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09/2: Track | Futures of Design Education
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Social Implementation of Design Workshops Output -Research on factors leading to a project successful introduction and application
1Kyushu University, Faculty of Design, Japan; 2Yamaguchi University, Faculty of Global and Science Studies, Japan; 3Kyoto Sangyo University, Faculty of Information Science and Engineering, Japan
This paper is a summary of the analyzed experiences collected from ‘social implementation projects’ which started as participatory design workshops. Since there is very little research done on social implementation methods based on these kinds of workshops outcome, this study aims to review the projects that were successfully implemented and clarify the factors leading to their successful social realization. Using a qualitative approach, archival data was reviewed and project leaders were interviewed, which shed light over the characteristics necessary for the successful enactment of the ideas sprung from the workshops. This study shows there are four essential attributes that a workshop output must posses in order to be socially implemented: A stake-holding oriented system, a collaborative environment, a strong bond between local issues and external resources, and a solid foundation of flexible design thinking methods.
Ten scenarios for the future of design education A critical literature review and reflection to map scenarios on a macro, meso, and micro level.
1Department of Industrial Systems Engineering and Product Design, Ghent University, Kortrijk, Belgium; 2Design.Nexus, Ghent University, Kortrijk, Belgium; 3Department of Industrial Engineering, Parahyangan Catholic University, Bandung, Indonesia; 4KU Leuven, Faculty of Psychology and Educational Sciences, Centre for Instruc-tional Psychology & Technology, Belgium; 5KU Leuven, imec research group itec, Kortrijk, Belgium
There is a shared understanding that design educations’ conventional approaches need to be challenged, however, most studies only present research on a micro level, that is, discusses innovations on a single course and neglect a holistic and strategic revision of design education including of the meso and macro levels. Therefore, this study adds to the discussion by presenting a critical literature review that reflects on previously con-ducted systematic reviews and focus groups. The outcome of this procedure are ten scenarios that show possibilities for the future of design education mapped on a mac-ro, meso, and micro framework. It was found that design education in the future could (and should) incorporate collaborations and awareness on a macro level; question con-ventional university structures; and un-tangle and clarify students’ knowledge acquisi-tion processes. By presenting these scenarios the authors hope to contribute to the discussion on what the future of design education should entail.
Research on the Constituency of the Advisory Committee of Chinese Design Schools from a Sustainable Perspective
Tongji University, China, People's Republic of
The design and education fields have been starting to pay attention to the Sustainable Development Goals (SDGs) ever since 2019, and the following two events would affirm this tendency. Firstly, the committee of the iF Design Award triggered to adopt SDGs as their evaluation standard. Secondly, the Times Higher Education Impact Rankings began to as-sess the performance of 768 universities from 85 countries against SDGs. This reflect a broader consideration towards sustainability has been establishing. Based on the context, this study inquired about the sustainable quality of nine educational institutions of design in China under an advisory committee perspective, which has worked to suggest the future direction of the institution. The researchers made use of comparative methodology to ex-plore each objects’ developing trend and their specialties. After qualitative and quantitative analysis, the researchers have found the limitations involving the diversity, the scale, and the sustainability of these objects, then recommended the corresponding suggestions ex-pecting to create an environment, which would lead design education to a more sustainable future.
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