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Creativity is essential in the engineering design process to achieve innovative results. However, research has consistently shown that among the many factors that foster creativity in engineering education, one of the most central requirements is risktaking, which is not widely covered in engineering design education. This article attempts to understand the risk-taking approach in an engineering design education environment both from the students' and the instructors' perspective by conductingdoi:10.1386/adch.18.1.67_1 fatcat:qgdfhf7225bqvm7i7gnfuwfnoq