Creativity is essential in the engineering design process to achieve innovative results. However, research has consistently shown that among the many factors that foster creativity in engineering education, one of the most central requirements is risktaking, which is not widely covered in engineering design education. This article attempts to understand the risk-taking approach in an engineering design education environment both from the students’ and the instructors’ perspective by conducting a qualitative comparative study in an Australian University. Overall, the study finds that instructors’ teaching method has an influence on students’ approach towards risk-taking. The evidence shows that engineering instructors are risk adverse and hesitate to adopt new approaches in education. However, fostering creativity in education requires a creative approach, which is possible through risk-taking. Encouraging engineering students to adopt a risk-taking approach during the design process is not possible until the engineering instructors and engineering faculties are willing to take risks in their own teaching methods. keYwords risk-taking engineering design engineering education creativity teaching approach design process 06_ADCHE_18.1_Tekmen_67-80.indd 67 06/04/19 11:37 AM Yasemin Tekmen-Araci 68 Art, Design & Communication in Higher Education inTroducTion Engineering is ‘the design and development of technological solutions to problems’ (Cropley 2015: 2). It is the ability to solve problems with a creative process (Zhou 2012a). Cropley and Cropley (2010) describe creativity from an engineering perspective as ‘functional creativity’ to indicate the importance of functional requirements in the engineering field. Creativity ‘helps engineers with complexity, it helps shape new knowledge, find new solutions to problems, engage in technologically innovative activities and lead to new designs’ (Zhou 2012b: 99). This study, building on the works of many others, reviews and offers a definition of creative thinking (Amabile 1983; Cropley and Cropley 2010; Kazerounian and Foley 2007; Williams et al. 2010): Creativity empowers the engineer with ingenuity to tolerance for the unconventional so as to generate original and non-obvious alternatives, which ultimately lead to better, innovative and worthwhile solutions to design problems. It is argued that education plays a role in relation to creativity (Cropley and Cropley 2010). However, teaching creativity to engineering students can be a challenging endeavour (de Vere 2009) and many researchers (Kazerounian and Foley 2007; Williams et al. 2010; Zhou 2012a) agree that it is still an issue to be addressed. Researchers believe that the best way to teach creative thinking skills is through the problem-solving processes (Kazerounian and Foley 2007; Williams et al. 2010). Research has shown among the many factors that foster creativity in engineering education, risk-taking is one of them. Risk-taking enables students
{"title":"Teaching risk-taking to engineering design students needs risk-taking","authors":"Yasemin Tekmen-Araci","doi":"10.1386/ADCH.18.1.67_1","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.67_1","url":null,"abstract":"Creativity is essential in the engineering design process to achieve innovative results. However, research has consistently shown that among the many factors that foster creativity in engineering education, one of the most central requirements is risktaking, which is not widely covered in engineering design education. This article attempts to understand the risk-taking approach in an engineering design education environment both from the students’ and the instructors’ perspective by conducting a qualitative comparative study in an Australian University. Overall, the study finds that instructors’ teaching method has an influence on students’ approach towards risk-taking. The evidence shows that engineering instructors are risk adverse and hesitate to adopt new approaches in education. However, fostering creativity in education requires a creative approach, which is possible through risk-taking. Encouraging engineering students to adopt a risk-taking approach during the design process is not possible until the engineering instructors and engineering faculties are willing to take risks in their own teaching methods. keYwords risk-taking engineering design engineering education creativity teaching approach design process 06_ADCHE_18.1_Tekmen_67-80.indd 67 06/04/19 11:37 AM Yasemin Tekmen-Araci 68 Art, Design & Communication in Higher Education inTroducTion Engineering is ‘the design and development of technological solutions to problems’ (Cropley 2015: 2). It is the ability to solve problems with a creative process (Zhou 2012a). Cropley and Cropley (2010) describe creativity from an engineering perspective as ‘functional creativity’ to indicate the importance of functional requirements in the engineering field. Creativity ‘helps engineers with complexity, it helps shape new knowledge, find new solutions to problems, engage in technologically innovative activities and lead to new designs’ (Zhou 2012b: 99). This study, building on the works of many others, reviews and offers a definition of creative thinking (Amabile 1983; Cropley and Cropley 2010; Kazerounian and Foley 2007; Williams et al. 2010): Creativity empowers the engineer with ingenuity to tolerance for the unconventional so as to generate original and non-obvious alternatives, which ultimately lead to better, innovative and worthwhile solutions to design problems. It is argued that education plays a role in relation to creativity (Cropley and Cropley 2010). However, teaching creativity to engineering students can be a challenging endeavour (de Vere 2009) and many researchers (Kazerounian and Foley 2007; Williams et al. 2010; Zhou 2012a) agree that it is still an issue to be addressed. Researchers believe that the best way to teach creative thinking skills is through the problem-solving processes (Kazerounian and Foley 2007; Williams et al. 2010). Research has shown among the many factors that foster creativity in engineering education, risk-taking is one of them. Risk-taking enables students ","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/ADCH.18.1.67_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42402655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Risk-taking in creative education","authors":"Susan Orr","doi":"10.1386/ADCH.18.1.3_2","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.3_2","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/ADCH.18.1.3_2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47090838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Looking back, and