As a result of globalization and the digital revolution, the concept of creativity has become increasingly central to education policy and practice. On the one hand, the calls for creativity are driven by an economic imperative. The argument is that there has been a shift from an industrial-based economy to a knowledge-based economy to a creative economy. The calls for creativity are also driven by the social and personal development of individuals, approaching the concept more holistically. The increasing importance attached to the creativity concept has already resulted in the growth of the degree-, certificate- and award-bearing programs across higher education institutions. Building on a social constructivist perspective and adopting critical discourse analysis, this study examines how universities approach the conceptualization and institutionalization of the concept of creativity by undertaking content analysis of creativity related program mission statements and curriculum materials.