagiellonian University, Kraków.

His ­academic interests include irrationality and the unconscious in psychology and
psychiatry (before Freud), the history of Polish psychological thought and psychoanalysis, the new spirituality, as well as art and pop culture in a broad sense. In the 80s
and 90s, he led creative thinking and problem-solving seminars for experts in diverse
areas (e.g., engineers, industry designers, IT professionals, record industry). He is the
author of (a.o): New Age. Il pensiero di una “nuova era” (Milan, 1997), The Idea of the
Unconscious in Polish Psychological Thought Before Freud (Krakow, 2005), Problems
with Spirituality. Essays from the Outskirts of Psychology (Krakow, 2009) and co-author
of A History of Polish Psychological Thought (Warsaw, 2009).
Aleksandra Gruszka is Associate Professor of Psychology at the Institute of
Psychology, Jagiellonian University, Kraków, with interests in psychology of creativity
and neuropsychology. She has co-authored a book (Creativity Training, Gdansk: GWP,
2005) and several book chapters and journal papers on creativity (such as a book
chapter in the International Handbook of Creativity, UK: Cambridge University Press,
2006, and articles in the Creativity Research Journal, the Frontiers in Psychology).
Besides, she has also published widely on individual differences in cognition (coedited the Handbook of Individual Differences in Cognition: Attention, Memory, and
Executive Control, 2010, NY: Spinger) and neuroimaging studies of cognition and
neurogenerative disorders. Over the years, she has gained a vast experience in running
creative thinking training and problem-solving sessions (for business, education and
engineering).
Achim Hecker is Professor of Innovation Management and President of the
University of Seeburg Castle in Austria. He is also Director of the Institute of
Innovation Management. He studied economics, business administration and philosophy and received his Ph.D. and Habilitation from the University of Freiburg,
Germany. He worked as senior management consultant and engagement manager for
McKinsey & Company and was research fellow at INSEAD, France. His current
research focuses on organizational, management and service innovation as well as on

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About the Authors  xv

open innovation strategies. His research has been published in leading journals of the
field, such as Research Policy, International Journal of Innovation Management,
Industry & Innovation, Organization Studies, Strategic Organization, Journal of
Business Studies, European Management Review, Economics of Innovation and
New Technology, or Review of Managerial Science.
Franz Huber is Professor of Innovation Management at the University Seeburg
Castle (Privatuniversität Schloss Seeburg). He is the former Director of the Centre
for Innovation and Enterprise at the University of Southampton Business School,
and he remains affiliated with Southampton as a Visiting Fellow. He is also a
Senior Research Associate at the Stavanger Centre for Innovation Research
(Norway) and an External Examiner at Imperial College Business School. He completed his Ph.D. at the University of Cambridge as a Gates Scholar. His research
expertise includes networks for innovation, innovative clusters and regional economic development, eco-innovation, and service and business model innovation in
digital business.
Thomas Hüttl is an aerospace engineer who works for Germany’s leading engine
manufacturer MTU Aero Engines as a Team Leader for product lifecycle management systems. A graduate of the Technical University of Munich (TUM) with a
doctoral degree in turbulence research, he previously worked in various IT and engineering positions like quality management, project management, auditing, privacy
and IT service. In addition, Dr. Hüttl works as an evaluator of research projects for
the European Commission and a lecturer at the Technical University of Munich. He
is also Honorary Professor of the Horizons University in Paris and Associate Professor
of the European New University. Dr Hüttl is author and editor of several workshop
proceedings, scientific publications and two scientific books.
Ines Joos received her Master’s degree in sociology with main focus on statistics from
the University of Leipzig, Germany. She works as curriculum and teaching coordinator of the education in pediatrics, gynecology and geriatrics at the Medical Faculty of
the Ludwig-Maximilians-University of Munich, Germany. She evaluated the
ERASMUS IP summer school “Effective Management of Creativity and Innovation”

of 2013 and 2014 and reported the results to the German Academic Exchange Service
(DAAD). Her current research focuses on the detection of traumatic experiences with
learning, overcoming barriers and the development of new learning strategies. Her
teaching connects creativity and statistics.
Maximilian Kinkeldey is a world leading trademark lawyer, who has built a strong
practice for strategic consultancy, prosecution and litigation in the fields of trademark,

