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Design education in transition: A multidisciplinary design classroom with non-allied disciplines
The Design Journal Pub Date : 2022-02-02 , DOI: 10.1080/14606925.2021.2004717
Katja Fleischmann 1
Affiliation  

Abstract

The complex inter-relationships in the world, driven by technological breakthroughs, are prompting design educators to look for new ways to structure their courses to embrace expanding skill sets. Four critical areas to advance design education are highlighted: keeping up with technological advancements; teaching design as a participatory process; using a systems view to analyse problems; and facilitating student learning in a multidisciplinary collaborative environment. One of the key requirements of the design profession is collaboration among a wide variety of stakeholders who may reside well outside the scope of the designer’s sphere of influence. If one accepts the premise that today’s design student can no longer be confined by a narrow problem solving skill set, then academic institutional barriers have to be crossed in a collaborative way between seemingly incongruous academic disciplines. A sustainable model of multidisciplinary collaboration at the undergraduate level is reviewed and the potential of expanding that collaboration is explored through detailed interviews with five non-design academics at an Australian university. The research presents opportunities and challenges perceived by academic staff to connect fields such as law, business, tourism and design as a testing ground to educate designers to better understand the complexities of today’s design problems.



中文翻译:

转型中的设计教育:非相关学科的多学科设计课堂

摘要

在技​​术突破的推动下,世界上复杂的相互关系正在促使设计教育者寻找新的方法来构建他们的课程,以适应不断扩大的技能组合。强调了推进设计教育的四个关键领域:跟上技术进步;教学设计是一个参与式的过程;使用系统视图来分析问题;并在多学科协作环境中促进学生学习。设计专业的关键要求之一是广泛的利益相关者之间的合作,这些利益相关者可能远远超出设计师的影响范围。如果一个人接受这样一个前提,即今天的设计专业学生不能再被狭隘的解决问题的技能所限制,然后,必须在看似不协调的学科之间以协作的方式跨越学术制度障碍。回顾了本科阶段多学科合作的可持续模式,并通过与澳大利亚大学的五位非设计学者的详细访谈来探索扩大合作的潜力。该研究提出了学术人员认为的机遇和挑战,将法律、商业、旅游和设计等领域作为试验场,教育设计师更好地了解当今设计问题的复杂性。回顾了本科阶段多学科合作的可持续模式,并通过与澳大利亚大学的五位非设计学者的详细访谈来探索扩大这种合作的潜力。该研究提出了学术人员认为的机遇和挑战,将法律、商业、旅游和设计等领域作为试验场,教育设计师更好地了解当今设计问题的复杂性。回顾了本科阶段多学科合作的可持续模式,并通过与澳大利亚大学的五位非设计学者的详细访谈来探索扩大这种合作的潜力。该研究提出了学术人员认为的机遇和挑战,将法律、商业、旅游和设计等领域作为试验场,教育设计师更好地了解当今设计问题的复杂性。

更新日期:2022-02-02
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