An exploration of students’ perceptions and attitudes towards creativity in engineering education
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Authors
Waller, David
Date
2016-10-03
Type
thesis
Language
eng
Keyword
Higher Education , Innovation , Student Attitudes , Engineering Education , Student Perceptions , Mixed Methods , Engineering Creativity , Creativity
Alternative Title
Abstract
This study used a mixed methods approach to develop a broad and deep understanding of
students’ perceptions towards creativity in engineering education. Studies have shown that
students’ attitudes can have an impact on their motivation to engage in creative behavior. Using
an ex-post facto independent factorial design, attitudes of value towards creativity, time for
creativity, and creativity stereotypes were measured and compared across gender, year of study,
engineering discipline, preference for open-ended problem solving, and confidence in creative
abilities. Participants were undergraduate engineering students at Queen’s University from all
years of study. A qualitative phenomenological methodology was adopted to study students’
understandings and experiences with engineering creativity. Eleven students participated in oneon-
one interviews that provided depth and insight into how students experience and define
engineering creativity, and the survey included open-ended items developed using the 10 Maxims
of Creativity in Education as a guiding framework.
The findings from the survey suggested that students had high value for creativity, however
students in fourth year or higher had less value than those in other years. Those with preference
for open-ended problem solving and high confidence valued creative more than their
counterparts. Students who preferred open-ended problem solving and students with high
confidence reported that time was less of a hindrance to their creativity. Males identified more
with creativity stereotypes than females, however overall they were both low. Open-ended survey
and interview results indicated that students felt they experienced creativity in engineering design
activities. Engineering creativity definitions had two elements: creative action and creative
characteristic. Creative actions were associated with designing, and creative characteristics were
predominantly associated with novelty. Other barriers that emerged from the qualitative analysis
were lack of opportunity, lack of assessment, and discomfort with creativity.
It was concluded that a universal definition is required to establish clear and aligned
understandings of engineering creativity. Instructors may want to consider demonstrating value
by assessing creativity and establishing clear criteria in design projects. It is recommended that
students be given more opportunities for practice through design activities and that they be
introduced to design and creative thinking concepts early in their engineering education.
Description
Thesis (Master, Mechanical and Materials Engineering) -- Queen's University, 2016-09-29 17:45:16.051
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Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.