Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.572822
Title: Creativity in design education : investigating the role of knowledge sharing
Author: Ferguson, Morag Young
Awarding Body: Glasgow Caledonian University
Current Institution: Glasgow Caledonian University
Date of Award: 2012
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Abstract:
Creativity can be described as the ability to generate new ideas and to combine existing ideas in new ways in order to find novel solutions to problems. Creativity is enhanced by a free flow of knowledge and through social contact. On this basis, it can be argued that knowledge sharing is central to creativity in design, and this thesis presents evidence which supports this view. Design education should therefore include learning and teaching approaches which encourage knowledge sharing and these approaches should be based on the patterns of knowledge sharing of designers from the creative industries in order to prepare students for future employment. In this thesis, an analysis of the practices of designers in the creative industries in Scotland is presented. The methodology of this study is design-based research; this approach advocates a rigorous framework, with cycles of design and triangulation in evaluation, which by demonstrating objectivity, reliability and validity, strengthens the validity of the outcomes. The data has been gathered by structured ~~ questionnaire and in-depth interviews which have been conducted with participants from a wide range of design companies. Data has also been gathered from final year students in design programmes and a comparison drawn. In practice, employees in the creative industries consume and create knowledge by making use of a wide range of distributed resources. Creativity is an important aspect of practice for both novices (students) and experts. All respondents in this study believe that creativity is enhanced by knowledge-sharing collaborative practices. .", However differences between the practices and knowledge-sharing patterns of students and experts have been identified. This evidence has been used to develop an authentic industry-based learning and teaching intervention which supports creative design. The learning and teaching outcomes have been evaluated and the evidence suggests that authentic knowledge-sharing interventions support the development of creative solutions t-o design problems. A number of key principles have been deduced that are considered central to this outcome. The findings, and the key educational principles presented here, together provide new knowledge in design practice and education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Prof.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.572822  DOI: Not available
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