Creative Competencies: Between Practice and Education in Design

Villagrasa, Beatriz Martínez; Esparza, Danae; Cortiñas-Rovira, Sergi

doi:10.18848/2325-128x/cgp/v13i03/27-38

Cited by 3 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The list of 10 competencies is one of the results of a doctoral research on the competencies of designers [11]. The definition of these competences is obtained through a mixed methodology [12]. Fourteen design and engineering professionals and students are interviewed.…”

Section: Methodologiesmentioning

confidence: 99%

The Sustainable Development Goals Applied to the Future of Design Education

Martínez-Villagrasa¹,

Menéndez-Varela²

2022

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London S

View full text Add to dashboard Cite

The current social situation makes designers face increasingly complex challenges, closely linked to environmental and social issues. Design education has to respond to this, since design competencies are required to manage them. In this context, the present research studies how designers face these challenges under a competency approach. This paper relates the designer's competencies to the 17 Sustainable Development Goals (SDGs) and the action guide proposed by the UUEE with the 2030 Agenda for Sustainable Development.From this perspective, the competencies that designers acquire during their training must be aligned with the SDGs. However, recent research indicates that design students have competency gaps when working in social, environmental or sustainable design processes [1] [2]. In traditional education, core competencies for sustainability, such as Integrated Problem-solving, Strategic or Critical thinking, according to UNESCO 2019 Sustainable Key Competencies, are not considered particularly important. However, they are fundamental competencies defined in previous research on Design Creative Competencies. Moreover, authors point out that applying the competency approach to sustainability is relevant to solve real social challenges and opportunities [3]. That is why this article proposes a parallelism between designers' competencies, in other words, those they use when developing creative processes, and the SDGs. It is also required to analyse the competencies that enable them to solve problems 'with respect to realworld sustainability problems, challenges, and opportunities ' [4]. This context leads to innovative questions about design students' curricular profile in the 21 st century.

show abstract

Section: Methodologiesmentioning

confidence: 99%

The Sustainable Development Goals Applied to the Future of Design Education

Martínez-Villagrasa¹,

Menéndez-Varela²

2022

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London S

View full text Add to dashboard Cite

show abstract

“…As previously noted, creativity is usually associated with designers’ ability to generate new ideas by redefining the problem space. Therefore, we used this item to capture the relevance assigned by managers to designers’ capability to creatively seek new solutions (ideation capability) (Cooper et al, 2009; Martin & Martin, 2009; Martínez‐Villagrasa et al, 2018; Morelli & Tollestrup, 2007; Turner, 2016).…”

Section: Methodsmentioning

confidence: 99%

Microfoundations of dynamic design capabilities: An empirical analysis of “excellent” Italian design firms

Cautela

Simoni

Moran

2021

J of Product Innov Manag

View full text Add to dashboard Cite

This article investigates how managers of firms awarded for their design excellence build organizational-level design-related dynamic capabilities by selecting designers with specific individual capabilities and managing how and the extent to which users of the firms' products are actively involved in design activities.The following two types of dynamic capabilities were studied: user-centered design (UCD) and meaning innovation (MI). Data from a survey of managers of 106 Italian firms recognized for their products' "design excellence" during the 2011-2016 period were analyzed using a structural equation model (PLS-SEM).The results suggest that managers seeking to build dynamic UCD capabilities prefer designers with holistic thinking capabilities over those with ideation and envisioning capabilities and value user involvement throughout the design process. In contrast, managers seeking to build dynamic MI capabilities search for designers with holistic thinking and envisioning capabilities and avoid ideation capabilities. They also consider the value of involving users in the design process to be limited. This study is among the first to present the results of an empirical investigation of the microfoundations of dynamic design capabilities. Limitations of the research and prospects for future work are discussed. In particular, our findings point to the need for additional studies that further specify the routines and associated competencies that managers responsible for design employ to attract, nurture, integrate and exploit the micro-level capabilities required for UCD and MI. Given that some of these microfoundations were found to be differentially important, unimportant, or even detrimental to the development of either UCD or MI, an important remaining question is the extent to which, and how, a single firm can accommodate and effectively exploit both of these dynamic design capabilities.

show abstract

Creative Decoding Tool: A tool for measuring the designers skills

Villagrasa

2019

grafica

Self Cite

View full text Add to dashboard Cite

RESEARCH Creative Decoding Tool: una herramienta para la medición de las competencias de los diseñadores. Análisis de los primeros resultados Resumen Fruto de investigaciones previas, se desarrolla la Creative Decoding Tool (CDT), una encuesta online que mide una serie de competencias centrales en los procesos creativos de los diseñadores y que resulta útil como herramienta para fomentar la reflexión personal. Además, la CDT proporciona una valiosa base de datos sobre estudiantes y profesionales del diseño de todo el mundo. El presente artículo analiza la primera muestra recogida, compuesta por 599 individuos. Los resultados preliminares permiten constatar la existencia de diferencias significativas en las competencias en función de características sociodemográficas y señalan la conveniencia de realizar nuevos análisis conforme la base de datos vaya aumentando. Palabras claveDiseño; competencias; creatividad; educación en diseño Creative Decoding Tool: A tool for measuring the designers skills. Analysis of the first results. AbstractAs a result of previous research, the Creative Decoding Tool (CDT) is developed. An online survey that measures the core competencies in the creative processes of designers, and it is useful as a tool to encourage personal reflection. Also, the CDT provides a valuable database of students and design professionals from around the world. This paper analyzes the first collected sample, composed of 599 individuals. The preliminary results confirm the existence of significant differences in the competences scores according to sociodemographic characteristics. It also shows the convenience of carrying out new analyzes as the database grows.Creative Decoding Tool: una herramienta para la medición de las competencias de los diseñadores. Análisis de los primeros resultados RSCH IntroducciónEl presente artículo tiene como objetivo mostrar el análisis de los primeros datos recogidos con la Creative Decoding Tool (CDT) 1 , una herramienta para la medición de las competencias que intervienen en los procesos creativos de los diseñadores. Se trata, en concreto, de un cuestionario online diseñado para recoger datos cuantitativos sobre la percepción que tienen los estudiantes y profesionales del diseño acerca de las competencias presentes en el desempeño de su actividad. La CDT ha sido desarrollada por el grupo de investigadores de la línea Decoding Creative Process de ELISAVA y se encuentra dentro del marco del proyecto Decoding European Creative Skills (DECS), que cuenta con el apoyo de la Comisión Europea a través del programa Creative Europe, liderado por ELISAVA, con la participación de las universidades Fachhochschule Salzburg University of Applied Sciences (FHS) y Eindhoven University of Technology (TU/e). La disciplina del diseño está evolucionando acorde a la rapidez de los cambios que se producen en la sociedad, la industria y la tecnología. Autores como Wilson y Zamberlan (2017) definen el futuro de la disciplina como incierto, ya que las constantes transformaciones que se están viviendo a ...

show abstract

Creative Competencies: Between Practice and Education in Design

Cited by 3 publications

References 0 publications

The Sustainable Development Goals Applied to the Future of Design Education

The Sustainable Development Goals Applied to the Future of Design Education

Microfoundations of dynamic design capabilities: An empirical analysis of “excellent” Italian design firms

Creative Decoding Tool: A tool for measuring the designers skills

Contact Info

Product

Resources

About