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Salinas, Miguel
Publications (3 of 3) Show all publications
Salinas, M. (2018). Creativity through interdisciplinary environments – improving innovation in students’ teams. In: Zhang Linghao, Lam Yanyan, Xiao Dongjuan, Gong Miaosen, Shi Di (Ed.), Cumulus Conference Proceedings Wuxi 2018: Diffused Transition & Design Opportunities. Paper presented at Cumulus 2018 Wuxi Conference. Oct 31st - Nov 3rd 2018, Wuxi, China. Jiangnan University (pp. 419-430). China: Jiangnan University
Open this publication in new window or tab >>Creativity through interdisciplinary environments – improving innovation in students’ teams
2018 (English)In: Cumulus Conference Proceedings Wuxi 2018: Diffused Transition & Design Opportunities / [ed] Zhang Linghao, Lam Yanyan, Xiao Dongjuan, Gong Miaosen, Shi Di, China: Jiangnan University , 2018, p. 419-430Conference paper, Published paper (Refereed)
Abstract [en]

Creativity is a human activity focused on the generation of new ideas or production of new products. It requires an exploration of possible alternatives; the more the ideas the more the chances to find something completely new or radical. Thus, innovation’s focus is the implementation of creativity (Mumford, 2012).

Training creativity processes in multidisciplinary students’ teams depends on the teams’ performance during both the divergent and convergent phases. Studies on effectivity in teams done among others by Kozlowski and Ilgen (2006), has showed that certain factors interrelated with a team’s performance, affect creativity and innovation. Paulus and Dzindolet have integrated these studies in a model summarizing these factors (Mumford, 2012). The framework enables an understanding of what restrains the divergent phase and helps developing strategies for improving the performance of multidisciplinary teams.

Innovation through collaborative creativity in interdisciplinary environments has become one of the most important aspects for educating agents of sustainable change. Creativity and innovation depends on factors that influence the divergent phase, where fluency, flexibility and originality are expected within the divergent phase of a creative problem solving process (Mumford, 2012). The questions are: why students in multidisciplinary teams tends to end the divergent phase too early? What is affecting the teams’ creativity when different categories of knowledge are articulated. The goals of this study are to contribute with improving the interaction of different disciplines as well as to articulate what changes are necessary for improving creativity in a interdisciplinary environment as part of educational programs towards innovation.

Using quality research methods data is gathered from courses’ evaluations, team member’s individual reflections and semi-structures interviews. The model suggested by Paulus and Dzindolet is used to distribute the data according to the parts related to the team, task and situational variables, and variables related to team processes. The interpretation of the data and the analysis of the patterns leads to conclusions which can improve the conditions in a multidisciplinary team while performing creative work in academy.

The study shows certain conditions inherent to academy work are affecting the divergent phase such as conflicts in solving the task, as students’ focus in on both creativity for the projects and academic work at the same time; a too big teams’ workload and the writing of a report as a priority before creativity; the language barrier –differences in the English language proficiency as well as differences in the professional language of the members of a multidiciplinry team. The result have led to a revision of the educational program which now is implementing changes. 

The study of collaborative creativity will continue researching the role of the teachers as leaders of interdisciplinary environments. Members in multidisciplinary team assume different roles but students not always can solve conflicts inside the team, affecting their motivation and performance during the creative phase. Thus the teachers’ academinc role needs to be completemented with the one of a leader using leadership practices that facilitate creativity and innovation (Puccio, 2011)

Place, publisher, year, edition, pages
China: Jiangnan University, 2018
Keywords
Interdisciplinary, Collaborative Creativity, Innovation, Education
National Category
Design
Research subject
Design
Identifiers
urn:nbn:se:lnu:diva-80887 (URN)978-952-60-0092-3 (ISBN)978-952-60-0093-0 (ISBN)978-952-60-0091-6 (ISBN)
Conference
Cumulus 2018 Wuxi Conference. Oct 31st - Nov 3rd 2018, Wuxi, China. Jiangnan University
Available from: 2019-03-01 Created: 2019-03-01 Last updated: 2019-04-02Bibliographically approved
Tham, M., Arvidsson, A.-K., Blomqvist, M., Bonja, S., Hyltén-Cavallius, S., Håkanson, L., . . . Victor, O. (2016). Metadesigning Design Research: How can designers collaboratively grow a research platform?. In: Proceedings of DRS 2016, Design Research Society 50th Anniversary Conference: . Paper presented at DRS 2016, Design Research Society 50th Anniversary Conference (pp. 1412-1430). Brighton: Design Research Society, Article ID 275.
Open this publication in new window or tab >>Metadesigning Design Research: How can designers collaboratively grow a research platform?
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2016 (English)In: Proceedings of DRS 2016, Design Research Society 50th Anniversary Conference, Brighton: Design Research Society, 2016, p. 1412-1430, article id 275Conference paper, Published paper (Refereed)
Abstract [en]

