Practical creativity and creative practices. Between the head and the hand

Purpose–This research analyses transformative learning in relationship to workplace education, intertwining it with the theoretical frameworks of informal and incidental learning (Watkins, & Marsick, 2020), and practice-based studies (Gherardi, 2019). Our purpose is to examine the contribution that a practice-based view of transformative learning offers to the study of creativity (Bracci, Romano, & Marsick, in press). Design/methodology/approach–Drawing on key literature themes, we adopted an interpretive case study approach involving 20 professionals expert in creativity practices. Those interviewed included human resource senior managers (n=2), career developers (n=2), creative directors (n=5), fashion graphic designers (n=2), social media specialists (n=5), CEOs of innovative enterprises in the media & tech field (n=4), and a photographer. Findings–The main findings of the study aimed at drawing implications for a practice-based view of transformative learning in workplaces that prioritize creativity and innovation. Originality/value–We offer insights for practitioners and adult educators as to what types of learning paths they might construct to increase the performative potential of creative material practices.