Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/62682
Title: Providing creative knowledge worker instead of traditional designer in university: reviewing the creativity studies in tertiary design education in Hong Kong
Authors: Lau, KW
Keywords: Creative knowledge worker
Creativity studies
Design education
Curriculum reviews
Issue Date: 2008
Publisher: Common Ground Publishing
Source: International journal of knowledge, culture and change management, 2008, v. 8, no. 6, p. 81-86 How to cite?
Journal: International journal of knowledge, culture and change management 
Abstract: Designer is no longer an expert in handling design elements and offering design solutions due to the popularity of professional design software in public level as well as the rich information of design knowledge on the Internet. The traditional skill-based pedagogies in design education confront the tremendous challenges in the globalized world. In this new era, the aim and objective of design education is supposed to educate a creative knowledge maker, instead of a conventional designer with professional skills only, for the creative industries in all disciplines. The creative knowledge worker is expected to provide professional consultancies in creativity as well as the strategic planning of design management. Thus, creativity studies in design education plays a crucial role in empowering design students’ competencies in the global market. Therefore, design educators need to seriously review and evaluate the ongoing creativity trainings in design education in able to equip students for these challenges. Echo to the structural changes in creative industries and professional design education in globalized world, this paper aims to explore the fundamental challenges and the role of creativity studies in tertiary design education. Emphasis is given to discuss the (1) impact of the ‘Globalization’ in tertiary design education in Hong Kong; (2) role of creativity studies in design education; (3) the ways of teaching creative thinking as a professional knowledge in design education; (4) obstacles to reshaping the orthodox pedagogy of design education in Hong Kong.
URI: http://hdl.handle.net/10397/62682
ISSN: 1447-9524
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