Abstract Surroundings are changing, ¡§Brand¡¨ has become an important topic of every companies. How to attract consumer¡¦s eyes? How to keep consumer¡¦s loyalty? ¡§Brand¡¨ is a key factor. Also, brand¡¦s power influences the bargain power. Many companies which started from the OEM or ODM have built their own brands or used the inner resources to enhance the brand value. ¡§Brand Equity¡¨ is a new opinion. It presents the value of brand value. It¡¦s also an important function which a company maintain competitive advantage and benefit. Topics about ¡§Beautiful¡¨ are caught a lot of attentions in recent years. Differentiate with the model which technology brings economical growth before, value about ¡§beautiful¡¨ may become next thrust of growth. Because of this, many companies are looking for adding design elements on 3C products and try to change traditional image of stony to be a fashionable thing. And design ability passes emotion and experience to let the standardized and scale produced system change. It try to take new life experiences into human¡¦s life. Is design ability can be plus to brand equity? This thesis, take BENQ for example, standing on the designer and consumer sides to discuss about the influence of design ability to brand equity. Concluding the factors that influence brand equity through documents and establishing the structure of design ability by interviewing design manager of BENQ. Making the questionary to consumers on the basis of these two variables and analyze the questionary . After above steps, I will give the conclusion and suggestions to BENQ. After all, what kind of role can the design ability play? Can design ability be the competitive advantage of a company? This research tries to find the relation. Key words: Brand equity, design ability

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 64-67). Also available via the Internet.

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This study examined the relationship between attitudes and aptitudes toward Computer-aided design (CAD) and personality types among interior design students. Twenty-eight junior and 28 senior interior design students at Virginia Polytechnic Institute and State University comprised the population of this study. Information was mainly obtained from the survey questionnaire and Keirsey Temperament Sorter which were administered during the last week of the spring semester 1991. The collected data was analyzed by descriptive statistics. The frequency distribution and mean scores were used to describe the characteristics of the sample population, attitudes and aptitudes toward CAD, and personality types. Correlation coefficients were used to examine the hypotheses of this study that a significant relationship exists between students' attitudes and aptitudes toward CAD and personality types. Results of this study revealed that students seem to have higher preference for Extravert, Intuition, Feeling, and Judging types rather than Introvert, Sensing, Thinking, and Perceiving. This finding suggests that most students in the classes tended to perceive things by intuition, relied more on empathy and sensitivity in making judgment, and made systematic, orderly judgements about the world. It was found that the students who had stronger attitudes toward CAD usefulness tended to be the Feeling type rather than Thinking. It was also discovered that there was a correlation between the Judging type and higher CAD proficiency grades. While only an isolated case, this study revealed a significant difference between the CAD instructor and stUdents in personality types.the world. It was found that the students who had stronger attitudes toward CAD usefulness tended to be the Feeling type rather than Thinking. It was also discovered that there was a correlation between the Judging type and higher CAD proficiency grades. While only an isolated case, this study revealed a significant difference between the CAD instructor and students in personality types. / Master of Science

While industry is looking to graphic design education for the next top designers who have the knowledge and skills to be successful in their field (Bridges, King, Brown, & Luedeman, 2013), graphic design instructors often have a limited time to teach students the knowledge and skills they need to become successful designers (Landa, 2010; Kennedy et al., 2012; Liu, & Tourtellott, 2011). Most university-level graphic design courses, the traditional preparation pathway for future designers, focus on improving student’s design ability through hands-on projects that teach students how to use graphic design technology (Motley, 2017). In addition to hands-on graphic design experiences, many classrooms also use peer critique to allow students to critique and give feedback to peers while identifying the positive aspects of a design and suggesting improvements to be made (Motley, 2017). Students tend to improve their design when a classroom implements critique, including self and peer assessment, into the curriculum (Wanner, & Palmer, 2018). However, little is known about the relationship, if any exists, between a student’s ability to design and a student’s ability to critique. Therefore, this study will investigate the correlation between student critique and student design abilities with the intent of improving graphic design educational practices. Understanding this correlation may assist those involved with graphic design education to better prepare students for future employment by assisting instructors in using their limited teaching time most effectively. Specifically, a relationship between graphic design critique and graphic design skill may suggest that the limited time available for teaching should emphasize improving critique skills with the goal of also improving graphic design abilities. If no relationship between critique and design abilities exists, this may suggest that limited time should be spent engaging students in critique and other forms of teaching should be emphasized.