A History of Design Research at the Periphery: The Turkish Case

Bayazıt, Nigan

doi:10.2752/146069209x12530928086324

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…Although academic studies on design have started earlier within the architecture education, industrial design education in Turkey began in the early 1970s (Bayazıt, 2009). Unlike the pattern described by Buchanan (1998), industrial design education in Turkey did not start as a server of the industry, mainly due to the lack of competition in the local market and the protection of domestic production (Er, 1997).…”

Section: Initiation Of Industrial Design Education In Turkeymentioning

confidence: 99%

“…This department set a pioneering example for others; it mainly improved through co-operation with industry and design competitions (Küçükerman, 2006). Although the educational roots of DGSA are based on French schools (Bayazıt, 2009), mainly examples in Germany influenced the industrial design division (Şatır, 2006).…”

Section: Initiation Of Industrial Design Education In Turkeymentioning

confidence: 99%

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Exploring the motives behind the formations of industrial design programs in Turkey

Eroğlu¹,

Ekmekçioğlu²

2019

Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019

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Studies on the history of industrial design education in Turkey suggest that the emergence of industrial design education was mainly a result of government policies and academy, rather than a demand by industries in Turkey. Along with foreign scholars, Turkish academics who were educated abroad played essential roles in department foundations. Until the late 1990s, the number of industrial design bachelor programs in Turkey was not more than five. However, as of 2018, there are almost 30 bachelor programs in Turkey. This study aims to explore the motives behind the rapid increase in the number of industrial design departments in Turkey. The paper explores the initial grounds for the emergence of industrial design departments through the literature review. In order to explore the motivations behind the recently established industrial design departments, interviews were conducted with five heads of departments. Four of them are the founders of their departments. The main motivations, missions, and strategies of these departments were questioned, along with the logic behind the curricula of the departments. The results indicate that regional environment, and the actions taken within available facilities and sources mainly define the missions of recently established industrial design departments.

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Section: Initiation Of Industrial Design Education In Turkeymentioning

confidence: 99%

Section: Initiation Of Industrial Design Education In Turkeymentioning

confidence: 99%

Exploring the motives behind the formations of industrial design programs in Turkey

Eroğlu¹,

Ekmekçioğlu²

2019

Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019

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“…Tevfik Balcioğlu mentions that design discourse in Turkey suffers from "a lack of design criticism, a design utopia, a clearly defined design direction, a coherent design identity and a design policy" (Balcioğlu, 2009: 265). Industrial design programmes were introduced into Turkish higher education in the 1970s (Bayazit, 2009;Er, Korkut and Er, 2003), the ETMK (the Industrial Designers" Society of Turkey) was founded in 1988 (Hasdoğan, 2009) and in 1995 Turkey was admitted to the EU Customs Union, which stimulated competitiveness and led Turkish manufacturers to engage in design and branding initiatives. As a result of these developments, from the mid 1990s onwards, internal and external interest in Turkish design has grown and has stimulated more recent research examining the history of design in Turkey, mostly under a design research banner.…”

Section: The Current State Of Design History In Higher Educationmentioning

confidence: 99%

Why design history? A multi-national perspective on the state and purpose of the field

Huppatz

Lees‐Maffei

2012

Arts and Humanities in Higher Education

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This article asks: what is the significance of design history within higher education? It reviews the practice and purpose of design history, in the education of historically aware and critically engaged designers, as an emerging independent discipline, and in terms of what the subject has to offer allied fields such as history, sociology, cultural studies, history of technology, area studies and anthropology. It considers the development and current state of design history as it is taught in the UK and non-Anglophone Europe (including France, Italy, Scandinavia, Spain, Turkey and Greece), in the US, Australia and East Asia. The argument that follows is grounded in recent design historical scholarship, combined with the views of design historians working in the abovementioned countries, in order to provide both a contemporary perspective on current practice and suggestions about possible futures.

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“…The BID programme at METU is one of the oldest and most prestigious in Turkey, and fits to the mould of a traditional industrial design curriculum that does not seek an elevated mechanical and electronics prototyping capability in students. As with all the founding industrial design programmes in Turkey, its origins can be traced to architecture (Bayazit, 2009). …”

Section: Case Studymentioning

confidence: 99%

Invigorating Industrial Design Materials and Manufacturing Education

Pedgley¹

2010

JFA

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well established, but selection for product expression/personality is underdeveloped. Recently a body of new research has emerged taking a humanistic perspective to the selection of materials for industrially manufactured products. The common point is to articulate ways in which designers can use materials to affect people's experiences of products on aesthetic, meaning and emotional levels, within a wider context of product differentiation, branding, and other commercial imperatives. Accompanying this new body of research is a need to examine implications for industrial design materials and manufacturing education. This article presents a case for pedagogical change, to achieve better alignment with current and future practices of industry. Research data were derived from literature reviews, analysis of interview data with designers, and a case study to develop and evaluate materials and manufacturing training on the undergraduate industrial design programme at Middle East Technical University, Turkey. Four educational initiatives are proposed to invigorate industrial design materials and manufacturing education: (i) echo professional practices regarding the range of subjects taught and the contexts for decision-making; (ii) develop understanding of materials experience, focusing especially on sensorial and intangible qualities of materials and embracing technical and non-technical languages to teach material properties; (iii) use material and product samples as teaching resources and consider adopting 'learning through making' strategies; and (iv) instil systematic material selection methods for both utilitarian and expressive uses of materials.

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A History of Design Research at the Periphery: The Turkish Case

Cited by 4 publications

References 7 publications

Exploring the motives behind the formations of industrial design programs in Turkey

Exploring the motives behind the formations of industrial design programs in Turkey

Why design history? A multi-national perspective on the state and purpose of the field

Invigorating Industrial Design Materials and Manufacturing Education

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