scholarly journals Design practice (research): Future value creation for design education, society and business?

Artifact ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. .1-.4
Author(s):  
Nicky Nedergaard
Keyword(s):  
Value Creation ◽  
Design Education ◽  
Practice Research ◽  
Design Practice ◽  
Education Society ◽  
Future Value

scholarly journals Design practice (research): Future value creation for design education, society and business?

Artifact ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 4.1-4.4
Author(s):  
Nicky Nedergaard
Keyword(s):  
Value Creation ◽  
Design Education ◽  
Practice Research ◽  
Design Practice ◽  
Education Society ◽  
Future Value

scholarly journals Double (Hunch) Negative: Blending Practice/Research/Teaching and the Critical Imagination

2019 ◽  
Author(s):  
Eric Strain ◽  
◽  
Jose L.S. Gamez ◽  
Shai Yeshayahu ◽  
◽  
...  
Keyword(s):  
Design Education ◽  
Field Research ◽  
Practice Research ◽  
Design Practice ◽  
Think Tank ◽  
Practice Teaching ◽  
Present Design ◽  
Balance Of Forces ◽  
Continuous Field

In Duckler’s account of Michael Heizer’s Double Negative, the viewer becomes a part of the overall experience of scale, of site, and the knowledge of place. In a sense, perception, feeling, and scale hold a very complex relationship in the eye of the participant, and this brings Heizer’s earthwork closer to architecture than one might expect. This correlation between experience, scale perception, and placemaking can enrich the educational experience, thereby affecting the balance of forces that exist between academia, practice, and research. At least, that is the hunch that drew us to the 2019 Antwerp ACSA/EAAE International Teacher Conference. By discussing how a blend-ed set of practices (practice/teaching/research) enabled a mutually reinforcing dialog between the making of ideas, buildings, and landscapes, this paper will present design practice and the practice of design education as inter-related activities. Through our collaborative efforts, we have worked to make the space of inquiry a continuous field that reaches across conventional divisions between the academy and practice. Within this field, research helps ground “the hunch” while “the hunch” tempers the formality of research.Our hunch is this: that a case study of a recent design think-tank will illustrate how we see:• expertise developed in the academic environment can be incorporated into an inquisitive professional design practice;• the studio (both academic and professional) as a thinker space that should not follow a commercial agenda nor should it become a space absent of craft and speculation, urge and fascination, skill and imagination, criticality and creativity, individual formation and social consciousness.

scholarly journals Beyond Discipline: Evolving Design Practice and Design Education in the Twenty-First Century

2020 ◽  
Vol 18 (1) ◽  
Author(s):  
Lara Furniss
Keyword(s):  
Undergraduate Education ◽  
Design Education ◽  
The Body ◽  
First Century ◽  
Design Practice ◽  
Creative Processes ◽  
Ethnographic Studies ◽  
Current Design ◽  
Twenty First Century ◽  
The Uk

Since 2000, design practice in the UK has changed dramatically. Boundaries between design disciplines have dissolved, and many contemporary design studios now defy classification. These studios are reconfiguring the design landscape, yet a uni-disciplinary structure still dominates undergraduate education. This is creating a disconnection between practice and education and posing critical questions for the current design education system. This article outlines the findings of a PhD research study exploring this disconnection, and although situated within the UK, the findings have international relevance. An initial scoping exercise draws on interviews with leading commentators from the UK design sector, examining the evolution of design practice over the past 10 years, and possible future directions for undergraduate education. Findings highlight that UK policy for creative education has placed undergraduate design courses in potential crisis. Arguably, the current university system for design education is outdated. It is now necessary to redefine the skills and processes twenty-first-century designers need. The body of the research is situated within five internationally renowned creative studios which defy classification. In-depth ethnographic studies cross-analyse the creative processes of these studios and their views on education. Findings identify key components of each studio’s processes, while also exploring studio members’ educational experiences, and reflections on future implications for pedagogy. This article argues that this growing disconnect between practice and education calls for existing pedagogic models to be challenged, proposes alternative approaches and highlights the need for policymakers, practitioners and educators to work together to best prepare young designers to meet today’s challenges.

Rediscovering Design Education as a Social Constructivist Foundation for Innovative Design Thinking

2011 ◽  
pp. 195-218
Author(s):  
Johann van der Merwe
Keyword(s):  
Design Process ◽  
Design Education ◽  
Design Thinking ◽  
Social Groups ◽  
Design Practice ◽  
Bruno Latour ◽  
Computing Technology ◽  
Innovative Design ◽  
The Public ◽  
Ubiquitous Presence

Design has been described by Bruno Latour as the missing masses, and tellingly as “nowhere to be said and everywhere to be felt” (2005: 73). Traditionally, not only objects, but design’s presence in general has gone largely unnoticed by the public, but that is changing, due, in considerable part, to the ubiquitous presence of computing technology. Design, as representative of unnoticed and neutral objects, is no longer feasible, but design, as a participative presence in the lives of its users, is fast gaining ground in our complex society. Designers are no longer fully in control of the design process, meaning design practice, and as a result design education must change to adapt to the increasing pace at which different social groups are evolving new ways of communicating and living.

