Skills for creativity in games design 2009
In the UK, there has been much development of initiatives undertaken to support the design sector’s growth. Furthermore, given the nature of the creative industries, fostering creative talent remains a significant consideration, and much focus has been given to the employability of design graduates for the creative industries (Design Skills Advisory Panel, 2007). However, as detailed in the first part of this project report, whilst the focus on “skills for creativity” is welcome, a number of concerns exist regarding an overly prescriptive interpretation of these skills. A further concern surrounds the quality of research to identify appropriate skills (Macdonald, 2006); a significant criticism suggests the representation of educators in such research studies has not been adequately addressed and, as a result, the research findings are skewed towards industries needs above those of education. Notwithstanding, organizations with an emphasis on employers’ needs are concerned that higher education (HE) is not delivering graduates with the skills industry requires (Lipsett, 2008, Skillset, 2004).
With regard to skills for creativity, however, such concerns may, or may not, be valid; such concerns, arguably, are largely dependent on the extent to which practitioners’ conception of skills for creativity differ to those of academics. Whilst, anecdotally, the HE community, and practitioner community, may consider such difference important, quality research findings do not currently exist on which to base such claims. The aim of this report is to begin to rectify this deficit. Specifically, through an experimental study, to understand further the extent to which academics may differ to practitioners in their conception of skills relevant to creativity within a specific design related subject: in this instance, games design.
The project report may be downloaded below in sections or in the full 30 page format: