Business Transformation and Innovation Management
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The following contribution deals with the environmental conditions of highly gifted and
sensitive people (HGSP). Three researchers from different perspectives (physics, pedagogy,
and innovation management) empathize with the target group and try to understand their
experiences. From three interviews with adults, a first point of view is defined adopting the
Grounded Theory methodology. Adult interviews are compared with the perceptions of an
adolescent from today moving between state and private education systems. By comparing
both perspectives, differences and similarities are worked out. The discussions are used to
develop an online test focusing on creativity, motivation for achievement, and cognitive
capacities, as these are core categories identified that seem to be highly important in
combination. The empirical test is intended to provide the state education system with a simple
and interactive solution to identify a large group of people who need further support. To
achieve a high participation rate, the test will be designed for a maximum of one hour and the
implementation and evaluation will be carried out digitally. The authors' vision is to create an
adaptive environment that can effectively adjust to and educate diverse groups of learners
without over- or under burdening teachers and learners. A key finding of our case-based
research is that the existing school and higher education structures are not able to provide
sufficient support and challenge for HGSP. Support measures for HGSP are needed as well
as a new understanding of learning and teaching, so that new competencies can be built that
consider people's self-regulation, creativity, and motivation for achievement, in addition to
cognition and meta-cognition. Kuhl (2004, 18) explains why the capacities of self-regulation
are paramount for highly gifted students. When they want to meet a challenge, they face
problems that are more difficult and therefore need more persistence, resilience, and selfmotivation. However, to support these special needs, teachers are often not ready or capable
to do so, nor do these needs fit with the performance requirements of the regular curriculum.