Design Education Strategy

Reviewing Design Education: A merger imperative

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Design Education Strategy

This paper deals, with the need for transformation of the design profession and industry as a consequence of a governmental initiative. The demographics, with respect to the design industry do not reflect the wider South African society. These challenges also face the Universities of Technology in respect of student demographics and profile.

Redesigning education for inclusiveness

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Design Education Strategy

By responding to issues such as Accessibility, Disability, Inclusive Education, and Universal Design, Design Education is uniquely placed to positively impact upon the greater community. This paper discusses the emerging subject of Universal Design and its potential contribution towards greater inclusiveness in education (and by extension professional practice) in particular, and in society in general. Though Universal Design is relevant to disciplines such as Urban & Regional Planning, Architecture, Interior Design, and Graphics/Information Design, the focus will be on its applications in the context of Industrial/Product Design.

OBE: The only way forward for design education?

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Design Education Strategy

This paper will look at the conceptual understandings of design education in South Africa with reference to the Fenwick monogram (2001). Learning, according to Fenwick, is categorised into five perspectives: constructivist, critical cultural, psychoanalytic, situative, and enactivist.

No more Utopias: Modeling Incremental Change in Design Practice and Pedagogy

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Design Education Strategy

Design seminars and symposia attempting to address the world’s manifold problems are suddenly commonplace. Although it is becoming clear that the UN Millennium Development goals are unattained and currently unachievable for some parts of the world, especially Africa, these same goals loom large on the agendas of the ERA, ICOGRADA, ICSID, the AIGA, the Aspen Summit, and other design conferences in the industrialized west.

Learners as Agents: design as a learning vehicle

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Design Education Strategy

This paper proposes design as the guiding pedagogical metaphor for education in the 21st century. Educational reform literature is preoccupied with notions of indeterminacy in relationto learning because of major social changes that have occurred over the last two decades. Globalization, pluriculturalism, informalisation, consumerism, the rise of the network or information/knowledge based society have increasingly become defining markers of these changes.

Designosaurus HESA: Laying bare the bones of a dilemma

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Design Education Strategy

I believe we are living in a time of opportunity. Democratically established and constitutionally sound, South Africans have created a platform for opportunity on an unprecedented scale. Within this framework South African designers are beginning to show their mettle.

Over the last few years we have seen some exciting work from both established and emerging designers in a variety of disciplines from fashion to product design. We have always been inventive creatures. We are continually solving problems and developing new technologies at an astounding rate. We are forward looking beings set on breaking new frontiers. We have the ability to predict many of our future needs.

Teaching Inclusive Design

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Design Education Strategy

South Africa has one of the most forward thinking Constitutions in the world. Few countries have been able to define and legislate for equality in such an all-encompassing way. It is a challenge for design educators who must be aware of the likely future implications for design students, and who need to question their own views and current practice.

Designing for Disability has long been a specialism for a minority group. However, international trends are redefining it as a mainstream, user-lead concept. There is great potential for South African designers to embrace the meaning of equality for disabled people within the Constitution and use it to guide design practice.

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Specialization versus generalization in design education: where to draw the line?

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Design Education Strategy

When new media and interactive design were added to the traditional graphic design curriculum at the University of Potchefstroom this year, I became keenly aware of the current complexties in the industry and the difficulties involved in teaching students a wide range of specialized skills with limited funds, limited expertise and in limited time. I certainly sensed what Lorianne Justice termed the ‘big squeeze’ when she refered to the ever expanding knowledge base that needs to be accommodated in limited time in current design curriculums (Justice 2000: 49).

Industrial Design at the University of Botswana: Designing Designers as if Botswana’s Setting Matters

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Design Education Strategy

The University of Botswana is proposing to introduce an undergraduate degree program in Industrial Design. It is inevitable that a new program must have local relevance while not loosing touch with the global realities. This paper discusses the need for the course, the proposed program structure and its rationale within Botswana’s social, economic and industrial setting. 

The submission discusses global factors that were considered in designing the program. It also highlights the implementation plan in terms of student enrolment and their exits profile, staff, resources both existing and projected, and industry collaboration.

Academic Knowledge Management

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Design Education Strategy

Many corporate firms, although operating within this age of information and the knowledge economy, still rely on the skill and expertise of individuals to the extent that the ‘organisational memory’ can be severely weakened when that individual’s store of knowledge (skill, know-how, individual memory of corporate behaviour) ceases to function as an input. This highlights a parallel lack of system in organising collective and strategic knowledge - to collate and retain the most valuable and necessary units of knowledge. These circumstances will be compared to the general technikon situation, in which a related, academic, lack of knowledge management is all too evident.

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