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Theoretical considerations (or not)
Published in Ron Kasprisin, urban Design, 2019
Creative problem-solving is a generative process, divergent (away from the center) in polarity to assimilation/convergent process of bringing together ideas and information (for analysis). Both are necessary aspects of design thinking. Generation is not the uncovering of something that exists (in the information and context); it is the creation of something novel arising from a dynamic process. Consequently, design is a process that is particularly suited to be a driving force that can address complex urban challenges—and it involves the “making of something real”.
Competency and Its Components
Published in Chandan Deep Singh, Jaimal Singh Khamba, Manufacturing Competency and Strategic Success in the Automobile Industry, 2019
Chandan Deep Singh, Jaimal Singh Khamba
Different product design practices focus on different aspects. Some have outlined ‘Seven Universal Stages of Creative Problem Solving’ for assisting designers to formulate their product from ideas, which include: accept the situation (problem identification), analysis (investigation of problem), define (setting key issues, objectives, restraints), ideate (brainstorming ideas to find solutions for options), select (deciding on selected few ideas), implement (configuring plans, building prototypes), and evaluate (testing product and making improvements).
Innovative Executive Leadership
Published in H. James Harrington, Frank Voehl, Total Innovative Management Excellence (TIME), 2020
Creative Problem Solving: a body of methodologies for solving often ill-defined problems or to help you search for possibilities and opportunities not readily apparent. It also includes methods to help you evolve your understanding of what the problem might be and what possible solutions may exist. Contrast this with linear problem solving consisting of rigid methodologies seeking the “correct” answer as practiced by most executives and their staffs today.
Exploring Students’ Continuance Intention Toward Digital Visual Collaborative Learning Technology in Design Thinking
Published in International Journal of Human–Computer Interaction, 2023
Yi-Lin Elim Liu, Tseng-Pin Lee, Yueh-Min Huang
The rapid advance of technology has led to a new generation that faces more complex and rapidly evolving challenges. As a result, creative problem-solving is considered an essential thinking skill for students in twenty-first-century higher education (Razzouk & Shute, 2012). Despite the common belief that creativity is innate, research shows that creative problem-solving skills can be developed through design thinking (DT) (Royalty et al., 2019). DT refers to a series of creative processes, which includes problem definition, information acquisition, knowledge analysis, and solution prototyping in a designer’s way of thinking and action (Brown & Katz, 2011; Cross, 2011; Lawson, 2006). The DT approach engages students to immerse themselves into the problem’s context, seek insight, generate corresponding ideas, evaluate multiple solutions, and use a structured process to promote design success. The utility of DT has been emphasized in a wide range of areas in higher education (McLaughlin et al., 2022; Wilkerson & Trellevik, 2021).
Design spaces and EEG frequency band power in constrained and open design
Published in International Journal of Design Creativity and Innovation, 2022
Sónia Vieira, Mathias Benedek, John Gero, Shumin Li, Gaetano Cascini
While general cognition requires the ability to adjust modes of thought to match the demands of each situation (Gabora, 2002), creative cognition encompasses special combinations and patterns of the same cognitive processes seen in other non-creative endeavors (Finke et al., 1992). Research in each area has followed different paths. Although creativity and design are drivers of innovation and social and cultural progress, crucial for economic sustainability and well-being, they are not identical. Design, in its broad definition, is the generation of a plan for a change, and as such, it is high-level cognition involving multimodal behavior (Park & Alderman, 2018). Creativity is defined as the ability to generate novel and effective ideas (Runco & Jaeger, 2012), or artifacts that are new, surprising, and valuable (Boden, 2004). Creative thinking is traditionally associated with conceptual expansion implying a creative change in the approach to the request (Abraham, 2019; Abraham et al., 2012). The creative problem-solving process involves the integration of creativity and intelligence to tackle requests that ask for appropriate solutions (Benedek et al., 2018; Jaarsveld et al., 2015).