Historically, the study of creativity has been undertaken from a great many perspectives. These include practice-based enquiry into the creative arts, studies of the creative process using auto-ethnographic methods, studies of creative individuals to investigate and outline creative traits, research which identifies the conditions which promote and inhibit creativity, creativity as a socio-cultural process, creativity as a cognitive process and the neuropsychology of creativity. In recent years, the term ‘creativity’ has become a buzzword in practically every sector of public life and many who teach and research within the creative disciplines in higher education have become increasingly sensitive to the rise of the terms ‘creative’ and ‘creativity’ as important and overarching themes within our universities. As both a concept and as a term, creativity has far-reaching appeal but, with this currency and popularity, there is a danger that the term’s very meaning may become eroded. With this in mind, this special issue of TEXT offers an opportunity to refocus on creativity as a concept and a process. It also reflects a conscious effort to reclaim creativity and the creative process as something worthy of study, research and academic attention both within the creative arts disciplines and outside; through investigations in reflective practice and through interdisciplinary engagement with the crossing points offered by other disciplines which afford new perspectives on the study of creativity within those arts.