Improving integrated reporting

2019 ◽  
Vol 20 (1) ◽  
pp. 60-82 ◽  
Author(s):  
Rada Massingham ◽  
Peter Rex Massingham ◽  
John Dumay
Keyword(s):  
Value Creation ◽  
Balanced Scorecard ◽  
Intangible Assets ◽  
Organisational Learning ◽  
Performance Measurement System ◽  
Intangible Asset ◽  
Strategy Execution ◽  
Integrated Reporting ◽  
Content Type ◽  
Future Value

Purpose The purpose of this paper is to present a new learning and growth perspective for the balanced scorecard (BSC) that includes more specific measures of integrated thinking and value creation to help improve integrated reporting (<IR>). Practical, relevant definitions of these historically vague concepts may improve intangible asset disclosures (IAD) and increase uptake of the<IR> framework. Design/methodology/approach The paper is conceptual. The authors use organisational learning to theorise about the learning and growth perspective of the BSC, within the context of the practice of IAD. Findings Several criticisms of IAD, the<IR>framework and the BSC have acted as barriers to implementing the<IR>framework. The improved version of the BSC’s learning and growth perspective, presented in this paper, addresses those criticisms by redefining the concept of integrated thinking (learning) and more fully connecting that learning to future value creation (growth). The model is designed to be used in tandem with the<IR>framework to operationalise integrated thinking. A new BSC strategy map illustrates how this revised learning and growth perspective interacts with the other three BSC perspectives to create long-term shareholder value through the management and growth of knowledge within an organisation. Research limitations/implications Organisational learning is an important source of competitive advantage in the modern knowledge economy. Here, the authors encourage further debate on how to report and disclose information on intangible assets, driven by a new conceptual strategy for organisational learning that fully supports the BSC’s capacity to help integrated thinking and future value creation for the<IR>framework. Practical implications From its roots as a performance measurement system, the BSC has become a widely used strategy execution tool. The<IR>framework has struggled to gain traction, but still has value in exploring intangible assets and its disclosure from a systems thinking perspective. The model is designed to bring an explicit understanding of how to improve integrated thinking for the<IR>framework facilitating better measurement, management and reporting of human and structural capital. By doing so, the new model enables a firm to use the BSC to engage with<IR>more effectively, which should also be useful for practitioners given the widespread use of the BSC. Originality/value The analysis of the BSC’s learning and growth perspective reveals two dichotomies – one between resources and growth, and another between systems and capability. The revised perspective resolves these dichotomies with clear, forward-focused measures of learning and intangible asset growth, and multiple vertical and horizontal connections between the perspective’s four constructs. The authors demonstrate practical paths to value creation through a range of strategic impacts.

Histories of Design Pedagogy Virtual Special Issue for the Journal of Design History 2016

2016 ◽  
Vol 33 (1) ◽  
pp. e1-e24 ◽  
Author(s):  
Maya Oppenheimer
Keyword(s):  
Design Education ◽  
Design History ◽  
Design Practice ◽  
Design Pedagogy ◽  
Future Design ◽  
Practice Elements ◽  
Key Issues ◽  
Interdisciplinary Scholarship ◽  
Definition Of

Abstract ‘Histories of Design Pedagogy’ gathers material from across three decades of the Journal of Design History to juxtapose distinct investigations into design education across various geographies, contexts, relationships and methodological concerns. By isolating three overarching themes to structure twelve articles, this introduction also makes an argument towards future design pedagogy, suggesting an Urmodell, or master plan, of elements in design pedagogy that is informed by key issues debated by and through the articles presented. ‘Design Systems and Projects’ addresses the meaning and concept of design, relationships between education and industry, and design training networks. ‘Ethics and Methods’ advocates greater attention to the identities, subjectivities and roles of the designer and of the user as stakeholders in a designed system, the increasing role of research in design practice, elements that affect practice from global design to emerging technologies, and object collections research. The final theme, ‘Critical Histories and Theories’, looks to changes in design history and design studies to inform interdisciplinary scholarship and the future of design practice. Tensions over proportions, boundaries and structures are addressed by this Urmodell, but in the preferred definition of modelling as a mediator, it exists here as a malleable framework over a steadfast solution.

