ABSTRACT
Academic staffs have formed their own opinion about which way creative design and design processes should go and how they should be done. In considering design as a creative discipline, one affective aspect came across repeatedly in the way staff and students spoke: in tandem with the powerful urge to create is the desire to determine creative identity and independence. In the CETLD research on disability and design, too, the issue of moving beyond the established frameworks and rules was prominent. Whilst acknowledging the law that sets down minimum requirements for disabled access in the design of buildings, this research pointed to the limitation of an education shaped by legal requirements. A number of CETLD researchers commented in interview on the issue of how higher education students of design approach and use museums. One of the key themes that emerged was the relationship between student's creative desire and the displays, routines and practices of the museum.
