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A study of university design tutors’ perceptions of creativity

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A study of university design tutors’ perceptions of creativity. / Rodgers, P. A.; Nicholl, B.

In: International Journal of Design Creativity and Innovation, Vol. 2, No. 2, 01.01.2014, p. 97-108.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Rodgers, PA & Nicholl, B 2014, 'A study of university design tutors’ perceptions of creativity', International Journal of Design Creativity and Innovation, vol. 2, no. 2, pp. 97-108. https://doi.org/10.1080/21650349.2013.819170

APA

Rodgers, P. A., & Nicholl, B. (2014). A study of university design tutors’ perceptions of creativity. International Journal of Design Creativity and Innovation, 2(2), 97-108. https://doi.org/10.1080/21650349.2013.819170

Vancouver

Rodgers PA, Nicholl B. A study of university design tutors’ perceptions of creativity. International Journal of Design Creativity and Innovation. 2014 Jan 1;2(2):97-108. https://doi.org/10.1080/21650349.2013.819170

Author

Rodgers, P. A. ; Nicholl, B. / A study of university design tutors’ perceptions of creativity. In: International Journal of Design Creativity and Innovation. 2014 ; Vol. 2, No. 2. pp. 97-108.

Bibtex

@article{dd604e3a4c754693b71180772e4a1188,
title = "A study of university design tutors{\textquoteright} perceptions of creativity",
abstract = "This paper describes the perceptions and views of creativity among a selection of the UK-based design tutors. The study presents the findings of research that has questioned a total of 16 design tutors in architecture and industrial design in a leading UK university that specializes in design education. The researchers adopted a semistructured interview approach and collected a series of rich insights into how design tutors conceptualize creativity and how they perceive their role in developing creativity in their students. The findings show that design tutors clearly value creativity, but, at the same time, they find it very difficult to define and conceptualize. The results also show that the tutors were unable to articulate how they helped their students develop their own creativity. Moreover, the results reveal that the design tutors would value understanding creativity more in order to improve their teaching.",
keywords = "Creativity, Design tutors, Perceptions, University design education",
author = "Rodgers, {P. A.} and B. Nicholl",
year = "2014",
month = jan,
day = "1",
doi = "10.1080/21650349.2013.819170",
language = "English",
volume = "2",
pages = "97--108",
journal = "International Journal of Design Creativity and Innovation",
issn = "2165-0349",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - A study of university design tutors’ perceptions of creativity

AU - Rodgers, P. A.

AU - Nicholl, B.

PY - 2014/1/1

Y1 - 2014/1/1

N2 - This paper describes the perceptions and views of creativity among a selection of the UK-based design tutors. The study presents the findings of research that has questioned a total of 16 design tutors in architecture and industrial design in a leading UK university that specializes in design education. The researchers adopted a semistructured interview approach and collected a series of rich insights into how design tutors conceptualize creativity and how they perceive their role in developing creativity in their students. The findings show that design tutors clearly value creativity, but, at the same time, they find it very difficult to define and conceptualize. The results also show that the tutors were unable to articulate how they helped their students develop their own creativity. Moreover, the results reveal that the design tutors would value understanding creativity more in order to improve their teaching.

AB - This paper describes the perceptions and views of creativity among a selection of the UK-based design tutors. The study presents the findings of research that has questioned a total of 16 design tutors in architecture and industrial design in a leading UK university that specializes in design education. The researchers adopted a semistructured interview approach and collected a series of rich insights into how design tutors conceptualize creativity and how they perceive their role in developing creativity in their students. The findings show that design tutors clearly value creativity, but, at the same time, they find it very difficult to define and conceptualize. The results also show that the tutors were unable to articulate how they helped their students develop their own creativity. Moreover, the results reveal that the design tutors would value understanding creativity more in order to improve their teaching.

KW - Creativity

KW - Design tutors

KW - Perceptions

KW - University design education

U2 - 10.1080/21650349.2013.819170

DO - 10.1080/21650349.2013.819170

M3 - Journal article

AN - SCOPUS:85018217554

VL - 2

SP - 97

EP - 108

JO - International Journal of Design Creativity and Innovation

JF - International Journal of Design Creativity and Innovation

SN - 2165-0349

IS - 2

ER -