A Practice-Based View of Transformative Learning: An Exploratory Study on the Practical Creativity

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.