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.
|Keywords:||Creative Knowledge Worker, Creativity Studies, Design Education, Curriculum Reviews|
Assistant Professor, School of Design, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong
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