Sustainable Design Masters : increasing the sustainability literacy of designers

This paper examines student learning in the Master of Arts in Sustainable Design course at Kingston School of Art, Kingston University London. It considers what designers learn, how they learn and where they learn, in a postgraduate course that seeks to enable them to direct their practice towards sustainability by increasing their sustainability literacy. The paper reviews the learning experiences of students, and the curriculum structures and approaches used to serve those experiences. The story of the course is told here by the course leader of ten years, using student outputs to illustrate the argument made for a sustainable design pedagogy. The key principles of this pedagogy are (1) sustainability is a social, not just an environmental, agenda; (2) sustainability presents us with ‘wicked problems’, which have no right or wrong answers; (3) sustainability-directed design practice arises from the sustainability literacy of the designer; (4) sustainability derives from mindsets and worldviews, not just methods and materials; and (5) sustainability is an emergent property of systems, not a quality of products. This combination has generated a distinctive model of postgraduate sustainable design education, which seeks to equip students with a ‘mastery’ of how to put into practice their own visions of sustainable design

Climate change : design teaching for a new reality

n October 2015 students from [University] designed and delivered ‘Climate Customs’, an open pop-up studio during London’s Inside Out festival. Conceived and developed in association with Helen Storey Foundation, the studio aimed to test ways of capturing public responses to climate change and sustainability. Tasked with developing methods of public engagement, students devised a journey of participation to highlight the global implications of climate change – how it is likely to affect each and every one of us, albeit in different ways and at different rates in different parts of the world. Drawing on the results and outputs from the pop-up studio – including visitor, student, project initiator, and tutor perspectives – our paper considers questions of design for sustainability, design for engagement, and studio culture. It presents and reflects on the format and programme that the students devised, and considers implications of incorporating such approaches into wider design teaching practice

Activating the core economy by design

The traditional provision of public services needs to be transformed, and this transformation includes ceasing to consider users as passive recipients of services. Instead, the process of service development should be opened up to more participatory methods, whereby users and providers, working together, transform the way in which the welfare state is conceived and services designed and delivered. In achieving conditions of wellbeing, societies face very complex problems, particularly such groups as the elderly, who depend most heavily on the social care services. The paper describes the research developed, as part of the major project of MA Sustainable Design in Kingston University, London, whereby, through the core economy of all the human resources and social networks that support social life, new possibilities for services may emerge, capable of addressing the ageing and wellbeing agenda. The paper also reflects upon dialogic conversation, and social interaction, as the ideal means of engagement when working with social agendas

Fixperts : models, learning and social contexts

Fixperts is a learner-centred, creative-problem-solving and project-based learning programme. In a Fixperts project, participants (Fixperts) team-up with an insight provider (Fix Partner) to identify a daily problem in the Fix Partner’s life that becomes the focus of a project aimed at delivering a solution or Fix. This paper introduces four pedagogic models developed via delivery of Fixperts projects at leading international design universities. It presents four approaches to the challenge of moving from the Person, to the Problem, to the Fix. These four models – Primary, Partnership, Community, Public - represent the evolution of the Fixperts framework to better enable the development of students as confident and empathetic socially-led designers. Fixperts builds competencies which are predicted to become essential to an ability to thrive in our increasingly uncertain future

Gold remobilisation and formation of high grade ore shoots driven by dissolution-reprecipitation replacement and Ni substitution into auriferous arsenopyrite

Both gold-rich sulphides and ultra-high grade native gold oreshoots are common but poorly understood phenomenon in orogenic-type mineral systems, partly because fluids in these systems are considered to have relatively low gold solubilities and are unlikely to generate high gold concentrations. The world-class Obuasi gold deposit, Ghana, has gold-rich arsenopyrite spatially associated with quartz veins, which have extremely high, localised concentrations of native gold, contained in microcrack networks within the quartz veins where they are folded. Here, we examine selected samples from Obuasi using a novel combination of quantitative electron backscatter diffraction analysis, ion microprobe imaging, synchrotron XFM mapping and geochemical modelling to investigate the origin of the unusually high gold concentrations. The auriferous arsenopyrites are shown to have undergone partial replacement (~15%) by Au-poor, nickeliferous arsenopyrite, during localised crystal-plastic deformation, intragranular microfracture and metamorphism (340-460 °C, 2 kbars). Our results show the dominant replacement mechanism was pseudomorphic dissolution-reprecipitation, driven by small volumes of an infiltrating fluid that had relatively low fS2 and carried aqueous NiCl2. We find that arsenopyrite replacement produced strong chemical gradients at crystal-fluid interfaces due to an increase in fS2 during reaction, which enabled efficient removal of gold to the fluid phase and development of anomalously gold-rich fluid (potentially 10 ppm or more depending on sulphur concentration). This process was facilitated by precipitation of ankerite, which removed CO2 from the fluid, increasing the relative proportion of sulphur for gold complexation and inhibited additional quartz precipitation. Gold re-precipitation occurred over distances of 10 µm to several tens of metres and was likely a result of sulphur activity reduction through precipitation of pyrite and other sulphides. We suggest this late remobilisation process may be relatively common in orogenic belts containing abundant mafic/ultramafic rocks, which act as a source of Ni and Co scavenged by chloride-bearing fluids. Both the preference of the arsenopyrite crystal structure for Ni and Co, rather than gold, and the release of sulphur during reaction, can drive gold remobilisation in many deposits across broad regions

What is design? : an empirical investigation into conceptions of design in the community of design stakeholders

This thesis describes a project investigating conceptions of design in the community of design stakeholders. A 'democratization of design' is identified, in terms of a widened mode of design engagement. The origins of the project are located in the accompanying observation that 'design means different things to different people'. The project has three aims: (i) to establish the contemporary UK context for the social study of design; (ii) to expand upon the identified theme of the democratization of design; and (iii) to empirically investigate conceptions of design in the community of design stakeholders. The first two aims are fulfilled through a review and discussion of existing secondary sources. The third aim is fulfilled by primary research, in the form of an empirical interview study conducted with design stakeholder informants. The interview study embodies an interpretative phenomenological theoretical perspective, and employs qualitative research method. A theoretical sample of 31 interview informants was drawn from five design stakeholder groups: Business; Designers; Education; Promotion; Users. Conceptions of design within the collected interview data are investigated through a template analysis. An analysis of collected interview data is presented in the form of an holistic map or 'template' of the data organized by thematic discussion of 'design'. These empirical findings are presented and discussed narratively and graphically. A total of 41 interrelating 'conceptions of design' are identified. Empirical findings are synthesized with the response to aims (i) and (ii). This generates two main final research outcomes: firstly, a degree of informant scepticism and ambivalence is apparent towards the heightened political, cultural and economic profile for design; secondly, the democratization of design is seen as a worthy ideal, but one which is difficult to realize. In conclusion, a number of further implications of the project are also discussed