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xvi  About the Authors

design and unfair competition law. He has been working at the German Grünecker
Law Firm since 1997 as a partner of the firm since 2001. With his extraordinary
achievements in trademark law worldwide, he has been nominated by the “World
Trademark Review 1000”, “Who Is Who Legal”, and “Managing Intellectual
Property” and “JUVE” as one of the leading trademark lawyers in Germany. He is also
an active Member at INTA where he served on the Board of Directors from 2011 to
2013, and frequently lectures on various IP-related topics.
Joaquín Moreno Marchal is Professor of Electronic Technology at the University of
Cadiz, Spain. He got his doctoral degree in industrial engineering from the University
of Seville and has been teaching creativity and innovation both at the postgraduate
and vocational training levels. At the University of Cadiz, he has served as the
Coordinator of the European project CREA from 2001 to 2004, focusing on
the development of creativity and key competencies in secondary education and the
Director of the Knowledge Transfer Office from 2003 to 2007, specializing on the

development of spin-off and knowledge transfer in culture and humanities.
His research interests encompass the methods and models for training in creativity
and innovation, the relationships between arts, humanities and innovation and the
innovation in education.
Francisco Pavón Rabasco got his Ph.D. in science education and is Professor in
Didactics and School Organization at the University of Cadiz, Spain. He is a member
of the “Research, Evaluation and Educational Technology”. A leading scholar in educational technology in Spain, Dr. Rabasco specializes particularly on the application
of ICT in education. In his career, he held various management positions at the
University of Cadiz as Head of Educational Technology, Secretary of the Institute of
Education Sciences and Erasmus Coordinator of Primary Education. His research
fields cover senior education and new technologies.
Sabine Rathmayer received her Ph.D. from the Technical University of Munich
(TUM) in 2000. Within the framework of a large publicly funded BMBF project, she
established the central eLearning infrastructure for the TUM from 2005 until 2008
with her team. After a two years’ management position at the Datenlotsen Information
System in Hamburg, Dr. Rathmayer started her own business as an IT consultant and
became partner at FISCHER & Partner Executive Solutions (consulting). Since
October 2015, she holds a full professorship for Economic Computer Science at the
Bavarian University of Economy in Munich. Her research interests encompass digitalization strategies, social intranets and e-Portfolios.
Andreas Reichert is a doctoral candidate at the University of Latvia in management
sciences. His dissertation focuses on the association between motivational and factors

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About the Authors  xvii

and employee creativity in new product development. He holds a Master’s degree in
International Business Studies from the University of Kufstein, Austria and is now
working as a Business Development Manager and innovation consultant in the field
of innovation management and new business at a well-known, innovative German
consulting company. During the past years, he has also worked as a lecturer in organizational behavior as well as an organizational consultant and a career coach and
trainer for employees of state-owned or private companies.
Joel Schmidt is Professor of English/Business English at the University of Applied
Management — UAM (Erding, Germany). Originally from Vancouver, Canada, he
pursued undergraduate studies at the University of Alberta (B.A.) and the University
of British Columbia (B.Ed.) and worked as a secondary school teacher in Vancouver
before moving to Germany for further studies in the area Educational Science at the
University of Munich — LMU (M.A. and D.Phil.). At UAM, Dr. Schmidt has held
leadership roles in teaching and research as well as international development. Current
areas of research include creativity in education, adventure and outdoor learning,
educational management, and educational technology.
Eric Shiu achieved an M.A. with distinction at Lancaster University. Afterwards, he
underwent doctoral research training through which he was awarded an M.Sc., by
Research, and then accomplished a doctorate at the University of Edinburgh. He also
holds Postgraduate Certificate in Learning and Teaching in Higher Education, and is
Fellow of Higher Education Academy, England. He is the principal researcher, supervisor and teacher in the area of innovation management within the Department of
Marketing of the University of Birmingham, England. He is involved in disciplines
closely related to innovation management, including creativity theory and practice as
well as technology management.
Min Tang is Professor in International Management and Executive Director of the
Institute for Creativity and Innovation at the University of Applied Management,
Germany. She is member of the American Psychological Association Division 10 and
jury of the International Exhibition for Ideas, Invention, and Innovation (iENA). She
is the initiator and manager of a series of intercultural and interdisciplinary programs
about creativity and innovation, including the “Applied Creativity across Domains”