looking forward: Does ADCHE embody a mature field of enquiry?","authors":"L. Drew","doi":"10.1386/ADCH.18.1.9_1","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.9_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46622665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The becoming of a designer: An affective pedagogical approach to modelling and scaffolding risk-taking","authors":"L. Grocott, Kate Mcentee, K. Coleman, Roger Manix","doi":"10.1386/ADCH.18.1.99_1","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.99_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49163361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Risk in education in the creative field of communication design is usually seen in connection with creativity as subjective expression and innovation as desired impact. This article positions risk in relation to the political in design education. It puts forward the argument that a particular type of risk-taking in education can work towards shifting design from a position of a service-providing activity towards a more emancipated practice, which would not comply with the pressures of neoliberal capitalism. To counter the current state of compliance this article suggests a three-level model of extradisciplinary risk-taking as institutional critique. The case of Memefest and Design Futures is discussed. Theoretical analysis is combined with (auto) ethnography and qualitative research.
{"title":"Extradisciplinary risk-taking: Design education as institutional critique","authors":"Oliver Vodeb","doi":"10.1386/ADCH.18.1.113_1","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.113_1","url":null,"abstract":"Risk in education in the creative field of communication design is usually seen in connection with creativity as subjective expression and innovation as desired impact. This article positions risk in relation to the political in design education. It puts forward the argument that a particular type of risk-taking in education can work towards shifting design from a position of a service-providing activity towards a more emancipated practice, which would not comply with the pressures of neoliberal capitalism. To counter the current state of compliance this article suggests a three-level model of extradisciplinary risk-taking as institutional critique. The case of Memefest and Design Futures is discussed. Theoretical analysis is combined with (auto) ethnography and qualitative research.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44417908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is developed from a paper presented at the European Society for Research on the Education of Adults (ESREA) Access, Learning Careers and Identity Network Conference 2017: Exploring Learning Contexts: Implications for access, learning careers and identities. It explores how the recontextualisation of creative practice and communal living as part of a pedagogic device reveals the ideology behind what constitutes a professional artist and a successful art student. This is achieved through the application of Bernstein’s theories of horizontal and vertical discourse in conjunction with his theory of the pedagogic device to a case study based on a residency at ‘The Artists’ House,’ based in Canale Di Tenno in Italy. It was found that the participating students were able to perform those successful creative practitioner identities which were regulated by official art and design pedagogic discourse. However, the Artists’ House residency also reproduced disadvantage. Those students who did not take part were in danger of being positioned as unsuccessful creative practitioners because they could be seen by tutors, their peers and themselves as not being gregarious, risk-taking or globally-orientated.
{"title":"The Artists’ House: The recontextualized art practices of British postgraduate students in conversation with Italian amateur artists","authors":"S. Broadhead","doi":"10.1386/ADCH.18.1.51_1","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.51_1","url":null,"abstract":"The article is developed from a paper presented at the European Society for Research on the Education of Adults (ESREA) Access, Learning Careers and Identity Network Conference 2017: Exploring Learning Contexts: Implications for access, learning careers and identities. It explores how the recontextualisation of creative practice and communal living as part of a pedagogic device reveals the ideology behind what constitutes a professional artist and a successful art student. This is achieved through the application of Bernstein’s theories of horizontal and vertical discourse in conjunction with his theory of the pedagogic device to a case study based on a residency at ‘The Artists’ House,’ based in Canale Di Tenno in Italy. It was found that the participating students were able to perform those successful creative practitioner identities which were regulated by official art and design pedagogic discourse. However, the Artists’ House residency also reproduced disadvantage. Those students who did not take part were in danger of being positioned as unsuccessful creative practitioners because they could be seen by tutors, their peers and themselves as not being gregarious, risk-taking or globally-orientated.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43455597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Giloi, C. Barry, Y. Burger, Peter Harrison, Leigh Krueger, Leana Scheffer, Carsten P. Walton
{"title":"Undergraduate design students’ experience of risk-taking in an open-ended design project","authors":"S. Giloi, C. Barry, Y. Burger, Peter Harrison, Leigh Krueger, Leana Scheffer, Carsten P. Walton","doi":"10.1386/ADCH.18.1.35_1","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.35_1","url":null,"abstract":"","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43766556","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on an art project carried out by undergraduates in a core course entitled ‘Art and Innovation’ offered at Koc University in Istanbul, based on traditional handmade Turkish carpets. The project enables 23 undergraduates from various disciplines to become acquainted with material culture and art as they reflect on the carpets’ declining presence in contemporary culture. The goals of the project are first to acquaint the students with the art history and symbolism of carpets from Turkey, then to invite students to investigate contemporary artworks created in relation to carpets and finally to move into sketching and discussions later to have the students conceptualize an artwork that reflects the changing status of handmade carpets and the weaving tradition as an indicator of transformations in society.
