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Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design

Carpenter, Wesley A
http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915

Abstract Details

2016, Doctor of Philosophy, University of Akron, Secondary Education.
Few studies have focused on perceptions of creativity in engineering. Previous researchers have tended to focus on perceptions concerning the degree to which creative thinking is emphasized in the classroom, rather than on whether students value creativity as an important part of the engineering design process. Moreover, the relationship between students’ perceptions of the importance of creative thinking in engineering design and their creative performance has not been investigated. Given the value placed on the ability of an engineer to think creatively, it is important to understand how engineering students perceive creativity as it relates to the engineering design process and whether such perceptions have the potential to influence their ability to think creatively during the engineering design process. In this mixed-methods study, perceptions related to four primary themes: students’ perceptions of (a) the definition of creativity with respect to engineering design, (b) the importance of creativity during engineering design, (c) the extent to which creativity was developed throughout the engineering program, and (d) their own creative abilities. Themes were compared among eight engineering students who scored at the extreme ends of the Creative Engineering Design Assessment (CEDA). In addition, perceptions were gathered from 12 mechanical engineering faculty in order to compare their perceptions of creativity in the mechanical engineering program to those of the students. The findings of this study support predictions made by applying the expectancy-value theory, which holds that students who value creativity in engineering design and confidently believe they have the ability to be creative are more likely to be creative in various engineering design scenarios. Further, all students interviewed shared the perception that the mechanical engineering program did little to encourage and develop creative-thinking skills; however, students agreed the program developed the foundational knowledge necessary for creative thought. These findings may be useful for engineering educators as well as for guiding future researchers in the areas of engineering education and engineering creativity.
Nidaa Makki, Dr. (Advisor)
Susan Kushner Benson, Dr. (Committee Member)
Wondimu Ahmed, Dr. (Committee Member)
Edward Evans, Dr. (Committee Member)
Francis Broadway, Dr. (Committee Member)
216 p.
Education; Engineering
creativity; engineering education; engineering design; perceptions; expectancy-value theory; mechanical engineering

Recommended Citations

Citations

  • Carpenter, W. A. (2016). Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915

    APA Style (7th edition)

  • Carpenter, Wesley. Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design . 2016. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915.

    MLA Style (8th edition)

  • Carpenter, Wesley. "Engineering Creativity: Toward an Understanding of the Relationship between Perceptions and Performance in Engineering Design ." Doctoral dissertation, University of Akron, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=akron1460410915

    Chicago Manual of Style (17th edition)

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This open access ETD is published by University of Akron and OhioLINK.