Convergence is the phase in the design process following divergence. Divergence, in the design context, mainly relates to the generation of ideas and the broadening of possibilities. Although convergence is necessary in order to make choices and move towards the more specific, there is a lack of real insight into the process of convergence. This thesis aims to gain insight into the thought processes surrounding convergence in order to identify a stronger basis for design education. The main question of this research is therefore: ‘What is ‘converging’ in design education?’

This research was carried out in the Product Design study programme at the Faculty of Technology of the Amsterdam University of Applied Sciences. In order to gain insight into the process of convergence, several design teachers were interviewed at length. Moreover, the study also gathered qualitative reflections on the preliminary results of these interviews from those same teachers, as well as from second- and fourth-year students. This resulted in the distillation of ten ways of thinking that are involved with the process of convergence: newness, criteria, divergence, selecting, iteration, reasoning, analysis, intuition, inspiration and theories. The discussion of these modes and their interrelatedness was further substantiated by an extensive study of the literature. The results are presented in a graphic model, ‘the compass’. The rings, the meandering lines and dots, represent the different ways of thinking and their mutual spheres of influence.

The study of the literature showed that only a few methods and models support convergence. Bias and subjectivity can easily influence the convergence process. Because criteria for innovations are not fully established and cannot be complete, using these criteria is difficult. Intuition is one means of thinking that leads to convergence. Reasoning is the most crucial skill a designer needs to effectively converge. Although reasoning relies heavily on inferences and is not as powerful as it may seem, it allows designers to communicate about choices, to integrate personal considerations, and to account for intuition rationally. In the educational context, the various ways of thinking offer insight into the complexity of convergence, the related pitfalls and guidelines. Converting these insights for education may further improve design education and perhaps reduce the number of breakdowns in students’ design processes. This research may be regarded as a starting point for further research into the process of convergence both within and outside of design education.