Uncovering Implicit Theories of Creativity in Beginning Design Students

Abstract

Objectives An exploratory study examined the theories and understanding beginning design students have about creativity and their own creative processes. Research Design A qualitative approach was used to identify implicit theories of creativity in design students through their responses to 5 inter–disciplinary assignments. Creative partnering assignments for an introductory design studio and a first–year English composition class were developed and given to 39 participating students over the course of a semester. After completing the writing and/or drawing portion of each assignment, the students exchanged their responses via electronic mail. Analysis A content analysis of the assignments and responses explored relationships and identified implicit theories. Key Findings Assignments that emphasized real life cases of creativity appeared effective in enabling the students to articulate their implicit theories. Students perceived creativity as person, process, product, and place and saw relationships among these variables. Conclusions Enabling students to realize their creative potential is essential to growth and innovation in the interior design profession.