Skip to content
1981

oa Developing Twenty-First-Century Design Professionals through Impactful Curricula

image of Developing Twenty-First-Century Design Professionals through Impactful Curricula
file format pdf download PDF

There has been a systemic shift in contemporary design professions, with the concomitant need for placing the requisite 21st century skills and capabilities for such professions at the forefront of curriculum design. This chapter describes the development of a new Bachelor of Design curriculum which, drawing on internal and external stakeholder needs and sound educational precepts, includes a suite of transdisciplinary Impact Lab units, titled Place, People, Planet and Purpose. Alongside specialisation in one of seven disciplines, labs form a compulsory part of the curriculum - discrete yet linked units of study scaffolded across the program and designed to engender transdisciplinarity in authentic design contexts. Whilst the charter for the Labs is robust, the challenges of delivering such units are also outlined. A clear case is made for links between transdisciplinarity and ‘impact’ in the curriculum within a future-focused narrative of ethical, responsible and transformational design for positive global change.

Keywords: 21st Century skills ; design curriculum ; future-focus ; impact ; transdisciplinary curricula

Loading full text...

Full text loading...

/deliver/fulltext/9781789388671/9781789387872-c02.html?itemId=/content/books/9781789388671.c02&mimeType=html&fmt=ahah
Developing Twenty-First-Century Design Professionals through Impactful Curricula
Intellect , 42 (2023); https://doi.org/10.1386/9781789388671_3
/content/books/9781789388671.c02
/content/books/9781789388671.c02
Loading

Data & Media loading...

