Richard Florida is an American urban researcher and sociologist known for his theory of the “creative class” and its influence on urban regeneration and entrepreneurial economic growth. His work has profound implications for the way in which creative talent can be nurtured. His theories are relevant in the following dimensions for the concept of creative entrepreneurship according to Prof. Faltin as well as for the formation and development of peer learners:

Florida's concept of creativity

Florida defines the “Creative Class” as a segment of the population that works in occupations that require creativity. This class includes not only artists, musicians and writers, but also professions such as engineers, scientists and entrepreneurs. Creativity, according to Florida, is the ability to generate new ideas and solutions that are commercially viable and can contribute to solving social problems.

Prof. Faltin writes: “In the post-industrial age, ideas and concepts are becoming increasingly important. Head beats capital. Above all, concepts that are in harmony with society's values are successful. The economic and cultural development of our society is dependent on entrepreneurial initiatives that do not constantly tease out new needs, but respond to existing problems with economic, social and artistic imagination. In his approach, the entrepreneur is much closer to the artist than the manager. It is not only self-determined work, but also an artistic activity of redesigning, overcoming conventions, creative destruction”. The world of manufacturing (2014) Interview with Prof. Faltin.

Dimensions of the creative class relevant for creative entrepreneurs and peer learners

1. Creative solutions produce economic value: Florida argues that creative individuals contribute directly to the economic success of cities and regions through their innovative power by developing innovative business ideas that address real market needs and create sustainable value.
   
   
2. Cultural and social diversity: The theory emphasizes that a diverse and tolerant society is a necessary condition for the promotion of creativity and innovation. For our peer-learning campus, this means that we want to create a learning environment that promotes diversity and interdisciplinary exchange to stimulate creative thinking.
   
   
3. Urban environment and infrastructure: Florida finds that urban centers that offer quality amenities, technology and access to cultural facilities are particularly attractive to the creative class. This supports the thesis that creative entrepreneurs benefit from a dynamic, stimulating environment that encourages creative and business activity.

How every learner can foster creativity

Florida's research suggests that the personal development of creativity can be supported by the following measures (which we naturally considered when designing the campus). 

• Interdisciplinary education and collaboration: Engaging with different disciplines and cultures here on campus to gain new perspectives and find unconventional solutions. 
  
  
• Community engagement and networking: Actively participating in community and networking events will contribute to your inspiration and open opportunities for collaborative projects.
  
  
• Utilize hybrid events & resources: The online platform is only one dimension of the Peer Learning Campus. Participate in local peer-learning meetings, events, cultural events, workshops and other offline opportunities to broaden your horizons and foster your creative thinking.

Ressources:

• The world of manufacturing (2014) Interview with Prof. Faltin

• https://de.wikipedia.org/wiki/Kreative_Klasse 

• Florida, R. (2006). The flight of the creative class: The new global competition for talent. Liberal education, 92(3), 22-29.