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dc.contributor.authorThurlow, Lisaen
dc.contributor.authorFord, Peter B.en
dc.date.accessioned2018-11-14T09:21:14Z
dc.date.available2018-11-14T09:21:14Z
dc.date.issued2018-09
dc.identifier.citationThurlow, L. and Ford, P. (2018) An Analysis of sketch inhibition within contemporary design education. Universal Journal of Design Education, 6(9), pp.2036-2046.en
dc.identifier.urihttp://hdl.handle.net/2086/17185
dc.descriptionopen access articleen
dc.description.abstractSketch inhibition is regularly alluded to by educators as a phenomenon within design higher education, and one having increasingly marked effects on industry - but has garnered little attention from academics. This paper provides a meta-analysis of the literature and evaluation of the anatomy and functions of sketching during design ideation across a variety of disciplines. It demonstrates the importance of sketching for cognitive support, as a language, a means of reflection, and storage of information. It presents initial findings from the literature related to symptoms; from avoidance to an over reliance on digital tools and considers its causes, ranging from psycho-social, to technological. Fine art exercises have proven beneficial to its management, however further investigation is recommended to establish depth and enable a framework for its management within HE.en
dc.language.isoenen
dc.publisherHorizon Research Publishingen
dc.subjectDesign Educationen
dc.subjectDesign Methodologyen
dc.subjectDesign Method(S)en
dc.subjectDesign Toolsen
dc.subjectSketch Inhibitionen
dc.titleAn Analysis of Sketch Inhibition within Contemporary Design Educationen
dc.typeArticleen
dc.identifier.doihttps://doi.org/10.13189/ujer.2018.060923
dc.researchgroupDesign and New Product Developmenten
dc.peerreviewedYesen
dc.funderN/Aen
dc.projectidN/Aen
dc.cclicenceCC-BY-NDen
dc.date.acceptance2018-08-29en
dc.exception.reasonThe output was published as gold open accessen


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