Why Design Schools Should Take the Lead in Design Education

Eckert, Jan

doi:10.1007/978-3-030-32415-5_1

Cited by 4 publications

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“…Research on design education stresses the importance of meeting standards, focusing primarily on knowledge and skills development (Dorst & Reymen, 2004;Eckert, 2020;Fleischmann, 2014;Giard, 1990;Meyer & Norman, 2020). Literature also acknowledges the existence of personal aspects that make up a professional identity (i.a.…”

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confidence: 99%

Why am I Studying Design?

Baha¹,

Koch²,

Sturkenboom³

et al. 2020

Proceedings of DRS

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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.

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confidence: 99%