References

  1. Australian Research Council ( 2021), ‘Research impact principles and framework’, https://www.arc.gov.au/policies-strategies/strategy/research-impact-principles-framework. Accessed 26 February 2021.
  2. Barnett, Ronald,, and Coate, Kelly. ( 2005), Engaging the Curriculum in Higher Education, Berkshire:: McGraw-Hill Education;.62
     [Google Scholar]
  3. Booth, Alan,, McLean, Monica,, and Walker, Melanie. ( 2009;), ‘ Self, others and society: A case study of university integrative learning. ’, Studies in Higher Education, 34:8, pp. 929–39, https://doi.org/10.1080/03075070902773818.
     [Google Scholar]
  4. Bridgstock, Ruth. ( 2013;), ‘ Professional capabilities for twenty-first century creative careers: Lessons from outstandingly successful Australian artists and designers. ’, International Journal of Art & Design Education, 32:2, pp. 176–89.
     [Google Scholar]
  5. Brophy, Claire,, Meth, Deanna,, Finger, Melanie,, and Brough, Dean. ( 2023), ‘ Socially responsive design education: Emerging designers and authentic transdisciplinary collaborations. ’, in M.J. Lehtonen,, T. Kauppinen,, and L. Sivula. (eds), Design Education Across Disciplines, Cham:: Palgrave Macmillan;, pp. 33–53, https://doi.org/10.1007/978-3-031-23152-0_3.
     [Google Scholar]
  6. Escobar, Arturo. ( 2018), Design for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds, London:: Duke University Press;.
     [Google Scholar]
  7. Fitzgerald, Rachel,, Huijser, Henk,, Meth, Deanna,, and Neilan, Kellene. ( 2019;), ‘ Student–staff partnerships in academic development: The course design studio as a model for sustainable coursewide impact. ’, International Journal for Academic Development, 25:2, pp. 134–46, https://doi.org/10.1080/1360144X.2019.1631170.
     [Google Scholar]
  8. Foundation for Young Australians (FYA) ( 2015), The New Work Order: Ensuring Young Australians Have Skills and Experience for the Jobs of the Future, Not the Past, New Work Order Research Series;, August, https://www.fya.org.au/our-research-2/#report-downloads. Accessed 13 August 2021.
     [Google Scholar]
  9. Friedman, Ken. ( 2012;), ‘ Models of design: Envisioning a future design education. ’, Visible Language, 46:1&2, pp. 132–53.
     [Google Scholar]
  10. Fry, Tony. ( 2009), Design Futuring: Sustainability, Ethics and New Practice, Sydney:: University of New South Wales Press;.
     [Google Scholar]
  11. Hearn, Marg. ( 2011;), ‘ The power of transdisciplinary design. ’, Discussion Article, 7 September, https://architectureau.com/articles/essay-transdisciplinary-design/. Accessed 6 May 2022.
     [Google Scholar]
  12. ILO (International Labour Office) ( 2011), A Skilled Workforce for Strong, Sustainable and Balanced Growth: A G20 Training Strategy, Geneva:: International Labour Organization;, https://www.oecd.org/g20/summits/toronto/G20-Skills-Strategy.pdf. Accessed 23 May 2021.
     [Google Scholar]
  13. Jensenius, Alexander R.. ( 2012), ‘Disciplinarities: Intra, cross, multi, inter, trans’, http://www.arj.no/2012/03/12/disciplinarities-2/. Accessed 19 February 2021.
  14. Kaufman, Douglas,, Moss, David M.,, and Osborn, Terry A.. ( 2008), ‘ In praise of complexity: Moving interdisciplinary assessment in education from theory to practice. ’, in D. M. Moss,, T. A. Osborn,, and D. Kaufman. (eds), Interdisciplinary Education in the Age of Assessment, New York:: Routledge;, https://doi-org.ezp01.library.qut.edu.au/10.4324/9780203929445.
     [Google Scholar]
  15. Kolko, Jon. ( 2012), Wicked Problems: Problems Worth Solving, Austin:: Austin Center for Design;.
     [Google Scholar]
  16. Macdonald, Iain,, and MacLeod, Myrna. ( 2018;), ‘ Design education without borders: How students can engage with a socially conscious pedagogy as global citizens. ’, International Journal of Art & Design Education, 37:2, pp. 312–24.63
     [Google Scholar]
  17. Mackh, Bruce M.. ( 2018), Higher Education by Design: Best Practices for Curricular Planning And Instruction, New York:: Routledge;.
     [Google Scholar]
  18. Mateus-Berr, Ruth,, and Reitstätter, Luise. (eds) ( 2017), Art and Design Education in Times of Change, Boston:: De Gruyter;, https://doi-org.ezp01.library.qut.edu.au/10.1515/9783110528329.
     [Google Scholar]
  19. McGregor, Sue. L. T.. ( 2017), ‘ Transdisciplinary pedagogy in higher education: Transdisciplinary learning, learning cycles and habits of minds. ’, in P. Gibbs. (ed.), Transdisciplinary Higher Education: A Theoretical Basis Revealed in Practice, Cham:: Springer;, pp. 3–16.
     [Google Scholar]
  20. Meth, Deanna. ( 2018), ‘ All-singing, all-dancing experiences? Interrogating the discourse of transformation in undergraduate education. ’, in D. Wache, and D. Houston. (eds), Proceedings of Research and Development in Higher Education: (Re)Valuing Higher Education, vol. 41, Adelaide, 2–5 July 2018, London:: Higher Education Research and Development Society of Australasia;, pp. 151–61.
