The study investigated the degree to which graduate professors implement instructional activities that foster creativity, according to graduate students, as well as these students' evaluation of their own level of creativity, their teachers' and their colleagues' level of creativity, comparing the results with others obtained with undergraduate students. Ninety-two graduate students answered an inventory of incentive to creativity and evaluated their own level of creativity, their teachers' and colleagues' level of creativity. More incentive to different factors which associate with creativity was pointed by the graduate students, comparing to the undergraduate ones. Graduate students judged themselves as more creative than their professors and colleagues. Moreover, they evaluate themselves and their professors as more creative than did the undergraduate students. The conditions more favorable to creativity in the graduate courses are due possibly to the goals of the graduate courses related to the production of knowledge.
Creativity; graduate courses; teaching