{"title":"Exploring material culture of carpets in Turkey via an art project","authors":"B. Aktaş, Ilgım Veryeri Alaca","doi":"10.1386/ADCH.18.1.17_1","DOIUrl":"https://doi.org/10.1386/ADCH.18.1.17_1","url":null,"abstract":"This article reports on an art project carried out by undergraduates in a core course entitled ‘Art and Innovation’ offered at Koc University in Istanbul, based on traditional handmade Turkish carpets. The project enables 23 undergraduates from various disciplines to become acquainted with material culture and art as they reflect on the carpets’ declining presence in contemporary culture. The goals of the project are first to acquaint the students with the art history and symbolism of carpets from Turkey, then to invite students to investigate contemporary artworks created in relation to carpets and finally to move into sketching and discussions later to have the students conceptualize an artwork that reflects the changing status of handmade carpets and the weaving tradition as an indicator of transformations in society.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47544304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The Millbank Atlas is an open-ended project that maps and remaps the neighbourhood of Millbank, an area of London, UK. This is home to Chelsea College of Arts (University of the Arts London) and our course, BA (Hons) Interior and Spatial Design, which has anchored the Atlas since 2016. We offer the following reflections as tutors on this course and co-researchers on the Atlas, along with our students and members of the local community. Central to this discussion is the kind of learning journey enabled by this type of project, and how it benefits from being distributed across cultural, social, geographical, discursive and other environments. This raises fundamental questions for teaching and learning, especially the potential to complicate normative assumptions in higher education about where knowledge is produced and who learns from whom.
{"title":"The exhibition and other learning environments in The Millbank Atlas","authors":"Marsha Bradfield, Shibboleth Shechter","doi":"10.1386/adch_00004_1","DOIUrl":"https://doi.org/10.1386/adch_00004_1","url":null,"abstract":"Abstract The Millbank Atlas is an open-ended project that maps and remaps the neighbourhood of Millbank, an area of London, UK. This is home to Chelsea College of Arts (University of the Arts London) and our course, BA (Hons) Interior and Spatial Design, which has anchored\u0000 the Atlas since 2016. We offer the following reflections as tutors on this course and co-researchers on the Atlas, along with our students and members of the local community. Central to this discussion is the kind of learning journey enabled by this type of project, and how it benefits from\u0000 being distributed across cultural, social, geographical, discursive and other environments. This raises fundamental questions for teaching and learning, especially the potential to complicate normative assumptions in higher education about where knowledge is produced and who learns from whom.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2019-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46256622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article reports on a small-scale study undertaken at a leading UK arts university. The study aims to explore the increasing trend of 'technicians' transitioning their careers into 'academia'. Studies that focus on technicians are scarce. Those few existing studies describe the growth of practiced-based teaching in the creative arts, the sector's increasing reliance on technicians and technicians' greater involvement in shaping the learning experiences of students. Conversely, there is a rich literature that describes the unbundling and devaluation of traditional academic roles. This article employs a phenomenographic methodology to explore the experiences of three members of staff who have recently transitioned from technician roles into academia, considering whether the factors that have elevated the status of technicians have also eroded traditional academic roles, and whether this enables individuals to transition between what many experience as disparate camps.
{"title":"Creative arts technicians in academia: To transition or not to transition?","authors":"T. Savage","doi":"10.1386/ADCH.17.2.237_1","DOIUrl":"https://doi.org/10.1386/ADCH.17.2.237_1","url":null,"abstract":"This article reports on a small-scale study undertaken at a leading UK arts university. The study aims to explore the increasing trend of 'technicians' transitioning their careers into 'academia'. Studies that focus on technicians are scarce. Those few existing studies describe the growth of practiced-based teaching in the creative arts, the sector's increasing reliance on technicians and technicians' greater involvement in shaping the learning experiences of students. Conversely, there is a rich literature that describes the unbundling and devaluation of traditional academic roles. This article employs a phenomenographic methodology to explore the experiences of three members of staff who have recently transitioned from technician roles into academia, considering whether the factors that have elevated the status of technicians have also eroded traditional academic roles, and whether this enables individuals to transition between what many experience as disparate camps.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45840168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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