The Bailey-Derek Grammar: Recording the Craft of Wire-Bending in the Trinidad Carnival

Leonardo ◽  
2015 ◽  
Vol 48 (4) ◽  
pp. 357-365 ◽  
Author(s):  
Vernelle A.A. Noel
Keyword(s):  
Cultural Heritage ◽  
Design Education ◽  
Shape Grammar ◽  
Design Practice ◽  
Trinidad Carnival

This paper presents work on the development of a shape grammar that records the dying, undocumented craft of wire-bending in the Trinidad Carnival. This craft is important for the building and continuation of cultural heritage and identity. Due to the lack of prior research in this non-Western design practice, the author conducted site visits, interviews and observations, and visually examined wire-bent artifacts in Trinidad to develop this grammar. This paper presents the materials, steps and shape rules that begin to synthesize the craft, as well as one design. This study and the resulting grammar have positive implications for design education and practice.

Students’ Perceptions of Humor and Creativity in Project-Organized Groups (pogs) in Engineering Design Education in China

2015 ◽  
Vol 4 (2) ◽  
pp. 162-179 ◽  
Author(s):  
Chunfang Zhou
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Black Box ◽  
Design Practice ◽  
Communication Tool ◽  
Engineering Design Education ◽  
Project Groups ◽  
Design Students ◽  
Education In China ◽  
Learner’S Perspective

This study explores engineering design students’ perceptions of humor in the experiences of creativity development in Project-Organized Groups (pogs). This study links theories including humor, learning, creativity, and engineering design in one framework. Empirically, this study carried out interviews with a total of 13 students in engineering design education at Northeastern University (neu) in China. We found that students think all humorous people are creative, and they welcome humor in project groups; they also regard humor as not only a personality or communication tool, but also the outcome of applying creative ideas in design practice. The students additionally think that humor is mainly used to keep individuals’ harmonious relationship with the group and that humor is the immediate ability to create using language in ongoing communication contexts. These findings are helpful to unpack the black box of humor from a learner’s perspective and contribute to future joint efforts of studies on humor and creativity in engineering design education.

scholarly journals Positive image as a key factor of increasing the enterprise's competitiveness

2020 ◽  
pp. 36-40
Author(s):  
Svitlana FAIZOVA ◽  
Olha FAIZOVA ◽  
Viktoriia HUTSALOVA
Keyword(s):  
Value Creation ◽  
Balanced Scorecard ◽  
Corporate Image ◽  
Corporate Value ◽  
Integral Index ◽  
The Balanced Scorecard ◽  
Positive Image ◽  
A Value ◽  
Future Value

The article is devoted to defining the essence and role of corporate (value) image as a factor of the value-oriented competiti-veness at the enterprise. The relevance of topic is due to growing role of intangible assets, image of the company, in the growth of its market value. Need for further research is connected with the problem of valuation of image. It is also connected with fact that in the highly concentrated basic industries of economy in Ukraine the overwhelming number of enterprises are cost oriented. Purpose of the work is to improve methodology of assessing the image of a value-oriented enterprise based on the concept of Balanced Scorecard - BSC. The system-structural analysis and the method of logical generalization were used to clarify essence and place of image in the structure of intangible assets of the enterprise, factor and economic-mathematical analysis – to form the BSC management panel and to calculate the integral index of corporate image; critical analysis - to compare alternative approaches to form a Balanced Scorecard and role of company image in the implementation of its cost growth strategy. Assessment of the corporate (value) image of a metallurgical value-oriented enterprise is implemented by the normative method of integral evaluation of the investment attractiveness of enterprises and organizations. The Balanced Scorecard - BSC concept, which is emerged as a system of estimation of the cost and efficiency of the enterprise using measuring instruments of material and intangible factors of its value creation, was used as a tool for assessing the corporate (value) image of a metallurgical value-oriented enterprise. The validity of valuing image of a value-oriented enterprise based on the BSC concept is that a positive image of an industrial enterprise produces its future value in the stock market, which allows it to gain an edge over its competitors. The authors have improved the method of estimating the image of a value-oriented enterprise, which, unlike the known ones, involves the calculation of integral index of the corporate image of enterprise on the basis of the Balanced Scorecard. The comprehensive assessment of the indicator takes into account both positive characteristics and reasoning for the choice: significant orientation on expectations of the investment community; the possibility of taking into account contribution of intellectual capital of the enterprise in the creation of its future value; simplicity of calculation and availability of indicator logic perception at all levels of management; the ability to navigate key factors of value creation and value image of the enterprise to lower levels of management. The practical value of the proposed methodology for the assessment of corporate image is to determine the strategy of its adjustment and increase the strategic competitiveness of the enterprise.

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