‘How can we design a meaningful and relevant research platform that will support futures of sustainability?’ was the question guiding the two-and-a-half-year- long, co-creative and emergent metadesign process of establishing a new research platform at the Department of Design, Linnaeus University, Sweden. The meta focus on developing a whole research environment, as a design practice and design research endeavour, should be valuable for the design research community. Findings concern the viability of co-creative approaches in such a remit, negotiations of artistic/scientific research conventions, and the design institution’s position in the multi-disciplined university. The research has identified tensions and conflicts between the academic institution and construct, and the application of ontologies, epistemologies and methodologies deemed auspicious for sustainability endeavours. The paper itself is a collaborative effort between eleven of the researchers involved in developing the research platform.

Place, publisher, year, edition, pages
Brighton: Design Research Society, 2016
Series
Proceedings of DRS, E-ISSN 2398-3132
Keywords
sustainability, metadesign, research environment, co-creative processes
National Category
Design
Research subject
Design
Identifiers
urn:nbn:se:lnu:diva-54672 (URN)
Conference
DRS 2016, Design Research Society 50th Anniversary Conference
Projects
Curious Design Change
Available from: 2016-07-21 Created: 2016-07-21 Last updated: 2019-06-12Bibliographically approved
Gustafsson, Å., Johansson, J. & Salinas, M. (2016). Realization of a higher education interdisciplinary program. In: Claes Dahlqvist, Stefan Larsson (Ed.), Lärarlärdom 2016: Högskolan Kristianstad. Paper presented at Lärarlärdom 2016 (pp. 55-69). Kristianstad University Press
Open this publication in new window or tab >>Realization of a higher education interdisciplinary program
2016 (English)In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Claes Dahlqvist, Stefan Larsson, Kristianstad University Press , 2016, p. 55-69Conference paper, Published paper (Refereed)
Abstract [en]

For most companies and organizations there is a need to employ graduates with interdisciplinary skills. Hence it becomes important for universities and teaching institutions to graduate students with this knowledge. At the same time there is need for universities and teaching institutions to position itself in relation to its competitors. This is an apparent challenge for universities and teaching institutions, as developing and offering interdisciplinary programs requires them to break the normal traditional university structure involving different faculties applying different operating models. However, by succeeding with this, universities will create a competitive advantage over their competitors.

At Linnaeus University, Sweden, an interdisciplinary program called Innovation through Business, Engineering and Design involving three faculties has been developed.  The program was initiated in 2011 and began in 2014 with 15 students. The program is dimensioned for about 30 students, ten from each faculty. This paper reports on the realization of the program and the resources needed to do this. Knowing the resource requirements is necessary in order to make correct decisions regarding program development and to avoid decisions on invalid grounds. Knowing the activities to be performed is an essential pre-requisite for resource planning. Consequently the purpose of this paper is to identify organization roles and activities as well as the resources required in order to realize an interdisciplinary program.

The paper is empirical in nature and data has been collected using interactive research. Interactive research stresses the researchers (i.e. the authors) joint learning together with other members of the development group and the other actors involved. 

The paper concludes that in order for a realization to take place organizational roles (such as project leader and product coordinators), and activities such as creating deliverable document and schedule are necessary. The differences between a single-disciplinary program and a multidisciplinary program lies rather in the complexity and time management of performing the activities needed then in the actual performing. There is primarily a need for human capital, as the suitable faculty members are needed, as well as there is a need financial capital.

Place, publisher, year, edition, pages
Kristianstad University Press, 2016
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-61117 (URN)
Conference
Lärarlärdom 2016
Available from: 2017-03-07 Created: 2017-03-07 Last updated: 2019-05-20Bibliographically approved
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