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  • Creating Confidence in an Alienating Educational Environment

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    78077_1.pdf (3.922Mb)
    Author(s)
    Loy, Jennifer
    Griffith University Author(s)
    Loy, Jennifer
    Year published
    2012
    Metadata
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    Abstract
    Design education is in transition as content becomes driven by sustainable practice and, most recently, ideas emerging in relation to post-sustainable practice. Over the past two decades design courses around the world have been constantly reviewed and revised to create approaches to design thinking and practice that consider the broadest implications of design on environment and societies with the economic considerations dependent on meeting those imperatives. This has radicalised the content taught at a project level, for example with the introduction of product service systems, and at the level of specifics, such as in ...
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    Design education is in transition as content becomes driven by sustainable practice and, most recently, ideas emerging in relation to post-sustainable practice. Over the past two decades design courses around the world have been constantly reviewed and revised to create approaches to design thinking and practice that consider the broadest implications of design on environment and societies with the economic considerations dependent on meeting those imperatives. This has radicalised the content taught at a project level, for example with the introduction of product service systems, and at the level of specifics, such as in relation to material specification. As fundamental in educational terms, design graduate attributes have had to evolve as in order to apply new knowledge and understanding in professional practice graduates have to have a broader understanding of the drivers behind their decisions and become proactive in directing project briefs beyond traditional industry practice. To present a return brief based on sustainable design practices, or more radically to participate in design activism, demands that higher education provides students the opportunities to develop an understanding of the basis for design programs they are part of at a point in time and the leadership role they are expected to take. This involves design education inculcating the confidence through experience of presenting their work and opinion, based on comprehensive understanding of their design philosophy and sustainable practice, or post-sustainable practice strategies in action. This paper summarises the changes and highlights related issues of transferable skills, student recruitment and graduate attributes.
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    Conference Title
    14th International Conference on Engineering and Product Design Education Proceedings
    Publisher URI
    https://www.designsociety.org/publication/33216/creating_confidence_in_an_alienating_educational_environment
    Copyright Statement
    © 2012 The Design Society. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the authors.
    Subject
    Industrial and product design
    Publication URI
    http://hdl.handle.net/10072/51307
    Collection
    • Conference outputs

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