Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4943
Title: An exploration of the applicability of graphic facilitation for ideation in tertiary institutions in South Africa : an action research study of second-year graphic design students at Durban University of Technology
Authors: Chiwandamira, Tendai Rogers 
Keywords: Graphic facilitation;Action research;Interpretive Paradigm;Social Constructivism theory;Emmert/Donaghy model;Semiotics;Petty’s model of creativity;Associative theory of creativity
Issue Date: 1-Mar-2023
Abstract: 
This study investigated how graphic facilitation could be applied in a tertiary graphic design
setting to help students improve their ideation process. Graphic facilitation is a technique used
to rapidly develop and capture innovative ideas or solve problems amongst groups in a
workshop. The study aimed to develop and recommend a more successful ideation process that
could be adopted by second-year graphic design students in order to reduce cases of plagiarism.
The study drew on a theoretical framework that combined the Social Constructivism theory
(Zone of Proximal Development, scaffolding), the Emmert and Donaghy communication
model, Petty’s model of creativity and the associative theory of creativity.
A qualitative action research methodology was employed within an interpretive paradigm. Data
was gathered by means of semi-structured interviews and observation of graphic design
students and lecturing staff at a graphic design department in a South African tertiary institution.
The results of each cycle informed the following cycle. The initial cycle examined previous
applications of graphic facilitation, with a pilot study simultaneously conducted on how
students are currently ideating their projects, and pre-testing of the interview questions. Cycle
2 consisted of a graphic facilitation workshop informed by the findings of the initial cycle; and
cycle 3 was an iteration of cycle 2, but refined based on the findings of that cycle. The
inconclusive results highlight students' lack of comprehension of graphic design terminology,
and hence non-development of critical thinking.
Despite the research constraints imposed by the COVID-19 pandemic in 2020, some students
improved their ideation process by enhancing their critical thinking. This suggests that graphic
facilitation could be adopted to enable students to be less prone to plagiarism.
Description: 
Submitted in fulfillment of the requirements for the Master of Applied Arts: Graphic Design, Durban University of Technology, Durban, South Africa, 2022.
URI: https://hdl.handle.net/10321/4943
DOI: https://doi.org/10.51415/10321/4943
Appears in Collections:Theses and dissertations (Arts and Design)

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