DURLING, CROSS and JOHNSON, 1996. Personality and learning preferences of students in design and design-related disciplines. IDATER 1996 Conference, Loughborough: Loughborough University
This paper explores the thinking and learning styles of art-based design students, and reports a personality survey of typical design students at two UK universities. Where teaching and learning styles do not match, there may be cognitive dissonance leading to poor knowledge transfer. Students state that they have such problems with their studies.
Designers' strategies for problem-solving are different to many other professionals, and an intuitive way of working is preferred strongly. It is demonstrated that designers also have related styles of learning, and suitable treatments are proposed to match teaching and learning.
Though designers' learning seems to be well matched to the teaching mostly employed in UK design schools, concern is expressed about current economic and other pressures which threaten its continuance.