The impact of collaboration pedagogy on design concepts and creativity

Research output: Contribution to journalReview article

1 Citation (Scopus)


At the beginning of the second decade of the twenty-first century, design and allied disciplines face complex pedagogic and managerial challenges relative to collaboration. While a growing body of collaborative efforts have been initiated in the interior design discipline, a substantive deficiency of collaboration and collaboration mechanisms is present in design and allied disciplines - but also with other stakeholders - design practitioners, clients, community participants (Guerin & Thompson, 2004; McCoy 2012; Clemons, 2007; Webb & Miller, 2006; Matthews & Weigland, 2001; Russ & Dickinson, 1999). The current lack of collaboration, the compliance with accreditation boards' recommendations, and the pedagogic exigencies of the era compelled the development of an interdisciplinary course at a US university, which brought together three design disciplines - architecture, interior design, and landscape architecture. The present course served as 1) a platform to decipher the impact of the use of the Myers-Briggs Type Indicator personality types on collaboration pedagogy; 2) to examine the influence of collaboration on the generation of design concepts; and 3) to reflect on the influence(s) of collaboration on design creativity.

Original languageEnglish
Pages (from-to)37-50
Number of pages14
JournalInternational Journal of Design Education
Issue number2
Publication statusPublished - 1 Nov 2014



  • Collaboration
  • Creativity
  • Design

ASJC Scopus subject areas

  • Education
  • Visual Arts and Performing Arts

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