Knowledge Base Repository
In addition to research papers, the Design Society is developing several valuable resources for those interested in the study of design. These include a repository of PhD theses, a library of case studies and transcripts of design activities, and an archive of our newsletters. Please note that these resources are accessible exclusively to Design Society members.
Competency-oriented Design Education
Transforming design education through a competency–oriented approach
Thandlam Sudhindra, Shravya
Type:
Year:
2023
Author:
Supervisor:
Lucienne T.M. Blessing
Institution:
Singapore University of Technology and
Section:
Engineering Product Developmenty
Abstract:
Despite ample evidence showcasing the impact of design in practice, present design education has been
criticized for its slow response and failure to meet the demands of the 21st century. In the past, design
served as a unifying force, bridging various disciplines and fostering interdisciplinary education. During
this period, there was minimal distinction between the arts and engineering, resulting in an education
that imparted competencies based on the task at hand or the challenges in sight. However, over time,
acquiring specialized knowledge began to take precedence over holistic education, laying the
groundwork for the challenges we face in design education today. These challenges include difficulties
in integrating design back into curricula and courses and fostering design competencies. In addition,
there is sufficient literature that highlights the significance of the educator in design education and
acknowledges the many challenges they face, but there is little that addresses how to tackle it.
Competency-Based Education (CBE) is an approach that focuses on aligning individual performance
with the expectations of different levels of the system, whether educational, economic, or social. This
approach defines curricula based on competencies essential for success, allowing for involvement from
students and employers in the process to ensure relevance. Despite its promise, CBE has been met with
resistance due to criteria that require flexibility and individualized learning, which seems
counterintuitive in the context of competence development. Expertise often requires deliberate practice,
which learners, especially advanced ones, should have the opportunity to engage in within the same
time frame. Therefore, the need is to not replace but reorient the education structure toward a
‘competency-oriented education’, combining the strengths of traditional and competency-based
education, ultimately preparing students as competent individuals to tackle various challenges.
This thesis introduces a methodology called CODE - Competency Oriented Design Education,
supported by the DesCA (Design Competency Assessment) framework as a holistic approach towards
competency development. This approach offers a balanced path forward by acknowledging the value
of self-paced learning (e.g., within design projects) while recognizing the importance of structured
timeframes (of terms or semesters), ultimately preparing students as competent individuals to tackle all
sorts of challenges. The CODE methodology proposes a novel approach for educators to identify and
distinguish competencies while translating course content into distinct categories of skills, knowledge,
and attitudes. It offers a comprehensive structure to analyze and visualize courses, programs, and
curricula for competency gaps. The DesCA framework acts as an extensive database of design
competencies, maintaining granularity and curation for each stage of the design process. Providing
conceptual clarity on the relationship between competency categories, it facilitates the explicit
connection between taught knowledge, assessed outcomes, and applied competencies, capturing the
roles of both the educator and the student and suggesting a paradigm shift in design assessment toward
an emphasis on competencies acquired in the learning process. Through action research, CODE and
DesCA were developed and demonstrated through three case studies, showcasing the practical
application and adaptability of CODE and DesCA at the university, program, and course levels. These
case studies not only affirm the relevance of identified competencies but also highlight their use as a
common language for coherent course and curriculum development.
In conclusion, this research presents a methodology and a tool that can effectively bridge the gap
between theoretical concepts of competency development and its practical application within education.
criticized for its slow response and failure to meet the demands of the 21st century. In the past, design
served as a unifying force, bridging various disciplines and fostering interdisciplinary education. During
this period, there was minimal distinction between the arts and engineering, resulting in an education
that imparted competencies based on the task at hand or the challenges in sight. However, over time,
acquiring specialized knowledge began to take precedence over holistic education, laying the
groundwork for the challenges we face in design education today. These challenges include difficulties
in integrating design back into curricula and courses and fostering design competencies. In addition,
there is sufficient literature that highlights the significance of the educator in design education and
acknowledges the many challenges they face, but there is little that addresses how to tackle it.
Competency-Based Education (CBE) is an approach that focuses on aligning individual performance
with the expectations of different levels of the system, whether educational, economic, or social. This
approach defines curricula based on competencies essential for success, allowing for involvement from
students and employers in the process to ensure relevance. Despite its promise, CBE has been met with
resistance due to criteria that require flexibility and individualized learning, which seems
counterintuitive in the context of competence development. Expertise often requires deliberate practice,
which learners, especially advanced ones, should have the opportunity to engage in within the same
time frame. Therefore, the need is to not replace but reorient the education structure toward a
‘competency-oriented education’, combining the strengths of traditional and competency-based
education, ultimately preparing students as competent individuals to tackle various challenges.
This thesis introduces a methodology called CODE - Competency Oriented Design Education,
supported by the DesCA (Design Competency Assessment) framework as a holistic approach towards
competency development. This approach offers a balanced path forward by acknowledging the value
of self-paced learning (e.g., within design projects) while recognizing the importance of structured
timeframes (of terms or semesters), ultimately preparing students as competent individuals to tackle all
sorts of challenges. The CODE methodology proposes a novel approach for educators to identify and
distinguish competencies while translating course content into distinct categories of skills, knowledge,
and attitudes. It offers a comprehensive structure to analyze and visualize courses, programs, and
curricula for competency gaps. The DesCA framework acts as an extensive database of design
competencies, maintaining granularity and curation for each stage of the design process. Providing
conceptual clarity on the relationship between competency categories, it facilitates the explicit
connection between taught knowledge, assessed outcomes, and applied competencies, capturing the
roles of both the educator and the student and suggesting a paradigm shift in design assessment toward
an emphasis on competencies acquired in the learning process. Through action research, CODE and
DesCA were developed and demonstrated through three case studies, showcasing the practical
application and adaptability of CODE and DesCA at the university, program, and course levels. These
case studies not only affirm the relevance of identified competencies but also highlight their use as a
common language for coherent course and curriculum development.
In conclusion, this research presents a methodology and a tool that can effectively bridge the gap
between theoretical concepts of competency development and its practical application within education.
Description:
Chapter 1 is an introduction, that aims to highlight the significance of design (Section 1.1) and the
necessity for design education (Section 1.2), which serves as the core motivation for this thesis. It
provides a background by summarizing the author’s master’s thesis (Section 1.3), acting as the
foundation for the current PhD research encapsulated in the aims and the formulated research questions
(Sections 1.4 and 1.5). Additionally, it outlines the overall action research approach (Section 1.6) and
previews the chapters that will unfold in the thesis (Section 1.7).
necessity for design education (Section 1.2), which serves as the core motivation for this thesis. It
provides a background by summarizing the author’s master’s thesis (Section 1.3), acting as the
foundation for the current PhD research encapsulated in the aims and the formulated research questions
(Sections 1.4 and 1.5). Additionally, it outlines the overall action research approach (Section 1.6) and
previews the chapters that will unfold in the thesis (Section 1.7).
Keywords:
