Academic Design: Towards a definition in a product design context

Walden, R; Koskinen, IK

Academic Design: Towards a definition in a product design context

Walden, R

Koskinen, IK

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Publisher:: APO
Publication Type:: Conference Proceeding
Citation:: Fostering design-led innovation capabilities, 2019, pp. 107 - 114
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Walden, R https://orcid.org/0000-0001-8746-7276	en_US
dc.contributor.author	Koskinen, IK	en_US
dc.date	2018-12-05	en_US
dc.date.available	2018-12-01	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Fostering design-led innovation capabilities, 2019, pp. 107 - 114	en_US
dc.identifier.isbn	978-0-6480892-3-0	en_US
dc.identifier.uri	http://hdl.handle.net/10453/131040
dc.description.abstract	The TU/e 2013 inaugural lecture by Kees Dorst presents the formation of Academic Design as an emerging, new practice that differs from design practice and traditional research practice – a form of design that ‘sits between the field of design practice / problem solving (in the real world) and the field of academic discussion’. Building on his definition, this paper attempts to develop a further definition of the term by studying Academic Design practice at the University of Technology Sydney, which launched its new Integrated Product Design, Honours Course in the School of Design, in 2016. The course has been designed by academics in the Integrated Product Design Program to facilitate self-initiated product design projects with the key objective of setting knowledge directives and applying theoretical frameworks through Constructive Design Research. A case study of a capstone project completed for the Degree is articulated through an operational framework that makes relevant, the role of hypothesis-making and motivational contexts in Constructive Design Research. Further, the presence of the key features of Academic Design demonstrated in the case study, are able to be located and described in terms of this operational framework and other research that explicates certain forms of Constructive Design Research practice, thereby enabling us to move closer toward defining Academic Design. Significantly, the course may represent a workable structure for the conduct of Academic Design in (advanced-level) product design education, and as such, could be extended, through further research, to define Academic Design in other product design contexts.	en_US
dc.publisher	APO	en_US
dc.relation.ispartof	Fostering design-led innovation capabilities	en_US
dc.relation.ispartof	Design and Technology Teachers Association Research Conference	en_US
dc.title	Academic Design: Towards a definition in a product design context	en_US
dc.type	Conference Proceeding
utslib.location	Australia	en_US
utslib.location.activity	Swinburne University of Technology, Melbourne	en_US
utslib.for	1203 Design Practice and Management	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.finish-date	2018-12-08	en_US
pubs.place-of-publication	Australia	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2018-12-05	en_US

Abstract:

The TU/e 2013 inaugural lecture by Kees Dorst presents the formation of Academic Design as an emerging, new practice that differs from design practice and traditional research practice – a form of design that ‘sits between the field of design practice / problem solving (in the real world) and the field of academic discussion’. Building on his definition, this paper attempts to develop a further definition of the term by studying Academic Design practice at the University of Technology Sydney, which launched its new Integrated Product Design, Honours Course in the School of Design, in 2016. The course has been designed by academics in the Integrated Product Design Program to facilitate self-initiated product design projects with the key objective of setting knowledge directives and applying theoretical frameworks through Constructive Design Research. A case study of a capstone project completed for the Degree is articulated through an operational framework that makes relevant, the role of hypothesis-making and motivational contexts in Constructive Design Research. Further, the presence of the key features of Academic Design demonstrated in the case study, are able to be located and described in terms of this operational framework and other research that explicates certain forms of Constructive Design Research practice, thereby enabling us to move closer toward defining Academic Design. Significantly, the course may represent a workable structure for the conduct of Academic Design in (advanced-level) product design education, and as such, could be extended, through further research, to define Academic Design in other product design contexts.

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http://hdl.handle.net/10453/131040