The Adaptable Mind in Design: Relating Personality, Cognitive Style, and Creative Performance

Meneely, Jason; Portillo, Margaret

doi:10.1080/10400419.2005.9651476

Cited by 77 publications

(18 citation statements)

References 30 publications

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“…As a rule, everybody can be creative but s/he expresses his/her creativity in a different way (style), as creativity styles can be typified. Creativity methods, techniques and approaches can improve the quality of creative products – a finding in this study (see the item about being able to learn to be creative) that is in line with research on creativity [21,23]. Presentation of these ideas and evidence could form part of an introduction to innovation for engineering and medical students, thereby serving to both inform and motivate (particularly the latter).…”

Section: Discussionsupporting

confidence: 71%

Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff

et al. 2014

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BackgroundHealthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context.MethodsA quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation.ResultsWe report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams.ConclusionsThe results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.

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Section: Discussionsupporting

confidence: 71%

Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff

et al. 2014

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“…Especially important were the effects of innovative cognitive style and intrinsic motivation on employee creative performance. Meneely and Portillo (2005) found that whilst cognitive style on its own did not predict creative performance, there were significant relationships between flexibility of style and ‘creative personality’.…”

Section: Creativity Entrepreneurship and Innovationmentioning

confidence: 99%

Role of Cognitive Styles in Business and Management: Reviewing 40 Years of Research

Armstrong

Cools

Sadler‐Smith

2011

Int J Management Reviews

211

176

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In line with increased attention on the application of cognitive approaches to industrial, work and organizational psychology, the last 40 years have witnessed a growing interest in application of the cognitive style construct to the field of business and management. The purpose of this paper is threefold. First, we wish to advance understanding of cognitive styles research by elucidating trends and perspectives related to business and management. Second, we identify gaps in the literature and promising areas of research that can be further developed. This is accomplished by means of a review of papers published between 1969 and 2009. Eight themes emerged from our analysis: (a) vocational and occupational issues; (b) national culture; (c) teamwork and interpersonal relationships; (d) learning; (e) decision making; (f) creativity, innovation and entrepreneurship; (g) sales and marketing; and (h) management information systems, information management and use. Third, we identify valid and reliable methods of assessment of cognitive style for use in business and management settings. Finally we draw a number of conclusions regarding the current state of cognitive styles research and promising directions for future research.

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“…These findings support qualities of the converging learner, including the preference for analytical thinkingor finding practical uses for theories and ideas. Interestingly, research has found that designers illustrate preference for conceptual and expressive thinking over analytical and logical modes (Meneely, 2010; Meneely & Portillo, 2005). In fact, recommendations by Meneely encouraged integration of more analytical exercises into the design curriculum to provide balanced learning.…”

Section: Methodsmentioning

confidence: 99%

Uncovering Pathways of Design Thinking and Learning: Inquiry on Intellectual Development and Learning Style Preferences

Carmel-Gilfilen

2012

Journal of Interior Design

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The purpose of this study was to explore thought development and learning styles using the Perry scheme of intellectual development and Kolb's experiential learning theory (ELT). One hundred thirty‐nine beginning, intermediate, and advanced interior design and architecture students were empirically assessed using the measure of intellectual development, the measure of designing, and the learning style inventory, respectively. The study objectives were to examine thought development and learning styles of interior design and architecture students, determine whether differences exist between design students and normative data, and explore relationships between thought development and learning styles. Supporting previous research using the Perry scheme, students were found in the positions of dualism and multiplicity with global thought development proving more advanced than design thinking. Furthermore, overall thought development appeared significantly higher in the sample than in normative data on college students. Supporting the ELT, the study uncovered the presence of all learning styles with preference toward diverging and accommodating learning noted. In addition, the concrete experience preferences of design students appeared significantly higher in the sample than in normative data on college students. Results indicated no association between learning style and global or discipline‐specific thought development level; however, qualitative data provide insights into the ways design students approach thinking and learning.

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The Adaptable Mind in Design: Relating Personality, Cognitive Style, and Creative Performance

Cited by 77 publications

References 30 publications

Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff

Convergence and translation: attitudes to inter-professional learning and teaching of creative problem-solving among medical and engineering students and staff

Role of Cognitive Styles in Business and Management: Reviewing 40 Years of Research

Uncovering Pathways of Design Thinking and Learning: Inquiry on Intellectual Development and Learning Style Preferences

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