How Can Creative Self-Efficacy by Fostered in Design Education?

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: Jobst, Birgit; Meinel, Christoph
Series: E&PDE
Institution: Hasso-Plattner-Institut, Germany
Section: Creativity in Design Education
Page(s): 511-516
ISBN: 978-1-904670-36-0


Creative self-efficacy plays an important role in the context of innovation: Without this belief in our creative abilities we cannot act when facing challenging situations, for instance wicked problems. [1]. Due to a lack of the trust in one’s own capacity to perform creatively, the best idea will not be realized nor implemented to become an innovation. This belief influences success expectations and motivation to reach a challenging goal. Creative self-efficacy is an education objective of d.schools [2][3]. Against the background of creative self-efficacy as a crucial quality for innovators, we will look at design thinking education at d.schools. Based on observations we describe how d.schools likely mediate creative self-efficacy in their education.

Keywords: Self-efficacy, design thinking, design education


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