Creativity in Design Education: The Effect of C-K’S C-constructs

DS 74: Proceedings of the 14th International Conference on Engineering & Product Design Education (E&PDE12) Design Education for Future Wellbeing, Antwerp, Belguim, 06-07.9.2012

Year: 2012
Editor: Lyndon Buck, Geert Frateur, William Ion, Chris McMahon, Chris Baelus, Guido De Grande, Stijn Verwulgen
Author: Zeiler, Wim
Series: E&PDE
Institution: TU Eindhoven, The Netherlands
Section: Creativity in Design Education
Page(s): 457-462
ISBN: 978-1-904670-36-0


The design of buildings is complex and requires the support of multi-disciplinary design teams. Therefore a supportive design approach has been developed: Integral Design. Integral Design combines an engineering design method with an innovation strategy, to support innovative integrated design between engineering and architecture. The innovative Concept-Knowledge theory by Hatchuel and Weil is used in combination with the Integral Design method. This combination enables to illustrate different processes within the conceptual design phase of multi-disciplinary building design. It also makes it possible to see the effect of so called C-constructs to stimulate the generation of concepts. The approach is tested in workshops with students and professionals and the results indicate a positive effect on the number of generated sub solutions. Further research is needed to determine the qualitative effects of the design approach.

Keywords: Multi-disciplinary design, morphological overview, integral design, C-K theory


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