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The paper examines whether defined personality types and traits are justified in project-based product design education and how external influences and Generation Z interests, inspirations, and aspirations shape emerging designer characteristics.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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PRODUCT DESIGN EDUCATION 12-13 SEPTEMBER 2019 , DEPARTMENT OF DESIGN , MANUFACTURING AND ENGINEERING MANAGEMENT, UNIVERSITY OF STRATHCLYDE, UNITED KINGDOM  \nGENERATION Z: EXPLORING PERSONALITIES, INTERESTS AND INFLUENCES IN YOUNG DESIGNERS  \nFranziska CONRAD1 and Gary UNDERWOOD2 1Arts University Bournemouth  \n2 Bournemouth University  \nABSTRACT  \nProduct designers-whether students or professionals-are a diverse group of individuals with mixed abilities in a variety of skills. As an integral element of design education at undergraduate level, design projects in particular appear to highlight this diversity of characteristics. At Bournemouth University the level 5 and 6 design projects have proved noticeably enlightening in differentiating between students’ innate strengths and weaknesses. As a result, a number of personality types were identified; the Doers; the Dreamers; the Ideators; the Negotiators; the Visionaries; and the Whatevers.  \nPersonality analysis tools such as the Myers Briggs Type Indicator (MBTI) and the NEO Personality Inventory have become established in the workplace, and attempts have been made to apply such systems to the design studio. In addition, the identification of individual learning styles – and corresponding teaching styles – has become a core feature in education. This paper investigates whether the identification of defined personality types and traits within project-based product design education is justified, and to what extent such characteristics may be affected by external influences. Drawing on a survey conducted with undergraduate students at levels 4, 5 and 6-as well as design professionals – the interests, inspirations and aspirations that may help to shape designer personalities are explored, and the results shed new light on the emergent characteristics of tomorrow’s designers. In a world in which the role of team players is becoming more important, the authors discuss the differing student strengthsand weaknesses reflected in the survey, and whether a greater understanding of the influences and ambitions of Generation Z could help to address the current and future skills shortage in product design.  \nKeywords: Product design education, design projects, personality analysis, design characteristics, Generation Z  \n1 INTRODUCTION  \nThe use of personality tests as a professional tool within the workplace is long established and increasingly commonplace. Arguably the most prevalent of these assessment tools is the Myers-Briggs Type Indicator (MBTI). The MBTI’s relatively straightforward system of classifying individuals as oneof 16 personality types based on binary options (e.g. Extrovert or Introvert; Thinking or Feeling) has proved massively popular in the workplace. It is used by countless organisations around the world including around 80 percent of Fortune 500 companies in the US [1] .  \nDespite MBTI’s prevalence, a number of alternative tests and scales have been posited, many of which aim to examine personality traits rather than types. Unlike the binary choices of personality type analysis such as MBTI, trait analysis attempts to measure how highly an individual performs on a graded scale in five key character attributes. The most widely supported and established of these trait analysis tools is the Revised Neuroticism-Extraversion-Openness Personality Inventory (NEO-PI-R), a descendant of the ‘Big Five’ or ‘Five Factor Model’ classification system [2] .  \nResearch into the use of personality analysis tools in business has been widespread for almost 80 years. Opinion has been extremely divided on which form of analysis is more useful, and whether either form of analysis can provide genuine insight into the future performance of employees. It is interesting to note that none of this controversy appears to have dimmed the popularity of MBTI in particular, most probably because of the simplicity of its approach [3] .  \n1.1 Personality analys","cbCaisq1wvG3puW4","https://ap.wps.com/l/cbCaisq1wvG3puW4","pdf",189525,"English","# Abstract\n# 1 Introduction\n## Personality analysis in design education","[{\"question\":\"What personality types were identified for young product design students at Bournemouth University?\",\"answer\":\"The study identifies six types: Doers, Dreamers, Ideators, Negotiators, Visionaries, and Whatevers, based on differentiating students’ strengths and weaknesses in design projects.\"},{\"question\":\"Which personality assessment tools does the paper discuss?\",\"answer\":\"It discusses Myers-Briggs Type Indicator (MBTI) and NEO Personality Inventory/NEO-PI-R (derived from the Big Five/Five Factor Model), and considers their use in design education.\"},{\"question\":\"What does the paper investigate about personality analysis in project-based design education?\",\"answer\":\"It investigates whether identifying defined personality types and traits within product design education is justified and how far these characteristics may be influenced by external factors and Generation Z influences.\"}]","GENERATION Z - EXPLORING PERSONALITIES, INTERESTS AND INFLUENCES IN YOUNG DESIGNERS | PDF",15]