A descriptive phenomenological study of the lived experience of the creative design process among students of graphic design

The use of technologies such as Computer-Aided Design (CAD) is significant and has a profound effect on the Creative Design Process. The widely studied process in Creativity research such as Divergent Thinking (DT), Convergent Thinking (CT), and Analogical Thinking (AT) can describe the Creative Design during the process of producing and the implementation of ideas. The article employs the Descriptive Phenomenological method by collecting verbalized data from seven participants who are at the time of this study are enrolled in a Design Course, specifically Graphic Design. Three design projects are designed specifically to collect verbalized data through the think-aloud and stimulated recall method. Another data source that is used to support interpretation are screen recordings of the of the participants Creative Design process. The findings include seven themes that are associated with the experience of Creative Design and are used to describe the Creative Design Process with CAD through DT, CT, and AT and their relationship through the transformations of conceptual knowledge and technical skills. The article then discusses the role of Conceptual and Technical Knowledge that went through the process of selection and mapping in AT to induce DT and CT in ideation and its expansion through the process of learning. Finally, the article will present the limitations of this study and suggestions for future research

Effect of lecturer’s transformational leadership on students’ employability: Malaysian technical and vocational education & training institutions

As the economy of Malaysian government has transformed from a typical economy to human capital economy, the demand for Technical and Vocational Education & Training (TVET) institutions as a platform to develop human capital is also increasing. TVET based institutions in Malaysia are known as formal and informal learning sector which provide youthful people with the expertise and skills needed in the work sector. However, TVET-based qualifications and careers in Malaysia are perceived poorly and does not receive recognition in the workplace in terms of employability. These institutions cannot achieve their predetermined goals without effective leadership as the success and failure of the objectives depend on lecturers. Over the last three decades, transformational leadership has achieved legitimacy that has been showed to be an effective and influential enabler especially in developing employees’ attitudes and behaviours. Thus, the aim of present research is determining the role of lecturer’s transformational leadership in effecting students’ employability. This study was conducted in ten (10) Technical and Vocational Education & Training (TVET) institutions located at Peninsular Malaysia, Sabah and Sarawak. A total of 350 final year students were involved in this research which used the quantitative research design approach. Pearson correlations, linear regression and multiple regressions analysis were used to analyse the collected data. The findings indicated that lecturer’s transformational leadership significantly and positively correlated with students’ employability. In addition, the result also indicated that students’ employability can be affected by role of lecturer’s transformational leadership style. Based on the findings, it is indicated that lecturers must display an effective inspirational motivation, idealized influence, individualized consideration and intellectual stimulation which will then stimulate employability development among students especially in TVET institutions. © 2019, University of Malaya. All rights reserved

Pembelajaran dan pemudahcaraan (PdPc) Pendidikan Seni Visual dalam menghadapi revolusi industri 4.0

Satu cabaran yang perlu dihadapi dalam dunia pendidikan kini ialah menyesuaikan pembelajaran dan pemudahcaraan (pdPc) bagi mendepani revolusi industri 4.0. Ledakan Revolusi lndustri 4.0 memberi kesan yang besar kepada guru dalam menyediakan pelajar yang berkemahiran tinggi, berpemikiran kritikal dan penyelesaian masalah, boleh berkomunikasi, berkolaborasi, kreativiti dan mempunyai kesejahteraan emosi. Guru Pendidikan Seni Visual perlu mengambil inisiatif celik Revolusi lndustri 4.0, kreatif dan inovatif menggunakan kepelbagaian sumber dan media yang sesuai bagi menghasilkan PdPc yang lebih menarik. Penulisan ini membincangkan PdPc Pendidikan Seni Visual yang relevan dengan konteks Revolusi lndustri 4.0 melalui penerapan kemahiran Pembelajaran Abad 21, pembelajaran autentik, kemahiran insaniah dan Kemahiran Berfikir Aras Tinggi (KBAT). Turut dibincangkan ialah cabaran yang dihadapi guru dalam merealisasikan pembelajaran Seni ke arah revolusi lndustri 4.0