     [Google Scholar]
  21. Meth, Deanna,, Brophy, Claire,, and Thomson, Sheona. ( 2023), ‘A slippery cousin to ‘development’? The concept of “impact” in teaching sustainability in design education’, Teaching in Higher Education, https://doi.org/10.1080/13562517.2023.2198638.
  22. Meth, Deanna,, Finger, Melanie,, and Brough, Dean. ( 2020), ‘ The graduate professional portfolio as “synergy tool”: Navigating the complex role of portfolios in future-focused design education. ’, in S. Boess,, M. Cheung, and R. Cain. (eds), Proceedings of DRS2020: Synergy, vol. 4, Brisbane, 11–14 August 2020, London:: Design Research Society;, pp. 1803–16, https://doi.org/10.21606/drs.2020.317.
     [Google Scholar]
  23. Meth, Deanna,, Russell, Holly R.,, Fitzgerald, Rachel,, and Huijser, Henk. ( 2020), ‘ Enabling scholarship of teaching and learning activities across a curriculum design framework: A lever for faculty engagement. ’, in R. Plews, and M. Amos. (eds), Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), Hershey:: IGI Global;, pp. 347–64, https://doi.org/10.4018/978-1-7998-2212-7.ch018.
     [Google Scholar]
  24. Meth, Deanna,, Thomson, Sheona,, and Brough, Dean. ( 2021), ‘ Design curricula: Navigating process and people. ’, in A. Blackler, and E. Miller. (eds), How to Be a Design Academic, Boca Raton:: CRC Press;, pp. 245–68.
     [Google Scholar]
  25. Millar, Victoria. ( 2016;), ‘ Interdisciplinary curriculum reform in the changing university. ’, Teaching in Higher Education, 21:4, pp. 471–83, https://doi.org/10.1080/13562517.2016.1155549.
     [Google Scholar]
  26. Molesworth, Mike,, Scullion, Richard,, and Nixon, Elizabeth. (eds) ( 2011), The Marketisation of Higher Education and the Student as Consumer, London, New York:: Routledge;.
     [Google Scholar]
  27. Moss, David M.,, Osborn, Terry A.,, and Kaufman, Douglas. (eds) ( 2008), Interdisciplinary Education in the Age of Assessment, New York:: Routledge;, https://doi-org.ezp01.library.qut.edu.au/10.4324/9780203929445.
     [Google Scholar]
  28. Noel, Lesley-Ann. ( 2017), ‘ Imperatives for design education in places other than Europe or North America!. ’, in R. Mateus-Berr, and L. Reitstätter. (eds), Art and Design Education in Times of Change, Boston:: De Gruyter;, pp. 141–46, https://doi-org.ezp01.library.qut.edu.au/10.1515/9783110528329-023.64
     [Google Scholar]
  29. Norman, Don. ( 2010), ‘Why design education must change’, Core 77, 26 November, https://www.core77.com/posts/17993/why-design-education-must-change-17993. Accessed 30 May 2021.
  30. Parker, Jenneth. ( 2010;), ‘ Competencies for interdisciplinarity in higher education. ’, International Journal of Sustainability in Higher Education, 11:4, pp. 325–38, https://doi.org/10.1108/14676371011077559.
     [Google Scholar]
  31. QUT (Queensland University of Technology) ( 2019), ‘Blueprint 6’, https://digitalcollections.qut.edu.au/5669/. Accessed 23 May 2021.
  32. Rogers, Amanda,, Bear, Christopher,, Hunt, Mia,, Mills, Sarah,, and Sandover, Rebecca. ( 2014;), ‘ Intervention: The impact agenda and human geography in UK higher education. ’, ACME: An International Journal for Critical Geographies, 13:1, pp. 1–9.
     [Google Scholar]
  33. Rhea, Zane Ma,, and Russell, Lynette. ( 2012;), ‘ The invisible hand of pedagogy in Australian Indigenous studies and Indigenous education. ’, The Australian Journal of Indigenous Education, 41:1, pp. 18–25, https://doi.org/10.1017/jie.2012.4.
     [Google Scholar]
  34. Russell, A. Wendy,, Dolnicar, Sara,, and Ayoub, Marina. ( 2008;), ‘ Double degrees: double the trouble or twice the return?. ’, Higher Education, 55, pp. 575–91, https://doi.org/10.1007/s10734-007-9076-2.
     [Google Scholar]
  35. SOS-UK (n.d.), ‘Students organising for sustainability United Kingdom’, https://www.sos-uk.org/research. Accessed 12 June 2021.
  36. Tannock, Stuart. ( 2017;), ‘ No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. ’, Studies in Higher Education, 42:8, pp. 1345–57, https://doi.org/10.1080/03075079.2015.1092131.
     [Google Scholar]
  37. THE (Times Higher Education) ( 2021), ‘Impact Rankings 2021: methodology’, https://www.timeshighereducation.com/world-university-rankings/impact-rankings-2021-methodology. Accessed 14 April 2021.
  38. Thomson, Sheona,, and Scott, Andrew. ( 2021), ‘ Watch this … using video and blended learning. ’, in A. Blackler, and E. Miller. (eds), How to Be a Design Academic, Boca Raton:: CRC Press;, pp. 135–52.
     [Google Scholar]
  39. UN SDGs (United Nations Sustainable Development Goals), https://www.un.org/sustainabledevelopment/sustainable-development-goals/. Accessed 13 August 2021.

