Papers

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Finding the right type of industrial collaboration for the right type of studio project

Liem, Andre • 2009

proceeding: Proceedings of the 11th International Conference on Engineering and Product Design Education EPDE09
section: COLLABORATIVE DESIGN
editor: Clarke, A, Ion, W, McMahon, C and Hogarth, P
pages: 103-107

abstract: Within the context of design education, industrial collaboration is nowadays perceived as being a key driver for studio teaching. From the second or third year onwards, design studio planning and teaching usually incorporate one or several collaborating companies. The early involvement of companies in design education has been acknowledged by the design student community as an invaluable experience and a motivator to perform better. However from a studio planning and organisational perspective, it is not always easy to find the right company, moreover to keep the enthusiasm and interest at level, whereby both "student" and "company" benefit most from the collaboration. Also, this time consuming search of and negotiation with potential industrial collaborators may not be sustainable in the long run. Therefore, it is important for every industrial design course to strategise her search for industrial collaborators. Unfortunately, there is a lack of deeper understanding among design educators to develop such a strategy or framework, where certain types of collaborators are linked up to matching studio projects. This paper discusses a search and recruitment strategy for finding the right industrial collaborator. Results have indicated that in the field of design education, developing and negotiating industrial collaboration is not a straightforward, but rather a complex activity. For example, it is not always the product manufacturer, who is the main user of design services or the one most likely to be engaged in an educational collaborative studio project. Four years of experience in managing collaborative studio teaching at the Norwegian University of Science and Technology (NTNU), Department of Product Design have shown that industries at the end of the value chain (secondary stakeholders), closest to the end-user and usually belonging to the service sector, played a more important and active role in supporting educational collaboration.

keywords: Industrial collaboration, studio teaching, sponsored studio teaching, stakeholders

Design Interventions: Economic Development and Educational Enhancement

Wood, Bruce • 2009

abstract: Economic development agencies at national and regional levels have recognised the importance of design and creativity as a driver toward growth, wealth creation and potentially company and job creation. Many regions employ a strategy of promoting the crucial nature of design and then proceed onto promoting a number of design companies either locally or internationally, this activity although important is only part of the answer. There are a number of projects that have actively developed a strategy of firstly supporting design activity, the outcomes of which can then be promoted to wider audience. The project developed in Glasgow, United Kingdom (UK), as an experimental project for a celebratory motive has successfully supported the development of new products, facilitated new company start-ups and created wealth. This increased design activity in the region managed by a public body allowed design academia unprecedented access to live design projects. Access was in the form observance, academic engagement and student projects being realised with access to funds. The project has also been agile enough to be transported to other locations in the UK and internationally resulting in the same high level of success. Ian all regions there has been a similar outcome of economic development programmes giving active engagement opportunities to the local design education institutions.

keywords: Design, design management, economic development, design education enhancement

Education of T-shaped Technical Innovation (MBA) Managers

Gerson, Philips M.; Ramond, Bruno • 2009

proceeding: Proceedings of the 11th International Conference on Engineering and Product Design Education EPDE09
section: EDUCATIONAL PHILOSOPHY
editor: Clarke, A, Ion, W, McMahon, C and Hogarth, P
pages: 116-121

abstract: The Open-Dynamic Design research and experiments within an international network learned that the key for successful Technical Innovation are T-shaped engineers, with a solid technical foundation stem- first, only later-on extended with business science, industrial design and creative skills, and other related competences-branches. The metaphor of the growing tree and the importance of master apprentice learning are key elements in the education philosophy for technical innovation. After a successful implementation of this breakthrough innovation into the engineering education now it is time for other curricula, like MBA, to be adapted for this risky but urgent business. Seemingly against the "tree"-philosophy a module is developed to teach business master students "afterwards" enough technical depth and relevant skills to deal effectively with technical innovation. From the experience since 1991 of introducing technology essentials to young students in the MSc Technology Management degree course some key success factors were found: - linked theory and project of realistic industrial setting. - carefully selected technical scope - just within direct comprehension and logic of students. - involved participating guidance of knowledgeable T-shaped supervisor - personal feedback after exams These elements are included in the MBA- module "Entrepreneurship and Innovation" together with some specific Technical Innovation issues. The experience with the course 08/09 confirmed the difficulty for non-technically trained people to deal with technical issues - even at elementary level. It did show a schism between people with a character suitable for vaguely defined open-ended problems, and those looking for knowledge and scientific data and methods: - similarly to the experience within engineering, as reported in the ODD-research. All participants fully experienced and understood the importance of technical and commercial details and the many context issues, that determine the success or failure of an innovation project. The module is also meant for introduction of technical innovation to other "non-technical" students.

