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This paper synthesizes concepts from the design creativity and design optimization literatures to develop a conceptual descriptive model of trade-off situations in design. Using a set theory approach, a model of the design space is expanded to formalize the description of trade-offs as Pareto frontiers on this space. The modelling of design process and human biases and limitations on the structure of these design spaces explores the perceptions designers form of these design spaces. The model presented describes how altering the framing and formulation of the design space can be used to alter or bypass the original Pareto frontiers of that space, allowing trade-offs to be navigated outside of the original limitations.

Work-integrated learning (WIL) – a pedagogy that integrates academic studies with workplace experiences – presents an excellent opportunity for students to “deliberately practice” their design skills. To date there has been little investigation into the effect(s) of WIL experiences on developing novice designers’ design skills.We performed a series of longitudinal interview case studies following three engineering students through the course of a 4-month work term. Interviews were semi-structured to gather rich contextual descriptions of participant experiences designing in WIL settings. Transcripts were analysed using an iterative thematic analysis approach.Results indicate specific areas where WIL helps develop novice designers’ engineering design skills and mindsets beyond their early experiences in the engineering classroom. These include their experiences interacting with clients/users, the importance of project transition considerations, resource coordination, teamwork/collaboration, and the design process. We discuss how the structure of design tasks and their environment differ from the classroom experience, highlighting how WIL can supplement traditional design education.

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