ABSTRACT

This chapter introduces and discusses a specific kind of knowledge, called by the author “thesis knowledge.” It discusses the findings of research based on 150 interviews conducted in Krakow with team members engaged in the preparation of problem-oriented student theses (POSTs). Research on students’ interest in preparing POSTs indirectly reflects their actual attitude to creativity. Solving specific problems is the next step in the process of developing creativity, following up on knowledge reproduction and higher understanding. The debate about balancing knowledge and skills in university education has continued for a long time. Practical knowledge is often seen by students as the acquisition of narrow, specific skills that reflect current methods applied by firms and other institutions. An additional advantage is the presence and insight of an individual who attempts to deliver a creative solution to a problem posed, which is often impossible due to the more routine approach that tends to prevail among older employees.