In a study on architectural education in Australasia, Ostwald and Williams (2008a; 2008b) identified three key issues: (1) there is a lack of understanding of pedagogical dimensions of creativity in design; (2) there is no appropriate strategies to understand where different levels of creativity occur and how they should be assessed; and (3) there is a lack of appropriate models or tools to support assessment of creative works. Closely related to these problems is a lack of an unambiguous disciplinary definition of creativity, as well as an assumed relationship between creativity and design. This paper explores this relationship and questions how creativity forms part of design and design processes. It further considers the relationship between creative processes and design processes as they relate to design education. The paper forms part of an ongoing research project concerning assessment of creativity in higher education in Australia. The primary data for the paper was collected during a symposium with Australian design academics and practitioners who were asked to discuss their perceptions and experiences of creativity and assessment of design students’ creative works.
Design Principles and Practices: An International Journal Vol. 5, Issue 1, p. 57-72