Abstract
The purpose of this investigation was to identify factors that might foster and sustain innovative design thinking through a qualitative examination of a multidisciplinary student team charged with the design of an immersive museum experience. Survey, focus group, and observational data were collected from students of industrial design, architecture, computer science, mechanical engineering, and education. Using the factors identified in the literature on group creativity as a guide to data analysis, the analyses revealed how multidisciplinary design projects can foster innovation. In addition, the data revealed differences in the cultures through which the various design disciplines are educated. Whether the goal is to develop an aesthetically pleasing product or to solve a challenging problem, the development of creative design solutions is an iterative process, involving idea refinement as well as idea generation. The results suggest ways to create a classroom culture that supports both the creativity needed to generate innovative ideas and the resilience that is needed to refine them.
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