This paper proposes a hybrid developmental Design model for innovative research, practice and learning in complex socio-technical systems by combining topical theories and methods. It begins by challenging the problem of exclusive Design approaches and typical Design models which use centralised development and beneficiation. The model asks Designers to rethink their future role and relinquish control via a Participatory Design approach where Designers are responsible for demystifying the value impact of Design through a process of ongoing engagement (Lasky 2013, p. 24). The model’s framework combines three Design theories that have common themes: ‘Socio-Technical Systems Design’, ‘Appropriate Technology’ and ‘Design for Sustainability’. Each theory is briefly explained for what it offers and where it is deficient. The framework is then reinforced where each weakness is supported by the strength of another theory. All three theories point towards the need for a deeply empathic understanding of ecological contexts and their constituents and the need for cross-sectorial, trans-disciplinary integration. This application outputs a series of developmental socio-technical maps across the social levels; micro (individual, tacit knowledge), meso (organisational, embedded knowledge) and macro (social-systems, explicit knowledge) through identifying project relevant values/capitals that are not usually or thoroughly considered (natural, social, financial, manufactured, cultural, political, human, digital) and acknowledging their existing/potential connection as knowledge being/to be brokered. This mapping is based on a Participatory Action Research Framework developed by Nogueira et al. (2019). It offers a starting point for innovative engagements and a means to guide and track development throughout a continuum of integrated Socio-Technical Systems Design (Hussain et al. 2012, p. 91; Bellon 2001, p. 9). The model is positioned at the intersection of Design Research, practice and education. It renders a way for Design research and practice through a transparent lens of open evaluation which simultaneously provides an educational platform for knowledge and technology transfer. It not only motivates that sustainable innovation is driven by Design as a change agent but is fuelled by knowledge transfer within its context (Mumford 2006, p. 336). The paper concludes by pointing a spotlight to the writing on the wall; that the path of inclusive Design offers profound understandings of the ecologies that Design aspires to function within. The theoretical solutions and pilot example proposed in this paper signals a needed transfer of this application to educational curricula and industry training. Collaboration to further define these questions would be novel. Recommendations for the model’s needed longitudinal practice are briefly explained in the conclusion.
Keywords: socio-technical systems, sustainability, appropriate technology, participatory design, design research