keywords: Technical innovation, t-shaped, professional MBA, master-apprentice

The development of an on-line learning & teaching resource for the socio-centric aspects of sustainable design

Conrad, Franziska; Humphries-Smith, Tania • 2009

abstract: This paper fits into the topics of socially relevant design, design and emotion and sustainable design and explores the question how can we create a more sustainable way of life? The paper also addresses the central theme of the conference - Design Education - creating a better world. This paper reports on the next phase in the development of a web-based learning and teaching resource specifically aimed at the socio-centric dimension of sustainable design which can be found at www.sociocenticdesign.com . A more extensive literature review was conducted, of which a summary is presented, however, the focus is on the outcomes learned from the collection of further primary data. It is confirmed that there is strong dominance by the techno and eco-centric dimensions and that there is a lack of awareness of the socio-centric dimension. It is concluded that being sustainable in design actually is about leaving the final design to later; it means that first and foremost sustainable design is to consider the designs purpose and its effects on the user, the community and society as a whole. An evaluation of two existing web-based resources, that focus on eco-design, was also conducted and informed the outcomes presented in this paper. The paper sets outs in some detail the content, arrangement and suggested web-interfaces for the new learning resource focused on the socio-centric dimension. The content is arranged into the following sections based upon the recommendations generated by Conrad: Past and Future; Time; People; Consumption, Design and Theories. The results of the research suggest that a high level of interactivity in the web-interface will be required.

keywords: Sustainable design; on-line learning; sustainability; product design; design education; socio-centric

Creating a better world? Can we relate this to students from the post-modern generation?

Dowlen, Chris • 2009

abstract: This paper relates the conference theme to a topic that was introduced at the 2001 E&PDE conference and developed at the 2005 ICED conference, and to papers at the 2006 and 2007 E&PDE conferences. It starts by investigating ideologies of improvement, asking whether we may allow ourselves of a utopian view of the future. It then describes modernist and post-modernist views, giving product histories from transport and computers. The relevance of these views to teaching is investigated, particularly to the teaching of design subjects where students are actively being asked to become agents of the change process. Teaching and learning processes are investigated, particularly coaching processes, where students are being asked to consider their personal development plans and the visions that they have for creating their personal futures as part of a larger vision for the future as a whole. Conclusions: we need to hold both philosophical views at the same time to achieve effective designers and to reach students who work with both viewpoints - no matter which view we ultimately hold on to personally.

keywords: Modernism, post-modernism, progress, design education, learning contracts

Two professions divided by an un-common language - using 'CoLab' to improve collaboration between industrial designers and engineering designers

Evans, Mark; Pei, Eujin; Campbell, Ian • 2009

abstract: As two distinct professions working in the field of New Product Development (NPD), difficulties encountered during collaboration between industrial designers and engineering designers are widespread and well documented [1, 2, 3,4]. Having acknowledged the challenges faced during interaction between these two professions, a three year research programme was undertaken with the aim of producing a tool that would remove or significantly reduce some of the problems. Working with a Ph.D student, the methodology involved a literature review; identification of problems via practitioner interviews/observations; definition of a taxonomy of design representations (35 in total); development of a design tool; and final validation by interviews and a design diary. The tool comprises a set of cards divided into three packs. The central feature of each pack is the provision of information on the role and significance of design representations used during NPD. When employed, the cards facilitate the use of a common vocabulary, creating shared knowledge and empathy towards the related yet distinct working practices of each group. Following a pilot validation, interviews to assess the significance of the cards were undertaken with 29 industrial designers and 36 engineering designers. Many of the interviewees were senior designers from multinational companies. Having employed the cards, when asked if the system would foster enhanced collaboration, the feedback was overwhelmingly positive, with 68% of industrial designers giving a positive response (27% neutral) and 63% of engineering designers (37% neutral). This paper provides an overview of the research methodology/outcomes and content/use of the system.

keywords: Industrial design, engineering design, collaboration, design representation

