There is an abundance of literature highlighting the need to focus on enhancing students’ creativity in higher education. However, currently there is a gap in awareness of evidence-based initiatives being employed in institutions to address this need. The debate on how to best characterise creativity has not yet reach consensus therefore, we present a protocol for a new review that will identify the characteristics of the frameworks as well as the tools being used by educators to formally develop students’ creativity in higher education. It will also provide insight into how these educators are defining creativity. This knowledge will enhance understanding of how creativity, a necessary skill for 21st century learners is being harvested, valued, and described in higher education.