summer school, funded by the German Academic Exchange Service (DAAD) and the
ERASMUS IP summer school, “Effective Management of Creativity and Innovation”
funded by the EU. Her research fields include systems approach to creativity, implicit
theories of creativity, inventive creativity, and cross-cultural studies.
Christian H. Werner actively pursues his passion for teaching, research and university leadership in various roles at multiple universities in Europe, and as founder and

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xviii  About the Authors

President of the International University Network (IUN), he is dedicated to innovations in higher education. Following his international education with Ph.D. in both
Economics and Educational Psychology, his professional career spans many years in
business consultancy, with a current focus on innovation in business and education.
Currently he is a professor of Educational Management at the University Seeburg
Castel in Austria and of Business Psychology at the University of Applied Management
in Germany. He has published widely on these topics and has initiated a variety of
innovative programs in Germany and worldwide, winning numerous innovation
prizes such as the “Innovation Prize of the Bavarian Government”. His research fields
cover applied creativity and innovation, entrepreneurship and educational
management.

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Acknowledgements

We would like to thank the European Union for funding the EMCI ERASMUS
Intensive Program (Agreement No.: DE-2012-ERA/MOBIP-1-241599-1-8 and
DE-2013-ERA/MOBIP-2-241599-1-2). This training initiative has laid the cornerstone for the excellent network of creativity and innovation researchers from different
disciplines and countries, and has enabled the appearance of this book.
Our special appreciation goes to Maciej Karwowski and Vlad Gla˘veanu for their
generous advice on the book proposal and to Sergio Agnoli, Wibke Michalk, Ai-Girl
Tan, and Martina Hartner-Tiefenthaler for their invaluable comments on some of the
chapters. Our appreciation also goes to Anna Z. Brzykcy, Kristīna Lopeta, Saras
Ramasamy, Cristian Luise and Jasmin Chantah for their great assistance in organizing
the EMCI intensive program and in preparing the manuscript.
We thank all authors of this book. We have had a great time working with you!
We also thank all the participants of the EMCI intensive program! Your creative aspirations will carry us on in our further exploration of the wonderful world of creativity
and innovation.

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Preface

The world we are living in has evolved from an Industrial Age to an Information
Age and is in transition towards a Conceptual Age (Pink, 2005) or Creative Age
(Florida, 2007). Whatever it is called, such an age is characterized as having the
intangible assets such as knowledge, skills, creativity and innovation as the primary
driving force of development. Individuals who can make the best of the vast information and build new boundaries will finally win the competition. Companies who
can effectively manage their creative minds and innovation system will thrive in the
changing marketplace, while the less creative competitors will eventually fail and
disappear.
In reality, however, most individuals and companies are not yet prepared to meet
the challenges to manage creativity and innovation effectively. At the individual
level, we are reluctant to unleash our creative potential due to a variety of misconceptions about creativity and due to the fact that our current educational system still
adopts the industrial age style of education, which overemphasizes the development
of language and logical thinking, while it suppresses the development of arts and
creativity (Root-Bernstein & Root-Bernstein, 2013; Michalko, 2011). At the organizational level, the current system and management approaches more often abuse or
kill creativity and innovation than actually foster them (Amabile, 1998; Amabile
and Kramer, 2012).
In order to address this challenge, we organized a two-week summer school with

the title “Effective Management of Creativity and Innovation” in Germany in
July 2013 and August 2014. This summer school was funded by the European
Commission and drew experts from different European countries whose expertise

