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Academic Conceptions of Creativity in Games Design

As Principal Investigator on this HEA report, Jeffries researched factors academics consider important for creativity in Games Design. At the time, several organisations were involved in defining appropriate skills for undergraduate design education (Design Skills Advisory Panel, National Occupational Standards, and Sector Skill Council accredited courses). Scholars’ concern about research identifying appropriate skills (Macdonald, 2006) suggested significant criticism regarding the representation of educators, with research findings skewed towards industries needs above those of education.

Jeffries argued that the representation of Bachelor of Arts (BA) relative to Bachelor of Science (BSc) games courses was different enough to query research that did not consider this within their research design: a ratio of around 1 to 3. From the perspective of levels of consensus, his previous work (2007) had shown such sampling distinction affect research findings.

Working with the Higher Education Statistical Agency, Jeffries undertook an analysis of the HESA database to find population parameters of age range and gender for full time academic staff on BA games courses. In addition, he undertook a further study on age, gender and domain identity (games designer or games artist) for all staff on these courses. For the first time, this enabled accurate population data on which to base a representative group of academics from BA Hons games courses. His findings highlighted significant discrepancies between official sources of data and the population data gathered during the study.

Through transcript coding and quantitative methods he was able to evidence how, collectively, academics rated particular skills, knowledge, talents and abilities relevant to creativity in games design. In his editorial for the GLAD09 conference, the late David Clews described Jeffries’ work as an example of how centres for excellence had “looked at the roles of teacher-professional practitioner and engaged more directly with creative and cultural sectors in curriculum development”.