Unpacking the Creativity Paradox: A Systems Analysis of Misalignment, Barriers, and Opportunities in Graduate Engineering Education

While creativity has been studied within undergraduate engineering education, it has rarely been studied at the graduate level. Exploring students’ perceptions of creativity in graduate engineering education can allow for the identification of broader systems-level barriers to creating a thriving creative climate. This exploratory study aims to unpack engineering graduate students’ perceptions, both positive and negative, of creativity in graduate engineering education. By employing a systems theory framework, this research seeks to understand how structural and systems-level influences shape students’ experiences and perceptions surrounding creativity. Data were collected through written survey responses from n = 115 engineering graduate students from R1 engineering programs across the United States. Using conventional qualitative content analysis, we identified emergent perceptions surrounding creativity in graduate engineering education. These perceptions were then analyzed through a systems analysis lens to uncover systems-level barriers and opportunities for fostering creativity. Our analysis revealed a significant misalignment between the recognized importance of creativity and its actual support in graduate engineering education. While students emphasized creativity’s critical role in research, problem-solving, and career preparation, they also identified systemic barriers, including rigid degree structures, limited resources, inconsistent mentorship, and an institutional focus on measurable outputs (e.g., publications) over creative exploration. To address these challenges, advisors and administrators should integrate explicit discussions of creativity into academic programs, reframe degree requirements to value creative contributions, and promote structural changes that prioritize creative exploration.