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Hey, Linsey, Agogino and Wood 3 a common vision and enhancing concept generation. Furthermore, while traditionally metaphors were seen primarily as literary flourish, recent research has shown that metaphor usage is both more pervasive and more profound [7,8]. Metaphors affect the way we reason about such widespread everyday concepts such as time, problems and emotions. Researchers have also argued that metaphors are fundamental in our understanding of the design process itself [9]. Figure 3 shows the example of the metaphor “Design As Functional Analysis.” This metaphor focuses the design process on the functionality of what a product does while hiding many other important aspects such as how the user interfaces with the product and the products’ aesthetics. Disperse Powdered Substance on Surface clumped human energy powder Substance Change Shape to Disperse Convert human energy to translational motion Contain substance Function Structure Metaphor: Design as Functional Analysis Figure 3: “Design As Functional Analysis” is a common design process metaphor. Despite their common usage and the similarity of metaphors and analogies little research has been dedicated to understanding the relationship between metaphors and analogies in design and how they can enhance creativity and innovation, especially within engineering education. In this paper we seek to explore the relationship between metaphors and analogies in the design process. In particular, we investigate use of metaphor and analogy at different stages of the design process, how they support creative design, and how they are used in the educational environment. We also employ metaphor as a tool to explore cross-cultural understanding of design. We begin by providing some information on past studies into analogy and metaphor use in design and provide definitions of each within the design context. Next, through three sets of data, we present results illustrating the importa