Inspirational references drawn from primary and secondary sources influence the design process. This is particularly the case in the design of fashion and textiles, however, apart from designer monographs, insight into the utilisation of inspirational references in contemporary design to inform creative practitioner understanding and knowledge is minimal. The Creative Process Journal (CPJ) is a method through which creative practitioners record, analyse, evidence and explicate their own creative process (McGilp and Stephen-Cran, 2007). The intention of the CPJ is to represent to external viewers the key components involved in the creative process (Gilham and McGilp, 2007). Explication of the design process using this method can enhance creative practitioner awareness and understanding of their own knowing in practice. As instigated by Pedgley (2007: 466) it is only through ‘…eliciting an account of designing from the originator…[that] the nature of design activity from the originator’s perspective [can] be revealed.’

This paper reports on a study, which examined CPJs produced by fashion and textile practitioners, taught postgraduate and undergraduate students. The journals are examined to ascertain the types of inspirational references utilised, how individuals discuss their design practice in relation to the practice of others, when throughout the creative process external references are influential and how individual understanding and knowledge is enhanced due to utilisation of these references. Comparison is made across the three different groups of fashion and textile practitioners, taught postgraduate and undergraduate students. The findings of the research increase understanding surrounding the nature of fashion and textile design practice and in particular the role of inspirational references in developing creative practitioners knowing. Conclusions are drawn regarding the CPJ method as a mechanism for gaining insight into tacit design processes and knowledge construction in fashion and textile design creative practice.