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The Library will look into your claim and consider taking remedial action upon receipt of the written requests. Pao Yue-kong Library, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong http://www.lib.polyu.edu.hk The Hong Kong Polytechnic University School of Design Creativity and Its Roles in Design Education in Hong Kong WONG Yi Lin A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy August 2012 CERTIFICATE OF ORIGINALITY I hereby declare that this thesis is my own work and that, to the best of my knowledge and belief, it reproduces no material previously published or written, nor material that has been accepted for the award of any other degree or diploma, except where due acknowledgement has been made in the text. WONG Yi Lin Abstract The development of creativity is parallel to the development and evolution of our culture and society, and researchers see creativity as the ultimate goal of education. Educators and researchers of design education believe that creativity can be developed in Design and Technology (D&T) classrooms at the secondary school level, as the design process in D&T relies on the development of novel, useful, and appropriate ideas. D&T is one of the best platforms to foster creativity, as it lends a kind of creative experience in realising objects which is distinctive from other subjects. However, the value of D&T at the secondary school level in Hong Kong is underestimated by the Hong Kong government, school administrators, teachers, parents, and other stakeholders. If creativity is important in education, there is no reason to neglect a subject which can foster creativity. This study investigates creativity and its roles in design education at the secondary school level. Its objectives are (i) to review and investigate how teachers, students, and policymakers understand creativity, (ii) to understand the practical issues in the design education classroom or school, (iii) to suggest possible methods for teaching creativity in design education, (iv) to identify the roles of creativity in design education, and (v) to identify the issues related to the cultivation of creativity in design education. Discussions of creativity are often related to four different areas: product, process, person, and environment. This study investigates these areas using a data triangulation approach. It begins by examining 46 exemplar design projects and their artefacts on the Hong Kong government website and public examination design projects on D&T syllabuses from 2005 to 2009. Thirteen interviews with Hong Kong teachers, students, and officers were conducted to understand issues of creativity in design education. This study finds that creativity is not fostered to its fullness in D&T. Some perceptions of teachers and students, especially the narrow perceptions, affect the i cultivation of creativity. Shifts in perceptions, teaching methods, classroom management, and assessments are suggested so that teachers can cultivate creativity more easily. This study also finds that if creativity is promoted successfully, some roles of creativity should be found in classroom. These roles may serve as guidelines for teachers in assessing their creative classrooms. In addition, teachers must be aware of the issues related to the cultivation of creativity. They must prepare and work out plans which are suitable for their own classrooms and schools. ii Publications Arising from the Thesis Peer-reviewed Journal Wong, Y. L., & Siu, K. W. M. (2012). Is there Creativity in Design? From a Perspective of School Design and Technology in Hong Kong. Asia Pacific Education Review, 13(3), 465-474. Wong, Y. L., & Siu, K. W. M. (2011). A Model of Creative Design Process for Fostering Creativity of Students in Design Education. International Journal of Technology and Design Education, 22(4), 437-450. Wong, Y. L., & Siu, K. W. M. (2010). Understanding and Nurturing Creativity in Design Education: A Case Study of Newspaper Perspective in Hong Kong. The International Journal of Interdisciplinary Social Science, 5(2), 317-330. Siu, K. W. M., & Wong, Y. L. (2011). Changes in the Technological Aspects and Facilities of Design Education: A Case Study of Hong Kong. International Journal of Information and Communication Technology Education, 7(4), 47-59. Siu, K. W. M., Wong, Y. L., & Feng, W. (2010). Why fail? Experience of technology education in Hong Kong. World Transactions on Engineering & Technology Education, 8(2), 231-236. Yau, C. M., Siu, K. W. M., & Wong, Y. L. (2010). The attention to the design in Technology Education of Singapore and Hong Kong. Research and Review on Education: Technology Education, 5, 12-18. [In Chinese] Conference Proceedings Wong, Y. L., Feng, W., & Siu, K. W. M. (2010). Building a new future for technology education on Chinese Mainland and in Hong Kong. In H. Middleton (Ed.), Knowledge in Technology Education: Proceedings of the 6th Biennial International Conference on Technology Education (Vol. 2), Brisbane: Griffith Institute for Educational Research, Griffith University, 196-204. iii Acknowledgements My deepest gratitude goes first and foremost to Professor Michael Siu, my supervisor, for his guidance and support. His profound knowledge of design and design education always inspired me when I was lost in research. His total dedication to research and his positive work attitude always encouraged me to be determined and persistent in accomplishing my goals. During these three years, he taught me how to face different issues and showed me a possible path in academia. The skills and knowledge he taught me built a firm and strong foundation for my future research work and career. He is my role model as both a researcher and an intellectual. I will treasure the experience of working with him for years to come. I would also like to thank The Hong Kong Polytechnic University and the University Grants Committee for providing me with a studentship. Without it, pursuing my PhD would have been impossible. I would also like to express my gratitude to Assistant Professor Peer M. Sathikh at the School of Art, Design and Media at Nanyang Technological University in Singapore. A three-month attachment and study trip under his supervision allowed me to broaden my horizons. Our weekly meetings stimulated me to rethink issues in my research. My thanks also go to Dr. Eric Fung of the Hong Kong Examination and Assessment Authority for his generosity, suggestions, and advice during the data collection process. Without him, the process would not have been carried out so smoothly. I would like to express my thanks to the anonymous teachers, students, and officers who participated and helped me in the data collection process. I sincerely hope this study is beneficial to them and that I am able to repay their kindnesses. My thanks also go to my friends at the Public Design Lab and the general office of the School of Design. They were always there beside me to help me and share my iv worries. I also owe gratitude to my friends and family for their trust in me during my PhD studies. Their understanding and love is my consolation. Last but not least, I would like to express my wholehearted thanks to my Lord Jesus Christ. He made everything happen. Yi Lin Wong August 2012, Hong Kong v Table of Contents Abstract ......................................................................................................................... i Publications Arising from the Thesis .......................................................................... iii Acknowledgements ..................................................................................................... iv Table of Contents ........................................................................................................ vi List of Figures ........................................................................................................... xiii List of Tables .............................................................................................................. xv Chapter 1 Introduction ............................................................................................. 1 1.1. Research on Creativity ................................................................................. 2 1.2. Creativity Policies in Government and Education ....................................... 3 1.3. Design Education at the Secondary School Level........................................ 5 1.4. History of Design Education in HongKong ................................................. 8 1.4.1. Pre-war ...................................................................................................

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