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The present study focuses on the relationship between the acquisition of design knowledge by novice design students and the quality of their designs. Design learning is typically based on action and reflection. Knowledge of solution processes, being part of this reflection, is found to be crucial in monitoring and controlling the design process and in reaching an optimal, creative result. The studies described in this article suggest a close relationship between the amount of process knowledge -knowledge of managing and monitoring the solution finding process -reported by novice designers, and the creativity of the designed product.

This report of a series of protocol studies of designers at varying levels of competence examines the pedagogical system of integrating developing skills with increasing project complexity as a definition of design expeitise. It comments on different kinds of problem‐solving strategies which are used to ensure the appropriateness of the aims of design education, and assesses the relative importance that novelty and creativity, uncertainty and information, imagination and constructive thought, and drawing and modelling play in the maturation of designers. The results show a lack of predictability, but that the abilities needed for design expertise can be articulated and developed as educational programmes.

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