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xxii  Preface

covers different disciplines including psychology, education, business, engineering,
and law. This handbook is the collection of studies of some of the instructors of the
program about the theories and best practices of management of creativity and
­innovation in their fields.
The management of creativity and innovation is a wide and complex topic. The
current book presents the approach of the international summer school of the
“Effective Management of Creativity and Innovation” (EMCI), which is based on
the 4P’s Model of Creativity (Rhodes, 1961). 4P’s stand for person, process, product,
and press (Environment).
There are five sections in this book. The first section, entitled “Concepts,
Approaches and Foundations of Creativity and Innovation” ­comprises four chapters.
In Chapter 1, Tang compares the defining features of creativity and innovation and
proposes a model to discern these two usually mixed concepts. To deepen the understanding, she also distinguishes creativity and innovation from discovery, design,
invention, and entrepreneurship. Approaches to creativity and innovation studies are
also introduced in this chapter. In Chapter 2, Gruszka and Dobroczynski discuss

about the old yet crucial controversy of the nature and nurture of creativity. By reviewing the studies about the genetic, neuroanatomical, and social foundations of creativity, they conclude that creativity is not determined by the mere sum of genetic factors.
Biological processes primarily influence the development of creative potential,
whereas environmental factors (particularly learning) affect the long-range processes
of creative achievement. In Chapter 3, Gruszka and Tang introduce the theory and
application of the 4P’s Creativity Model (Rhodes, 1961), which is repeatedly readdressed with theories and practice from different applied disciplines in the following
part of the book. In Chapter 4, Tang and Werner relate creativity and innovation to
diversity. They review the literature about the paradoxical relationship between diversity and creativity/innovation and illustrate how the interdisciplinary and intercultural approaches can be used to bring diversity to educational programs and how
diversity can be effectively managed to achieve innovative goals with a concrete
example.
Sections 2–4 follow the framework introduced in Section 1 and introduce the
theories and practice of the management of creativity and innovation in the fields of
education (Section 2), business (Section 3), and engineering (Section 4).
In Section 2, about creativity and innovation in education, Pavón and Pavón
(Chapter 5) attach importance to the education of e-competence and digital literacy.
They choose ICT as the focus of the chapter and stress that teachers should get trained
to use new technologies and follow a lifelong learning path to update their knowledge
and acquire the necessary skills. Schmidt (Chapter 6) proposes a systems approach to
the management of creativity and innovation in education, which integrates attributes
at the macro, meso and micro levels. At each level, he identifies the major antecedents

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Preface  xxiii

and illustrates some concrete examples. In Chapter 7, Schmidt and Pavón examine the

special features of creativity and innovation within the unique cultural contexts of
Germany and Spain and within the larger framework of citizenship education. They
discover that in both countries, experiential learning is widely applied and introduce
some concrete examples of experiential learning from both countries.
The focus of Section 3 is creativity and innovation in business. In Chapter 8,
Reichert explores the theoretical concept of management, reviews the management
theories for creativity and innovation and discusses the controversy of whether creativity and innovation can be managed and how. Taking a holistic view, he emphasizes
that the management of innovation and creativity can not only focus on the management of the process or the person but also must consider contingencies of different
factors. In Chapter 9, Shiu focuses on the new product development (NPD).
He summarizes key success factors of creativity and innovation management for NPD
and applies a well-established process model to demonstrate the development and
management of a new product in business. Using the examples of the MINI Cooper
and complexity reduction strategies of the BMW Group, Shiu, Bonacina and
Binninger (Chapter 10) analyze the experience of a world innovation-leading company on how to produce and market complex products such as automobiles. They
provide valuable insight into achieving innovation by continuously conducting
­optimization and effectively reducing complexity.
The focus of Section 4 is creativity and innovation in engineering. Like the previous two sections, this section is also composed of three chapters. In Chapter 11,
Rathmayer and Huettl review the history of engineering and depict the major components of the person, process, product, and press for the field of engineering. They
emphasize the intrinsic motivation of the engineers and the combination of divergent
and convergent thinking. In Chapter 12, Moreno introduces tools and techniques of
creative process in engineering such as mind mapping, FMEA, TRIZ, QFD, etc.
Putting design in the center of engineering process, he demonstrates his own fivestage model of Design Process in Engineering. In Chapter 13, Moreno and Huettl
compare the experience of creativity and innovation in engineering in Germany and
Spain. They first analyze the educational system, the research infrastructure, and the
business sectors in which companies develop their innovation activities. Subsequently,
they evaluate the way how the previously discussed factors have been implemented in
the two countries, Germany and Spain.
With the title “Managing Creativity and Innovation in the New Millennium”,
Section 5 covers some hot issues about the topic and looks into the future of the
management of creativity and innovation. In Chapter 14, Tang and Joos report and