References

  1. Australian Research Council ( 2021), ‘Research impact principles and framework’, https://www.arc.gov.au/policies-strategies/strategy/research-impact-principles-framework. Accessed 26 February 2021.
  2. Barnett, Ronald,, and Coate, Kelly. ( 2005), Engaging the Curriculum in Higher Education, Berkshire:: McGraw-Hill Education;.62
     [Google Scholar]
  3. Booth, Alan,, McLean, Monica,, and Walker, Melanie. ( 2009;), ‘ Self, others and society: A case study of university integrative learning. ’, Studies in Higher Education, 34:8, pp. 929–39, https://doi.org/10.1080/03075070902773818.
     [Google Scholar]
  4. Bridgstock, Ruth. ( 2013;), ‘ Professional capabilities for twenty-first century creative careers: Lessons from outstandingly successful Australian artists and designers. ’, International Journal of Art & Design Education, 32:2, pp. 176–89.
     [Google Scholar]
  5. Brophy, Claire,, Meth, Deanna,, Finger, Melanie,, and Brough, Dean. ( 2023), ‘ Socially responsive design education: Emerging designers and authentic transdisciplinary collaborations. ’, in M.J. Lehtonen,, T. Kauppinen,, and L. Sivula. (eds), Design Education Across Disciplines, Cham:: Palgrave Macmillan;, pp. 33–53, https://doi.org/10.1007/978-3-031-23152-0_3.
     [Google Scholar]
  6. Escobar, Arturo. ( 2018), Design for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds, London:: Duke University Press;.
     [Google Scholar]
  7. Fitzgerald, Rachel,, Huijser, Henk,, Meth, Deanna,, and Neilan, Kellene. ( 2019;), ‘ Student–staff partnerships in academic development: The course design studio as a model for sustainable coursewide impact. ’, International Journal for Academic Development, 25:2, pp. 134–46, https://doi.org/10.1080/1360144X.2019.1631170.
     [Google Scholar]
  8. Foundation for Young Australians (FYA) ( 2015), The New Work Order: Ensuring Young Australians Have Skills and Experience for the Jobs of the Future, Not the Past, New Work Order Research Series;, August, https://www.fya.org.au/our-research-2/#report-downloads. Accessed 13 August 2021.
     [Google Scholar]
  9. Friedman, Ken. ( 2012;), ‘ Models of design: Envisioning a future design education. ’, Visible Language, 46:1&2, pp. 132–53.
     [Google Scholar]
  10. Fry, Tony. ( 2009), Design Futuring: Sustainability, Ethics and New Practice, Sydney:: University of New South Wales Press;.
     [Google Scholar]
  11. Hearn, Marg. ( 2011;), ‘ The power of transdisciplinary design. ’, Discussion Article, 7 September, https://architectureau.com/articles/essay-transdisciplinary-design/. Accessed 6 May 2022.
     [Google Scholar]
  12. ILO (International Labour Office) ( 2011), A Skilled Workforce for Strong, Sustainable and Balanced Growth: A G20 Training Strategy, Geneva:: International Labour Organization;, https://www.oecd.org/g20/summits/toronto/G20-Skills-Strategy.pdf. Accessed 23 May 2021.
     [Google Scholar]
  13. Jensenius, Alexander R.. ( 2012), ‘Disciplinarities: Intra, cross, multi, inter, trans’, http://www.arj.no/2012/03/12/disciplinarities-2/. Accessed 19 February 2021.
  14. Kaufman, Douglas,, Moss, David M.,, and Osborn, Terry A.. ( 2008), ‘ In praise of complexity: Moving interdisciplinary assessment in education from theory to practice. ’, in D. M. Moss,, T. A. Osborn,, and D. Kaufman. (eds), Interdisciplinary Education in the Age of Assessment, New York:: Routledge;, https://doi-org.ezp01.library.qut.edu.au/10.4324/9780203929445.
