Exploring the effects of cognitive style diversity and self-efficacy beliefs on final design attributes in student design teams

Menold, Jessica; Jablokow, Kathryn

doi:10.1016/j.destud.2018.08.001

Cited by 32 publications

(25 citation statements)

References 91 publications

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“…Christensen and Ball (2016) concluded that diverse knowledge in teams is beneficial for novel idea generation, which is often mediated through the production of analogies (cf. Menold & Jablokow's, 2019, evidence that 'cognitive style diversity' in teams can positively impact design quality). Self-generated analogies also appear to have important associations with problem-solution co-evolution in design teams.…”

Section: Self-generated Analogies and Creative Idea Generationmentioning

confidence: 99%

Advancing an understanding of design cognition and design metacognition: Progress and prospects

Ball

Christensen

2019

Design Studies

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In this article we review progress that has been made in advancing a theoretical understanding of design cognition and design metacognition. We identify a high level of consistency in empirical findings, including good evidence for core design strategies such as conjecture-based problem formulation, problem-solution co-evolution, analogical reasoning, mental simulation and fixated solution generation. A further consistent theme to emerge in our review concerns the central role played by metacognitive monitoring and control processes in ensuring the effective deployment of design strategies in response to designers' fluctuating feelings of uncertainty. We argue that a metacognitive perspective on design cognition is critical for developing a comprehensive understanding of strategic processing in design, additionally engendering many new avenues for important future research.

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Section: Self-generated Analogies and Creative Idea Generationmentioning

confidence: 99%

Advancing an understanding of design cognition and design metacognition: Progress and prospects

Ball

Christensen

2019

Design Studies

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“…As a result, hospitality practitioners and recruiters need to examine the quality and the responsiveness of hospitality students' cognitive diversity style and its potential professional quality in a multi-task working context such as a hotel's working environment. Hospitality students may be an optimal solution and a transformational vehicle in seasonal hotel operations that equalises quality and performance imbalances caused by other types of seasonal employees (Cox & Blake, 1991;Menold & Jablokow, 2019). Thus, the recruitment of hospitality students could create a workforce, a homogenised driver in hotel operations that, under the talent-based umbrella, could sustain operational infusion with diversified and heterogeneous working groups, securing thus creativity, service quality, and performance standards (Hoever, van Knippenberg, van Ginkel, & Barkema, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although observed intense labour mobility, foreign investment, and international competition magnify issues emerging from diversity in the workplace, the second argument posits that workforce diversity may derive reputational outcomes and performance achievements (Singal, 2014;Wang, Kim, & Lee, 2016). Researchers such as Manoharan et al (2019), McMahon (2011), Menold & Jablokow (2019), and Singal (2014) identify in their studies a positive and strong link between workforce diversity and organisational performance. This link highlights a particular effect on service-oriented industries due to employees' interpersonal interactions and personalised guest service requests.…”

Section: Surface-level Diversitymentioning

confidence: 99%

“…Although both levels have been found as performance and creativity drivers, the majority of the findings from empirical research in the hotel management literature remain limited with respect to surface-level workforce diversity. Hence, the opinions on deep-level diversity remain opposed (Menold & Jablokow, 2019;Tekleab & Quigley, 2014). This major gap in the literature was observed due to the direct applicability of the concept of cognitive diversity style to hotels' multi-task working environment, making imperative the need for further investigation in order to understand its contribution to service quality and performance in seasonal hotels.…”

Section: Introductionmentioning

confidence: 99%

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Reflecting on Hospitality Students’ Cognitive Diversity Impact on Service Quality and Organizational Performance Standards: A Case-Study in Cy Seasonal Hotels

Anastasiou¹

2020

JBHOST

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This study examines the impact of hospitality students’ cognitive diversity style on service quality and performance standards in seasonal hotels. A survey research method approach was implemented through a quantitative examination of a purposeful sample, collected from three-, four-, and five-star seasonal hotels in Cyprus. The survey was administered face-to-face to 316 students and 93 managers. For hypotheses testing, the Cognitive Style Inventory was adapted. Study results reveal students’ educational preparedness, professional reliability, and the positive impact of their cognitive diversity style on service quality and organizational performance standards in seasonal hotels. While students offer a diversified pool of potential candidates to successfully fulfil qualified and skilful required vacancies, a twofold requirement emerges. First is the introversion requirement related to the curriculum design of hospitality educational institutions. Second is the extroversion requirement, which sees the responsibility of seasonal hotel managers, as future employers, to be linked and guided on students’ cognitive style development via an intuitive collaboration with local hospitality educational institutions.

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“…Taken together, these assumptions informed a studio pedagogy, titled here 'Shifting Allegiances,' which encouraged knowledge-building based on valuing cognitive diversity (Miller et al 1998) or larger numbers of differing perspectives and experiences within the studio, in order to explore more fully the solution space with greater creativity and independence (Menold & Jablokow 2019;Hastie 2019;Godwin 2017;Kress & Schar 2011). Mitchell and Nicholas (2006) establish that cognitive diversity is significantly related to the emergence of creative new knowledge in groups and is positively correlated to high levels of transactive memory and open-mindedness.…”

Section: Introductionmentioning

confidence: 99%

Cooperative learning in design studios: a pedagogy for net-positive performance

Srivastava

2020

Buildings and Cities

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Students of architecture are often inadequately prepared to address the consequences of climate change. Among the factors contributing to this, traditional design studio pedagogies tend to privilege individual ownership of projects instead of promoting cooperation and collaboration. This traditional focus on individual projects has the effect of minimizing the cognitive diversity that can be brought to bear within the development of projects, and that new knowledge is created through interactive processes based on the sharing and integration of previously unshared knowledge. A new studio pedagogy is presented in which cognitive diversity is foregrounded by means of shifting away from individual ownership of work and towards groupings of works and students. Periodic discussions focus on works grouped by thematic commonalities and reassigned ownership based on interest, self-identified strengths (skills they can contribute or teach), or deficits (skills they need to learn), rather than authorship. Evidence from implementation reveals this process supports the creation of new knowledge in a short period of time (a 6.5-week studio) and students learn skills related to quantification of performance measures and develop capabilities to transform existing buildings to be net-positive contributors to their communities. Practice relevance The presented pedagogical method, entitled 'Shifting Allegiances,' is easy to replicate and flexible for customization. It does not require larger curricular or program changes and is not bound to specific content. It can be implemented by an individual instructor in a single studio section. An emphasis on shared student authorship, cooperative structures, and collaboration led to a learning process based on productive comparisons of student work. Comparisons in students' energy modeling results due to in-depth knowledge of, and participation in, their colleagues' work became second nature to the students. This led to the acquisition of new capabilities enabling students to use a variety of strategies to achieve a 70% reduction in energy demand over the current baseline; this was augmented further with the use of photovoltaics. Other aspects (water, waste, resources), selected by the students are also actively reduced to meet net-zero goals.

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Exploring the effects of cognitive style diversity and self-efficacy beliefs on final design attributes in student design teams

Cited by 32 publications

References 91 publications

Advancing an understanding of design cognition and design metacognition: Progress and prospects

Advancing an understanding of design cognition and design metacognition: Progress and prospects

Reflecting on Hospitality Students’ Cognitive Diversity Impact on Service Quality and Organizational Performance Standards: A Case-Study in Cy Seasonal Hotels

Cooperative learning in design studios: a pedagogy for net-positive performance

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