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Creative achievement of teams is increasingly recognized as an organization's most valuable production. With dramatically advancing technology producing an almost unlimited amount of available information, the crucial challenge to many corporate and government organizations is how to use that information most creatively. While little expense is spared on identifying and training teams to enhance their potential for creative achievement, little is known about how, or if, the physical designed environment of these organizations supports creative achievement of teams. This review of literature across the disciplines of creativity, organizational behavior, and environment and behavior studies advocates a position for the physical environment in the context of creativity. Creative team characteristics and social influences are linked to properties and attributes of the physical office environment.As teamwork and creativity are increasingly discussed as essential ingredients to organizational success (Amabile, 1983;

This article shares findings from a case study conducted in a senior interior design studio in which students were introduced to user-centered integrated design process (user-centered IDP) through a rural community-university collaboration. The goal was to understand the role of the user and user involvement in the interior design process. The research focused on the integration dimension of user-centered IDP and analyzed how students utilized user interaction and knowledge through the stages of the design process. This understanding is important for better interweaving user involvement and design, managing more effective design projects, and supporting student learning in the interior design studio. Research results indicated that students utilized the knowledge of the user in two ways: as an inspiration and as a constraint. The user, as a design factor, oscillated between inspiration and constraint thus suggesting an inspiration-constraint cycle of user in interior design process. This finding demonstrated the constructivist nature of user. Students constructed, deconstructed, and reconstructed the concept of the user based on project context and requirements. According to Archer, there are six interrelated and overlapping stages in every design process: programming, data collection, analysis, synthesis, development, and communication. Although design

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