Design Education. University-industry collaboration, a case study

Abstract

Design education often happens in hypothetical contexts indifferent to reality or the surrounding context, disregarding articulation between academy and industry and with no attention to approaches that might enable the academy and the business world to get closer and share knowledge and dynamics reflecting the cultural, technological and social realities of present day society. In the expectation of having design education better address the diverse competencies that will enable graduates to deal with future professional challenges in design, a partnership was established between the University Lusíada Norte and "A Portuguesas", a start-up dedicated to versatile "easy-going" footwear and with several sustainability concerns. The present case study was integrated in a 3rd year annual unit-Design III, of the BA in Design of the Faculty of Architecture and Arts of the University Lusíada Norte.

Designerly Ways of Transforming Design Education: A Review of Design Curricula Reforms Worldwide

“…Lastly Vasconcelos [23] describes the use of design school rankings (Top University, Business Insider, Red Dots, and Domus) as a curriculum benchmarking strategy. In order to verify their research into learning objectives, research papers (n=4) report on quickly prototyping a section of a new curriculum in order to measure differences with the old curriculum [23], [25]- [27]. Brueggemann et al [25] report on the use of workshops, Collina et al [26] on the incorporation of Jams (intensive design-led workshops) in a summer school, Camacho and Alexandre [27] developed a case study within a course in collaboration with industry partners.…”

“…In order to verify their research into learning objectives, research papers (n=4) report on quickly prototyping a section of a new curriculum in order to measure differences with the old curriculum [23], [25]- [27]. Brueggemann et al [25] report on the use of workshops, Collina et al [26] on the incorporation of Jams (intensive design-led workshops) in a summer school, Camacho and Alexandre [27] developed a case study within a course in collaboration with industry partners. At Umeå Institute of Design (UID) in Sweden and Aalto University in Finland, this approach was used to handle their curricula reform by prototyping solutions and making future decisions based on these prototypes [5].…”

How future proof is design education? A systematic review

“…When taught broader frameworks, students practice structured, and iterative design process thinking (Rodgers et al, 2017 ). This broader training should include: design science, scientific methods, experimental design (Camacho & Alexandre, 2019 ), systematic design by Pahl and Beitz, and product development by Ulrich and Eppinger (Tomiyama et al, 2009 ). The opponents argue that the design thinking framework suppresses designers because toolkits have replaced designers’ own judgement (Lloyd, 2019 ) and creates the perception that the framework could be merely considered a toolbox (Clemente et al, 2017 ).…”

Untitled

“…Para mahasiswa menciptakan desain grafis untuk koleksi sandal jepit dan tempat display. Dengan adanya kerja sama ini, terdapat kenaikan ekspektasi bahwa edukasi desain dapat menyediakan berbagai kompetensi yang akan membantu lulusan untuk menghadapi masalah dan menjadi sukses di profesi desainer masa depan (Camacho & Alexandre, 2019). Di Indonesia sendiri, penelitian kolaborasi akademik-industri masih belum banyak diteliti sehingga merupakan celah baru bagi penelitian ini.…”