Videocasts in engineering and design education

Covill, Derek Graham; Katz, Tim; Gill, Deshinder Singh; Morris, Richard • 2009

abstract: The Engineering and Product Design Education conference in Barcelona 2008 highlighted the wide variety of academics, teachers and practitioners using video in their teaching. This paper gives an overview of the current use of videocasts in engineering and design education. Videocasts are the video equivalent of podcasts: online, available and video based. They can be generated and published to demonstrate a variety of information and skills, including traditional lectures, software demonstrations (e.g. CAD, spreadsheets, programming software), animations and hands-on practical demonstrations (e.g. drawing techniques, model making, analytical workings). Videocasts can also be used to assess student work, providing a useful insight into students' understanding and strategy. A critical evaluation of the various videocast types is presented. In particular, practical issues are discussed for publication on generic institutional gateways (e.g. intranet and VLE systems such as Blackboard) and also standalone websites. This paper also serves as a guide to lecturers and teachers who want to use videocasts to complement and extend traditional teaching methods. Guidelines are provided for preparation, presentation and post processing of material. Case studies are discussed to highlight particular strengths and weaknesses in generating the videocasts for various activities in a range of environments. In summary, videocasts are a powerful tool for educators, especially in higher education where student attendance and commitment can be volatile. Used efficiently, they can be perpetuating, save time and present academics with an opportunity to multitask. They can give students a flexible learning environment and support diverse learning styles.

keywords: Videocasts, podcasts, CAD, virtual learning environments

Design Education: a 'new' paradigm, design and provenance

Crisp, Alan Roy; Dale, James; Arthur, Lesley • 2009

abstract: The author has developed throughout the preceding two years both a pedagogic philosophy of design, the culture of which, is passed to the students through a unique paradigm and secondly certain curriculum modes of operation with which, to enhance students knowledge of design, in general, and understanding of the philosophy, in detail. However, this development was undertaken from a global background that has changed dramatically in the past eighteen months, particularly in design, production and financial terms, creating a 'new world order'. The 'consumption' of products in Europe continues to grow and is intrinsically linked to design 'the globalisation of the markets meant that the culture of design was drawn ever closer to the culture of consumption'. Set against this, the mass production facility of Europe continues to fall and China, post Olympics and post 2008 autumnal financial crisis cannot now be described as a 'non initiator' as discussed by Friedman et al in 1995. The original papers developed from the total design activity described by Pugh, through Julier's domain and Rosen's social interaction, proposed an undergraduate curriculum, delivered thematically with broad based modules to equip 'T shaped' designers for industry and commerce. One can now begin to question, whether or not, the accepted value and profile of the 'Tshaped' designer will sustain a meaningful career as a Product Designer, the author argues, it will not.

keywords: Consumption, globalisation, 't-shaped', branding

From school to Higher Education; reviewing the pedagogic transfer in Product Design

Morris, Richard; Tim, Katz; Derek, Covill • 2009

abstract: Statistics taken over a period of time show little correlation between the A level scores of applicants to the BSc (Hons) Product Design courses at the University of Brighton and the subsequent student performance on the degree programmes. In addition to prior educational achievement, an interview is therefore also required as part of the assessment process. This serves the purpose of better estimating a candidates suitability for the courses by exploring personal profiles alongside educational performance, but it also provides the course team with an openly interventionist policy aimed at enabling widening participation in higher education. It additionally provides a two way flow of information at an applicant's decision making stage which is considered to be an important factor in maintaining subsequently high student retainment levels on the course. The interview scores appear to provide a better predictor of subsequent degree level performance. The course team have however been keen to establish whether the interview criteria could be revised in order to obtain a more accurate correlation, and in particular to understand why A level performance is such a poor predictor of degree performance. Research was therefore conducted to try and understand some of the issues arising during the transfer from school to higher education, and in particular if the different pedagogic practices undertaken between these two educational sectors were influential. Results suggested that this was not the case directly, but did suggest some causal issues for consideration.

keywords: Admissions, widening participation, pedagogy, product design

Elements and ways of integrated product development education - current and future challenges

Hepperle, Clemens; Eben, Katharina G M; Lindemann, Udo • 2009

abstract: This paper addresses how different aspects of integrated product development are communicated to students at the Technische Universitaet Muenchen (TUM). One major issue consists in teaching students the situation-specific use of methods within the design process. Therefore different procedural models - developed and used in lectures by the Institute of Product Development at the TUM - are introduced and compared. In this context, on the one hand the 'Munich Procedural Model' in respect to problem solving and on the other hand the 'Munich Model of Product Concretization' are looked at in detail. Further it is presented how students can delve into the procedural models within lectures, tutorials, seminars and student's theses and thus get deeper insight into design processes. For example one focus is directed on 'Product Development Seminars' carried out by the Institute of Product Development in order to get students involved in research projects in cooperation with industry. Thereby, student teams work under supervision on a design project, in which they are able to practice and process methods and procedures taught in lectures. Further, interdisciplinary aspects - such as cost-efficient design and biomimetic development scenarios - are considered in the engineering design education and presented in this paper. As a summary, this paper introduces singular elements and ways of communicating integrated product development issues to students. Besides reflecting the current status, future challenges are addressed and deduced.

keywords: Integrated product development, interdisciplinary issues, student teams, problem solving, product concretization

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