Technological advances in the last decade have influenced changes in the design and engineering industries on a global scale. Lean and collaborative product development are approaches increasingly adopted by the industry and seen as the core of product lifecycle management. These trends have created the need for new skilled professionals, and universities should adapt their curricula in response. There is an increased need for academia to work with industry in order to meet these challenges. This article reports on the Parametric Technology Corporation Academic Research Symposium held in April 2011. The topics were centred around understanding the essence of product lifecycle management and its impact on design and engineering education. Furthermore, examples of implementing product lifecycle management and collaborative practices in higher education were presented from the United States and France. This article concludes with a discussion of the recommendations made at the symposium for the future development and support of key skills across university curricula.

Anti-theft designs relating to mobile phones are reviewed. The physical and electronic design of handsets includes visual deterrents, owner-identification, and handset tracking options. The systems design of phone networks includes the blacklisting of stolen phones. Other measures include biometric-locking of handsets, and designs that encourage 'safe' phone use and transportation. Characteristics that promote anti-theft designs are proposed and form the acronym 'IN SAFE HANDS': identifiable, neutral, seen, attached, findable, executable, hidden, automatic, necessary, detectable, and secure. The set of characteristics is presented as a heuristic device to aid designing-out crime from frequently stolen electronic goods.

Since the early 1980s, the concept of sustainability has been employed by designers to confront the problems deriving from the emergence of the environmental crisis. On the one hand, if this contributed to generating systemic design approaches and methods to mitigate the human impact on the planet, little has been done to explore sustainability as a concept that extends beyond anthropocentrism. Examining environmental issues by considering other-than-human viewpoints could introduce alternative scenarios compared to those envisioned through technocentric means. This work considers a speculative design project that provides a multispecies reading of the notion of environmental contamination through the engagement of human and vegetal perspectives. The considered methodology focusses on the transdisciplinary tactic of “following” plant collectives across the multiple sites and actors that populate their life. Building on post-humanism theories and Guattari’s concept of “ecosophy”, this paper entails that sustainability should be seen not just as the outcome of a design process, but also as a behavioural attitude, and design as an implementation of that attitude. It is argued that following other-than-humans can teach designers to think sustainably by cultivating relations of reciprocity that help to shed light on the multispecies landscapes of the Anthropocene.

This paper examines some of the many problems and issues associated with integrating new and developing technologies into the education of future designers. As technology in general races ahead challenges arise for both commercial designers and educators on how best to keep track and utilise the advances. The challenge is particularly acute within tertiary education where the introduction of new cutting edge technology is often encouraged. Although this is generally achieved through the feedback of research activity, integrating new concepts at an appropriate level is a major task. Of particular concern is how focussed areas of applied technology can be made part of the multidisciplinary scope of design education.The paper describes the model used to introduce areas of Artificial Intelligence (AI) to undergraduate industrial design students. The successful interaction of research and education within a UK higher education establishment are discussed and project examples given. It is shown that, through selective tuition of research topics and appropriate technical support, innovative design solutions can result. In addition, it shows that by introducing leading edge and, in some cases, underdeveloped technology, specific key skills of independent learning, communication and research methods can be encouraged. Furthermore, the paper examines both the successes and failures of the process and provides conclusions relating to curriculum development, effective learning, and assessment. IntroductionIf there is to be an increasing emphasis on the design of functional products within education it is essential that design students gain a strong foundation in basic elements of technology. Specific areas of mechanics, materials science and electrical/electronic engineering provide some of the information necessary to design and construct a wide variety of working prototypes. The knowledge gained in these subjects allows students to be more flexible in their approach to other areas of technology.

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Working across, between or even beyond established disciplines necessitates effective collaboration, and there are well acknowledged models of associating business and science. Evidence suggests a worldwide increase of cross-disciplinary working as partnerships transcend the confines of predefined and historical silos. However, associations between design, engineering and many branches of life science, lags. While there is increasing interest in bioinspired design, formalised methods are not, as yet, well established, adopted in industry or part of design curricula. Biomimicry as a route to innovation is currently thought to rely on the collaboration between the diverse disciplines of biology, design and engineering in order to be successful. However, current academic research into multidisciplinary collaboration within engineering and product design education appears limited. This study describes the findings of a small-scale research project exploring the attitudes of professionals in relevant fields regarding interdisciplinary collaboration with a specific focus on biomimicry. The work compares current views on collaborative work in biomimicry with the opinions of an expert panel. Two rounds of questionnaires utilising the Delphi method were used to gain insights from an anonymised panel of experts. The research concluded that while biologist/designer collaboration can spark imagination and enthusiasm, it is a challenging process and its efficacy will depend upon understanding and motivation from the onset. The discussion and conclusions focus on the need for more efficient methods to encourage successful collaboration across life sciences and the impact on design education at HE and beyond. Importantly it draws attention to possible attitudes of indifference towards inter and transdisciplinary partnerships.

A key challenge faced by biomimicry practitioners is making the conceptual leap between biology and design, particularly regarding collaborating across these knowledge domains and developing and evaluating design principles abstracted from biology. While many tools and resources to support biomimicry design exist, most largely rely on semantic techniques supporting analogical translation of information between biology and design. However, the challenges of evaluation and collaboration are common in design practice and frequently addressed through prototyping. This study explores the utility of prototyping in the unique context of biomimicry by investigating its impact on the abstraction and transfer of design principles derived from biology as well as on cross-domain collaboration between biologists and designers. Following a survey exploring current practices of practitioners, in depth interviews provided detailed accounts of project experiences that leveraged prototyping. Four primary themes were observed: (1) Approximation; (2) The Prototyping Principle; (3) Synthesis and Testing; and (4) Validation. These themes introduce a unique abstraction and transfer process based on form-finding and collaborative performance evaluation in contrast to the widely accepted semantic language-based approaches. Our findings illustrate how designers and engineers can leverage a prototyping skillset in order to develop boundary objects between the fields of biology and design to navigate challenges uniquely associated with the biomimicry approach.

This paper describes research relating to the design semantics of desirable products and the crime of theft. The methods employed range from the review of existing designs of mobile phones and associated systems and technologies, the perception of crime from a student designer's viewpoint and, importantly, and the opinions of young offenders about proposed design solutions. We developed conceptual designs in consultation with the Mobile Data Association and these were reviewed by a sample of groups of young offenders and 'non-offender' consumers of similar age, to reflect the different user perspectives. The conclusions reveal differences between offenders and non-offenders in their perceptions of the deterrent effect of different design solutions. It is suggested that the research offers insight into the use of empathic strategies in the design of frequently stolen 'hot products'.