creativity and processes that inspire sustainable … · 2020. 1. 7. · creativity and processes...
TRANSCRIPT
PURPOSE:This research is designed to explain any relationships between creativity and sustainable design practices.
JUSTIFICATION:Sustainable design practices have reshaped the way in which design problems are analyzed, approached, and resolved. These data illustrate how creativity and sustainable design practices are symbiotic through environmental, psychological, and sociological concerns.
CREATIVITY AND PROCESSES THAT INSPIRE SUSTAINABLE
DESIGN PRACTICES
SAMPLE:168 students pursuing a design related degree.
INSTRUMENTATION:Surveys and focus groups were included. The survey addressed how student perceptions establish personal creative styles and the effects of sustainability practices on these various creative styles. The survey included three questions derived from Kirton’s Adaptor-innovator creativity theory, three open-ended questions about sustainable design and the creative process, and the other survey questions relate to technology, assignments/projects related to sustainable development , and demographics.
RESEARCH QUESTIONS:1. To what extent do assignments/creative projects inspire sustainable design practices?
RESULTS: Survey question one states: When I work on
assignments/projects for my design classes, I include sustainable
design concepts. These data show that 73% of participants responded
yes to question one, 10% of participants stated no, and 17% stated that they were not sure if they include sustainable design concepts
when they work on assignments/projects for design classes. Survey question four measures the level at which student perceptions about
sustainable design affects student creativity. When t-scores were
calculated, findings show that p=.02 when evaluating these questions. Question four is also cross-tabulated with the three survey questions
about three creativity subgroups, sufficiency-proliferation of originality, style of efficiency and thoroughness, and preference for operating
within rules, policies, mores, and consensus. When a person answered
most of time or rarely in question four, data shows the p-value is .03 when evaluating these responses and the responses from question
nine. This relationship shows that student perceptions about sustainable design and creativity are significant in the subgroup of style
of efficiency and thoroughness. If a person chose most of time or rarely
in question 11, the p-value is .05 and this defines another significant relationship between student perceptions about sustainable design and
creativity. The subgroup outlined in question 11 is preference for operating within rules, policies, mores, and consensus. Data about
creativity shows that 71% of participants chose the more innovative
response and 29% the adaptive response in the subgroup of sufficiency-proliferation of originality. 66% of participants chose the
adaptor response in the question that considers style of efficiency and thoroughness and 34% chose the innovator response. In the question
about style of efficiency and thoroughness, and preference for
operating within rules, policies, mores, and consensus, 70% chose the
| Marcelia Fosse |Advisor: Dr. Gus Vouchilas
Consumer & Family Studies/DieteticsMaster of Arts Family & Consumer Sciences
College of Health & Social Sciences
1. To what extent do assignments/creative projects inspire sustainable design practices?2. How do design students define sustainable design practices and concepts?3. Do sustainable design practices affect student creativity?4. What types of creativity are most closely related to sustainable design?5. How do design students define creativity?6. How do students define the creative processes that shape sustainable design practices?7. Do perceptions about sustainable design practices affect design students’ creativity?8. According to Kirton’s Adaptor-Innovator creativity theory, to what extent are sustainable
design concepts favored by the either the more adaptive or the more innovative?9. In what manner does creativity affect group dynamics?10. Are design classes presenting sustainable design practices? How?11. How do instructors inspire creativity in design classes?12. Does technology influence student creativity? How?
operating within rules, policies, mores, and consensus, 70% chose the adaptor response and 30% the innovator response.
IMPLICATIONS: Society is affected by how available resources are utilized for the development of healthy and sustainable communities. Creativity and the design processes associated with sustainable design impacts well-being for individuals and groups. Professionals in design, art, business, architecture, and engineering lead the future in this time of necessary consciousness about the environment in which we all live and share.
SUSTAINABILITY
CREATIVITY
Focus groups Surveys
REFERENCES:
Chung, S. & Meneely, J. (2012). Profiling group dynamics within business and design student teams: Relationships among personality traits, problem-solving styles, and creative performance. Journal of Interior Design, 37(3), 23–45. doi: 10.1111/j.1939-1668.2012.01079.x
Kirton, M. (1976). Adaptors and innovators: A description and measure. Journal of Applied Psychology, 61(5), 622-629.
Kowaltowski, D., Bianchi, G., & de Paiva, V. (2010). Methods that may stimulate creativity and their use in architectural design education. International Journal of Technology and Design Education, 20(4), 453-476. doi: 10.1007/s10798-009-9102-z
Mendler, S., Odell, W., & Lazarus, M. A. (2006). The HOK Guidebook to Sustainable Design. Hoboken, New Jersey: John Wiley & Sons, Inc.