Design education in schools: an investigation of the Australian Curriculum: Technologies

Mosely, Genevieve; Harris, Jessica; Grushka, Kathryn

doi:10.1007/s10798-020-09572-3

Cited by 8 publications

(1 citation statement)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Lyon remarks that whilst industry can demonstrate the economic and social validity of design, it can also mean striking a difficult educational balance between supporting creativity, personal development, skills training, and business understanding. According to Mosely et al, (2021), a crucial problem in design education is that the definition of design is highly disputed, resulting in a lack of clarity evident in curriculum documents. This holds substantial implications for pedagogical implementation.…”

Section: Introductionmentioning

confidence: 99%

Faint Traces of Social Impact in Design Ph.D.

Sayún,

Hodson,

Gulay

2023

Blucher Design Proceedings

View full text Add to dashboard Cite

There is growing pressure to produce projects and graduates who can monitor, evaluate and plan for a positive social impact. This paper presents preliminary results and the methodology of a research project involving doctorate programmes in six universities in Europe and the United States, to understand the competencies of design researchers and their value outside of academia. We conclude that graduates from doctoral programmes in design have proven potential outside of academia but there is a gap between their competencies and the perception of their value by employers. These results also suggest that the generalist nature of doctoral programmes in design allows for broad social impact in diverse fields and sectors, which gives design research a unique position to work on improving well-being and tackling complex social and environmental challenges.

show abstract

Section: Introductionmentioning

confidence: 99%