A postgraduate design learning experience: understanding the effects of community, cultural and contextual environment

This paper describes on going research that investigates how learning (students and tutors) takes place in a multi-disciplinary, multi-cultural postgraduate design programme in the UK. The research maps and makes explicit the effects of community, cultural and contextual environment on learning. Initial findings have identified that learning is taking place within communities of practice and further research is used to explore reasons for its emergence. The authors evaluate and discuss the effects of learning in a post disciplinary and multi-cultural environment, and its value to current design postgraduate pedagogy. A social model of learning and communities of practice is evident in the design programme studied and preliminary findings indicates that this model is particularly relevant model to adopt in the current post-disciplinary era

Enabling a community of practice: Fostering social learning between designers and design managers at postgraduate level

This paper discusses the principles and practices of a joint programme of MA Design and Design Management studies at a UK-based university that has encouraged students from different design disciplines to develop a community of practice (COP). It describes the structure of the current MA programmes and how a series of staff initiatives in response to financial and organisational necessity has led to conditions conducive for the emergence of a communities of practice. A community of practice is defined by Wenger and Synder (1999, p.139-140) as a group of people informally bound together by shared expertise or a particular interest. Developing a COP can be a means to generate new ideas, methods and processes (Schlager, Fusco, & Schank, 2002). Building a community of practice is a vital ingredient in the development of a design professional operating in a post-disciplinary design era in which complex problems stretch across traditional disciplines and cultures (Moggridge, 2007). The paper begins by providing a background to the growth and expansion of postgraduate education in the institution and proceeds to describe the structure and delivery of its programmes. It highlights learning opportunities created by teaching staff to facilitate the development of a community of practice. It concludes by presenting a number of challenges faced by programmes in maintaining conducive environments for COP to foster in view of proposed growth

Feeding the three headed monster of Higher Education

The integrated Taught Postgraduate framework (PGT) at Northumbria University supports a range of postgraduate programmes in design disciplines, design management and design practice by distance learning as well as professional doctorates. The framework provides rigorous taught modules dealing with subjects including creative thinking, research principles, intellectual property, design strategy, commercialisation, reflective practice, contemporary influences on design, design value and cross cultural communication. These theoretically grounded modules have been developed over a ten year period and provide the foundation for the PG provision at Northumbria. Students value the content of these modules but have in the past struggled to connect them and develop a mutually enforcing relationship between theory and practice. Northumbria, like many other UK universities, manages its Schools under three portfolios: Research, Enterprise and Teaching and Learning. Most academic roles operate within one of these ‘silos’ and it is often structurally problematic for academics to move between portfolios to combine their respective aims. This paper examines the difficulties faced by academics whose activities span research, enterprise and teaching and learning. It documents the recent evolution of the PGT framework at Northumbria to support the integration of these portfolios of activity for the benefit of the students, academics and school as a whole. The authors have developed a taught PG ‘lattice’ structure that maps theoretical modules of study against industry-based practice. Multidisciplinary teams of students carry out technology led projects for commercial clients supported by experts and specialists in the field. Hence the same theoretical concepts are applied from the standpoint of different disciplines within the same team. This structure has enabled the integration of distinctly theoretical areas of design expertise with their application in practice through industry based projects that: Provide teaching resources including materials, new technologies, industry specialists and commercially realistic parameters Create income and develop intellectual property leading to royalties, equity and spin off consultancy Generate research papers, publications and exhibitions. These outcomes align with teaching and learning, enterprise and research respectively. This paper presents an innovative PG model and describes case study material from strategic commercial projects with companies and consortiums

The Design Postgraduate Journeyman: Mapping the relationship between design thinking and doing with skills acquisition for skilful practice

The relationship between knowing, doing and skillful practice resonate in industry and design education. The connection between creativity, design and successful innovation practices in industry has been debated much recently, heightened by realization in academe and governments that 'we need a different way of thinking and doing if we are to live well and prosper in the future' This paper addresses the question; how to understand more about the relationship of design thinking and doing with learning. It describes research to correlate design knowledge and skill with the pedagogy of skilful practice, thereby supporting pedagogical theory for the design practitioner learner. The research correlates Sennett's review of craftsmanship as skillful thinking and doing, with Dreyfus and dreyfus's model of mental activitiesin the transition of novice to masterful states of skilful practice. It concludes by illustrating the critical transition points to inform educational practice

DESIGN AS A FUNCTIONAL LEADER: A case study of Philips to investigate the potential of design as a leading functional discipline

This research investigates the role of design as a functional leader in multinational industries, to drive innovation successfully at a strategic level. It involved a detailed case study of the innovation process, and practices within Philips Design based in Eindhoven, The Netherlands, where design is a key decision making function within the company but not yet recognised as a leading discipline at strategic level. Philips Design wanted to use design research to build an integrated map of its actual practices and correlate these with other corporate innovation practices, to help establish strategic recognition for their value. The doctoral challenge was to explicate the process and determine whether the findings have generic capacity to support the role of design as a functional leading discipline. The investigation integrates an iterative loop of; abductive reasoning of design thinking and inductive reasoning of management thinking in an action research cycle. The case study was part of an empirical enquiry, where the researcher became a participatory observer at Philips Design, conducting one-on-one interviews for data collection and refining their analysis using a Delphi Technique. Three other multinational organisations were explored to take into account how each perceives the contribution of design and the different roles it plays in their organisation. Data triangulation was also used to validate findings with a third party expert. The research contributes to knowledge by confirming the conditions for design to act as a leading functional discipline. It shows that design cannot be the only functional lead for a multinational organisation. It identifies the major reason for this as the difference between thinkers trying to find viable options for the future and practitioners trying to defend the core business in their organisation, resulting in a gap between strategy and operation. The research further elaborates on the reasons for the gap to exist through qualitative conceptual relationships between designer behaviour and organisational culture in the different innovation cycles that exist in the organisation

Improving the Relevance of Taught Postgraduate Design Education at a UK University by Correlation with the Global Professional Context.

The complexity of design competencies within the design function at Philips Design, is catagorised by Gardien et al as Design as Capabilities, Design as an Approach and Design as Outcome and provides a maturity grid to help other firms make better use of design thinking. The authors use this catagorisation of design and business abilities to map and analyse a suite of PGT programmes to explore the relationship of the curricula to professional competence in the context of corporate design in a multi national organisation. This paper proves that there is a valuable relationship between design teaching and learning within a UK University at the Taught Postgraduate (PGT) level and the trajectory for mature design activity in Philips as described by Gardien et al. The paper argues that by mapping this explanation of design ‘maturity’ within a professional global context against the transition points of learning and experience at the PGT level increases the maturity and contemporary relevance of PGT curricula. Mapping illustrates both areas of fit and exposes gaps and opportunities for design educators in providing provision for design thinkers/leaders and practitioners of the future. The business innovation model and the concept of design maturity from an industry context are transposed to inform a design management education model