Conference Agenda

Understanding, internalising, and applying the Design Engineering (D&E) process is rarely straightforward. In D&E education, process representations act as shared artefacts that support communication between students and faculty. However, they often struggle to capture the complexity, dynamism, and situated nature of D&E practice. Previous work addressed this challenge through the DElta model, which provides a richer representation of the D&E process within the Master's in D&E at [Institution]. Building on this work, this paper investigates how the D&E process is understood, expe-rienced, and represented across different educational roles. Using a collec-tive autoethnographic approach, four authors—a student, a teaching assis-tant, and two faculty members—independently reflected on their experienc-es before engaging in a cross-case analysis. The analysis revealed three par-allel interpretative trajectories that describe how educational experience progressively reshapes the meaning attributed to the process, the relation-ship established with it, and its representation. Far from proposing a new process model, the study offers an educational interpretation of existing process representations, showing how they become reflective artefacts through which learners and educators interpret their own development with-in D&E.