(2002) Assessing creativity: Theory and practice

As discussed previously the works presented here contribute to an established body of ‘Creativity Research’. As a field, Guildford’s (1950) presidential address to the American Psychological Association is ascribed to have reinvigorated an empirical interest in creativity (Plucker, 2001). Prior to this, such research had its foundations in studies during the 19th Century (Becker, 1995).


Over the past nine years, my research findings have informed a series of creative thinking workshops created for both creative industry professionals, and postgraduate, undergraduate, and tertiary design education. In this project and the resulting publication, I outline a selection of the knowledge and methods used in these creativity enhancement workshops.


My predominant interest during 2002 was drawing upon the wealth of research literature and reflecting on its practical application to creative thinking workshops for product design and transport design. Myself and my collaborators (Jeffries, et al, 2002) identified a number of seminal works well received by both students and staff; in particular, Dilt’s Creativity Strategy is discussed at length. Consequently, a theoretical framework, adapted from Dilt’s strategy, was proposed which explains distinct preconception of creativity between BA, BSc and BEng students and staff involved in design.