Social creativity and design thinking: Developing foundation courses in undergraduate transdisciplinary design education

Hyun Kyung Lee, Soojin Jun

Research output: Contribution to journalArticle

Abstract

The authors argue that social interaction and the design-thinking process are keys to divergent thinking because students learn more effectively in a collaborative work environment conducive to social creativity, which can be supported by a systematized design process through teamwork. We hypothesize that foundation courses in a transdisciplinary design program should be distinguishable from those that currently exist in design education in order to further develop students' creativity. To explore this proposition further, we examine the leveled and dialectical thinking connecting to social creativity and the principles pertaining to systematic and interactive ways of educating in design. Finally, on the basis of our observations and empirical application in class, we make a few suggestions to instructors for fostering students' social creativity and divergent thinking skills: Time management, Process-centered, Encourage social interaction, Use of appropriate methods.

Original languageEnglish
Pages (from-to)2647-2654
Number of pages8
JournalInformation (Japan)
Volume20
Issue number4
Publication statusPublished - 2017 Apr

Bibliographical note

Funding Information:
This research was supported in part by the National Research Foundation OfKorea oTRF)

Funding Information:
Grant funded by the Koreall2 0Go1v5eRrlrAm5eAn7t0(3MS7I8P2)5O)O..NRF‐

All Science Journal Classification (ASJC) codes

  • Information Systems

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