reflect on the results of their evaluation study of the EMCI Intensive Program.
Strengths and weaknesses of the development and management of such an interdisciplinary and intercultural training initiative are discussed. In Chapter 15, Binninger

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discusses the importance and strategies for managing the diffusion of innovation. He
proposes two basic approaches: a reactive strategy which adapts the products to different types of users and a more proactive strategy such as the pricing strategy to influence the diffusion of the innovative products. Focusing on the (IPR) issues, Kinkeldey
(Chapter 16) explains how innovators should use patent law, trademark law, design
law, and copyright law to protect their innovative outputs. He explains the protection
scope of each law, describes the procedures of how to apply for protection, and points
out typical pitfalls people should avoid in searching for legal protection. Reflecting on
selected main topics and challenges of innovation management, and drawing on their
own research, Hecker and Huber (Chapter 17) discuss about three fundamental
dimensions for the future of innovation management: the management of nontechnological innovation, innovation dynamics and global systems of innovation.
They further point out two main trends of future innovation management: managing
innovation for environmental sustainability and digital innovation. Chapter 18
(Werner and Tang) summarizes the whole book by identifying essentials of the management of creativity and innovation in education, business, and engineering. It also
discusses about the management of creativity and innovation in interdisciplinary and
intercultural settings. To conclude the book, they lay special emphasis on the managers’ capability of coping with the paradoxical aspects of the constraints of creativity
and innovation by tactfully switching between different strategies.
By the time when the book was written, AlphaGo just beat the 18-time world
champion Lee Sedol in a five-game Go match, setting a milestone to a new stage of
the development of artificial intelligence. With the unprecedented, fast growth of

modern technology, traditional routine and non-creative work will soon be replaced
by machines in the anticipated future. The new age calls for creative talents. Instead
of leaving the creative talents to appear by chance alone, teachers, engineers, managers, and leaders of different professions can and should learn about how to purposefully identify, foster, protect, and manage creative talents. This book is an attempt to
stimulate interest and spark research on the management of creativity and innovation
in different disciplines and across countries. This book appeals to students, teachers,
researchers, and managers who are interested in the management of creativity and
innovation. Although the authors are from the fields of psychology, education, business, engineering, and law, people in all disciplines will find the coverage of this book
beneficial in deepening their understanding of creativity and innovation across
domains and cultures and in helping them to identify the right tools for managing
creativity in an intercultural context.
Christian H. Werner and Min Tang

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References
Amabile, T. M. (1998). How to kill creativity. Harvard Business Review, Sep.-Oct., 77–87.
Amabile, T., & Kramer, S. (2012). How leaders kill meaning at work. McKinsey Quarterly,
1(2012), 124–131.
Florida, R. (2007). The flight of the creative class: The new global competition for talent.
New York: HarperCollins.
Michalko, M. (2011). Creative thinkering: Putting your imagination to work. Novato, Califonia:
New World Library.
Pink, Daniel H. (2005). A whole new mind: Why right-brainers will rule the future. New York:

Riverhead Hardcover.
Root-Bernstein, R. S., & Root-Bernstein, M. M. (2013). Sparks of genius: The thirteen thinking
tools of the world’s most creative people. USA: Houghton Mifflin Harcourt.

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