A challenge for design educators lies in balancing demands from employers for graduates who are “ready for work” on graduation and universities’ academic goals for excellence by creating graduates with knowledge and skills that reflect the cognate basis of the discipline they are studying. In 2001, in response to this challenge, a multi-disciplinary undergraduate programme in Product Design was proposed that combined applied technology and design. Graduates would have knowledge, technical literacy and personal skills, such as creativity and team-working, essential to their future working success. The curriculum would focus on the skills and knowledge needed by design professionals and would be delivered in a learning environment that bridged the academic milieu and professional world. Twelve years on the programme has produced 273 graduates: 97 Masters of Design and 176 Bachelors. In this paper we reflect on experiences in creating a multi-disciplinary programme in Product Design that addresses these different needs. Conclusions are drawn for educators creating multi-disciplinary programmes of study and academic administrators whose engagement is essential in the delivery of programmes that span the disciplinary silos and infrastructures.
Skip Nav Destination
ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
August 4–7, 2013
Portland, Oregon, USA
Conference Sponsors:
- Design Engineering Division
- Computers and Information in Engineering Division
ISBN:
978-0-7918-5584-3
PROCEEDINGS PAPER
Integrating Design Knowledge in Educational Curricula: Reflections From the Development of a Multi-Disciplinary Programme in Product Design
Alan de Pennington,
Alan de Pennington
University of Leeds, Leeds, UK
Search for other works by this author on:
Jacques Giard
Jacques Giard
Arizona State University, Tempe, AZ
Search for other works by this author on:
Alison McKay
University of Leeds, Leeds, UK
Alan de Pennington
University of Leeds, Leeds, UK
Jacques Giard
Arizona State University, Tempe, AZ
Paper No:
DETC2013-13183, V001T04A011; 10 pages
Published Online:
February 12, 2014
Citation
McKay, A, de Pennington, A, & Giard, J. "Integrating Design Knowledge in Educational Curricula: Reflections From the Development of a Multi-Disciplinary Programme in Product Design." Proceedings of the ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. Volume 1: 15th International Conference on Advanced Vehicle Technologies; 10th International Conference on Design Education; 7th International Conference on Micro- and Nanosystems. Portland, Oregon, USA. August 4–7, 2013. V001T04A011. ASME. https://doi.org/10.1115/DETC2013-13183
Download citation file:
11
Views
Related Proceedings Papers
Related Articles
Freedom and Evolution: Hierarchy in Nature, Society and Science
J. Energy Resour. Technol (August,2021)
Large-Scale Needfinding: Methods of Increasing User-Generated Needs From Large Populations
J. Mech. Des (July,2015)
Enhancing Creative Redesign Through Multimodal Design Heuristics for Additive Manufacturing
J. Mech. Des (October,2021)
Related Chapters
Nam Pyo Suh: A Model for Multidisciplinary Engineering
Advances in Multidisciplinary Engineering
Processing Free Form Objects within a Product Development Process Framework
Advances in Computers and Information in Engineering Research, Volume 1
Design and Implementation of Assignment Management System Based on Technical Evaluation
International Conference on Computer Technology and Development, 3rd (ICCTD 2011)