     [Google Scholar]
  15. Kolko, Jon. ( 2012), Wicked Problems: Problems Worth Solving, Austin:: Austin Center for Design;.
     [Google Scholar]
  16. Macdonald, Iain,, and MacLeod, Myrna. ( 2018;), ‘ Design education without borders: How students can engage with a socially conscious pedagogy as global citizens. ’, International Journal of Art & Design Education, 37:2, pp. 312–24.63
     [Google Scholar]
  17. Mackh, Bruce M.. ( 2018), Higher Education by Design: Best Practices for Curricular Planning And Instruction, New York:: Routledge;.
     [Google Scholar]
  18. Mateus-Berr, Ruth,, and Reitstätter, Luise. (eds) ( 2017), Art and Design Education in Times of Change, Boston:: De Gruyter;, https://doi-org.ezp01.library.qut.edu.au/10.1515/9783110528329.
     [Google Scholar]
  19. McGregor, Sue. L. T.. ( 2017), ‘ Transdisciplinary pedagogy in higher education: Transdisciplinary learning, learning cycles and habits of minds. ’, in P. Gibbs. (ed.), Transdisciplinary Higher Education: A Theoretical Basis Revealed in Practice, Cham:: Springer;, pp. 3–16.
     [Google Scholar]
  20. Meth, Deanna. ( 2018), ‘ All-singing, all-dancing experiences? Interrogating the discourse of transformation in undergraduate education. ’, in D. Wache, and D. Houston. (eds), Proceedings of Research and Development in Higher Education: (Re)Valuing Higher Education, vol. 41, Adelaide, 2–5 July 2018, London:: Higher Education Research and Development Society of Australasia;, pp. 151–61.
     [Google Scholar]
  21. Meth, Deanna,, Brophy, Claire,, and Thomson, Sheona. ( 2023), ‘A slippery cousin to ‘development’? The concept of “impact” in teaching sustainability in design education’, Teaching in Higher Education, https://doi.org/10.1080/13562517.2023.2198638.
  22. Meth, Deanna,, Finger, Melanie,, and Brough, Dean. ( 2020), ‘ The graduate professional portfolio as “synergy tool”: Navigating the complex role of portfolios in future-focused design education. ’, in S. Boess,, M. Cheung, and R. Cain. (eds), Proceedings of DRS2020: Synergy, vol. 4, Brisbane, 11–14 August 2020, London:: Design Research Society;, pp. 1803–16, https://doi.org/10.21606/drs.2020.317.
     [Google Scholar]
  23. Meth, Deanna,, Russell, Holly R.,, Fitzgerald, Rachel,, and Huijser, Henk. ( 2020), ‘ Enabling scholarship of teaching and learning activities across a curriculum design framework: A lever for faculty engagement. ’, in R. Plews, and M. Amos. (eds), Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL), Hershey:: IGI Global;, pp. 347–64, https://doi.org/10.4018/978-1-7998-2212-7.ch018.
     [Google Scholar]
  24. Meth, Deanna,, Thomson, Sheona,, and Brough, Dean. ( 2021), ‘ Design curricula: Navigating process and people. ’, in A. Blackler, and E. Miller. (eds), How to Be a Design Academic, Boca Raton:: CRC Press;, pp. 245–68.
     [Google Scholar]
  25. Millar, Victoria. ( 2016;), ‘ Interdisciplinary curriculum reform in the changing university. ’, Teaching in Higher Education, 21:4, pp. 471–83, https://doi.org/10.1080/13562517.2016.1155549.
     [Google Scholar]
  26. Molesworth, Mike,, Scullion, Richard,, and Nixon, Elizabeth. (eds) ( 2011), The Marketisation of Higher Education and the Student as Consumer, London, New York:: Routledge;.
