Why am I Studying Design?

Abstract

Identity development of design students is a dynamic entanglement between personal and professional identities. Yet, literature primarily focuses on professional identity, based on institutionalized definitions of design to which students must conform. In contrast, we explore personal motivations for wanting to become a designer. An instrumental case study explores how an undergraduate design student develops personal principles for good design, and a personal vision for designing. Results show these principles and underlying vision are applied in the student's design work, leading to development of a holistic identity (personal and professional). Finally, we note this exercise necessitated a plural and dynamic understanding of design (education). We therefore encourage design students and educators to co-design educational spaces and processes to stimulate enriched potentiality of design culture.

Microbiology Meets the Fashion World: A Paradigm Shift in Design Education and Practice Through Biotechnology

“…This dissatisfied attitude will drive students for an improved learning experience guided by knowledge, practice, and freedom. However, the current unprecedent higher demand for design courses by Government leaders, large corporations and NGOs may stretch the resources of design schools thus limiting the learning experience it is delivering, reducing the quantity of unique and personal development experiences (Baha et al, 2020). So, a suitable approach in design education must embrace a deep awareness for a competency-based model that paints a picture for the student rather than starting from the 'blank' (Baha et al, 2020).…”

“…However, the current unprecedent higher demand for design courses by Government leaders, large corporations and NGOs may stretch the resources of design schools thus limiting the learning experience it is delivering, reducing the quantity of unique and personal development experiences (Baha et al, 2020). So, a suitable approach in design education must embrace a deep awareness for a competency-based model that paints a picture for the student rather than starting from the 'blank' (Baha et al, 2020). It is imperative that a student becomes aware of the self-reflection of what it is mean to be a good designer, the type of designer she or he ought to be, and even if oneself sees her or himself as a designer (Baha et al, 2020).…”

“…So, a suitable approach in design education must embrace a deep awareness for a competency-based model that paints a picture for the student rather than starting from the 'blank' (Baha et al, 2020). It is imperative that a student becomes aware of the self-reflection of what it is mean to be a good designer, the type of designer she or he ought to be, and even if oneself sees her or himself as a designer (Baha et al, 2020). Nowadays, it is common that design students do not fully comprehend the scope of their choice in design disciplines (Julier and Kimbell, 2019).…”

“…This handicap in their development can be carried over their professional practice causing a numbness in the purpose of designers' careers, making them work towards no "life project" (Manzini, 2015, Escobar, 2018. Thus, design education needs rethinking for instance through improved design educational spaces that could drive and stimulate processes for an enriched design culture (Baha et al, 2020). One last challenge remains coupled to design schools themselves.…”

“…If not diverse and independent, design education will form students with tendencies for those biased and standard practices and strategies, hampering their career development. Whilst seeking confirmation and comfort design students will undermine their full unique potential that must also embrace the school and society expectations within the field (Adams et al, 2011, Gray, 2014, Kosonen, 2018, McDonnel, 2015, Tracey and Hutchinson, 2018, Baha et al, 2020.…”