The primary purpose of this paper is to show how results of recent original basic empirical research into the mental processes of various types of creativity apply to design education. The intent of the paper is to help overcome entrenched suspicion about creativity as too imprecise for pragmatic design such as in engineering. The paper makes no claim to contributing anything new to recent literature about best practices in education in general. Instead, the paper makes an original contribution to understanding relationships between the mental processes of creativity and design processes (particularly engineering and related "pragmatic" design fields) and how recognition and development of the underlying creative processes can contribute to greatly improved best-practices and cost benefits in design education. The paper shows how the various combinations of creative thinking processes are directly relevant in varying ways to all design, then goes on to show how these creative thinking processes can be assessed transparently and can make innovative and significant contributions to increasing design ability in students and graduates, and to meeting educational objectives of best practice, and institutional objectives of accountability and efficiency.
Design 2008: 10th International Design Conference. Proceedings of the Design 2008 10th International Design Conference, Volume 2 (Dubrovnik, Croatia 19-22 May, 2008) p. 1409-1416