     [Google Scholar]
  27. Moss, David M.,, Osborn, Terry A.,, and Kaufman, Douglas. (eds) ( 2008), Interdisciplinary Education in the Age of Assessment, New York:: Routledge;, https://doi-org.ezp01.library.qut.edu.au/10.4324/9780203929445.
     [Google Scholar]
  28. Noel, Lesley-Ann. ( 2017), ‘ Imperatives for design education in places other than Europe or North America!. ’, in R. Mateus-Berr, and L. Reitstätter. (eds), Art and Design Education in Times of Change, Boston:: De Gruyter;, pp. 141–46, https://doi-org.ezp01.library.qut.edu.au/10.1515/9783110528329-023.64
     [Google Scholar]
  29. Norman, Don. ( 2010), ‘Why design education must change’, Core 77, 26 November, https://www.core77.com/posts/17993/why-design-education-must-change-17993. Accessed 30 May 2021.
  30. Parker, Jenneth. ( 2010;), ‘ Competencies for interdisciplinarity in higher education. ’, International Journal of Sustainability in Higher Education, 11:4, pp. 325–38, https://doi.org/10.1108/14676371011077559.
     [Google Scholar]
  31. QUT (Queensland University of Technology) ( 2019), ‘Blueprint 6’, https://digitalcollections.qut.edu.au/5669/. Accessed 23 May 2021.
  32. Rogers, Amanda,, Bear, Christopher,, Hunt, Mia,, Mills, Sarah,, and Sandover, Rebecca. ( 2014;), ‘ Intervention: The impact agenda and human geography in UK higher education. ’, ACME: An International Journal for Critical Geographies, 13:1, pp. 1–9.
     [Google Scholar]
  33. Rhea, Zane Ma,, and Russell, Lynette. ( 2012;), ‘ The invisible hand of pedagogy in Australian Indigenous studies and Indigenous education. ’, The Australian Journal of Indigenous Education, 41:1, pp. 18–25, https://doi.org/10.1017/jie.2012.4.
     [Google Scholar]
  34. Russell, A. Wendy,, Dolnicar, Sara,, and Ayoub, Marina. ( 2008;), ‘ Double degrees: double the trouble or twice the return?. ’, Higher Education, 55, pp. 575–91, https://doi.org/10.1007/s10734-007-9076-2.
     [Google Scholar]
  35. SOS-UK (n.d.), ‘Students organising for sustainability United Kingdom’, https://www.sos-uk.org/research. Accessed 12 June 2021.
  36. Tannock, Stuart. ( 2017;), ‘ No grades in higher education now! Revisiting the place of graded assessment in the reimagination of the public university. ’, Studies in Higher Education, 42:8, pp. 1345–57, https://doi.org/10.1080/03075079.2015.1092131.
     [Google Scholar]
  37. THE (Times Higher Education) ( 2021), ‘Impact Rankings 2021: methodology’, https://www.timeshighereducation.com/world-university-rankings/impact-rankings-2021-methodology. Accessed 14 April 2021.
  38. Thomson, Sheona,, and Scott, Andrew. ( 2021), ‘ Watch this … using video and blended learning. ’, in A. Blackler, and E. Miller. (eds), How to Be a Design Academic, Boca Raton:: CRC Press;, pp. 135–52.
     [Google Scholar]
  39. UN SDGs (United Nations Sustainable Development Goals), https://www.un.org/sustainabledevelopment/sustainable-development-goals/. Accessed 13 August 2021.

  • From This Site

    /content/books/9781789388671.c02
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
/content/books/9781789388671.c02
dcterms_title,dcterms_subject,pub_keyword
-contentType:Contributor -contentType:Concept -contentType:Institution
10
5
Chapter
content/books/9781789388671
Book
false
en
Loading
This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test