The Impact of Collaboration Pedagogy on Design Concepts and Creativity

By Mohamed Cherif Amor.

Published by The International Journal of Design Education

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Article: Print $US10.00
Article: Electronic $US5.00

Design and allied disciplines, at the beginning of the second decade of the twenty-first century, face complex pedagogic and management challenges relative to collaboration. While a growing body of collaborative efforts have been initiated in the interior design discipline, a substantive deficiency of collaboration and collaboration mechanisms is present in design and allied disciplines—but also with other stakeholders—design practitioners, clients, community participants (Guerin & Thompson, 2004; McCoy 2012; Clemons, 2007; Webb & Miller, 2006; Matthews & Weigland, 2001; Russ & Dickinson, 1999). The current lack of collaboration, the compliance with accreditation boards’ recommendations, and the pedagogic exigencies of the era compelled the development of an interdisciplinary course at a US university, which brought together three design disciplines—architecture, interior design, and landscape architecture. The present course served as 1) a platform to decipher the impact of the use of the Myers-Briggs Type Indicator personality types on collaboration pedagogy, 2) to examine the influence of collaboration on the generation of design concepts, and 3) to reflect on the influence(s) of collaboration on design creativity.

Keywords: Collaboration, Design, Creativity

The International Journal of Design Education, Volume 8, Issue 2, November 2014, pp.37-50. Article: Print (Spiral Bound). Article: Electronic (PDF File; 305.443KB).

Dr. Mohamed Cherif Amor

Chair Interior Design Department, Department of Interior Design, Virginia Commonwealth University-Qatar, Virginia Commonwealth University--Qatar, Doha, Qatar