Supporting Student Learning in Relation to Entrepreneurial Innovation in Self-initiated Industrial Design Major Projects

Walden, RJ; Kokotovich, V

Supporting Student Learning in Relation to Entrepreneurial Innovation in Self-initiated Industrial Design Major Projects

Walden, RJ

Kokotovich, V

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Publisher:: Griffith Institute for Educational Research
Publication Type:: Conference Proceeding
Citation:: 7th Biennial International Conference on Technology Education Research: Explorations of best practice in Technology, design & Engineering Education, 2012, pp. 155 - 164
Issue Date:: 2012-01

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Field	Value	Language
dc.contributor.author	Walden, RJ https://orcid.org/0000-0001-8746-7276	en_US
dc.contributor.author	Kokotovich, V	en_US
dc.contributor.editor	Middleton, H	en_US
dc.date	2012-12-05	en_US
dc.date.issued	2012-01	en_US
dc.identifier.citation	7th Biennial International Conference on Technology Education Research: Explorations of best practice in Technology, design & Engineering Education, 2012, pp. 155 - 164	en_US
dc.identifier.isbn	978-1-921760-95-2	en_US
dc.identifier.uri	http://hdl.handle.net/10453/22574
dc.description.abstract	Often Industrial Design students at the tertiary level, and Design & Technology students at the secondary level, complete a major project in their final year. These projects may be framed as being self-initiated design projects. Due to socio-cultural and technological changes these student projects, are becoming more complex, with greater emphasis on formally conducted research to set justifiable directions in development of innovative solutions that are entrepreneurial in nature. As design educators we are charged with the task of shaping the educational experiences of our students so as to move them closer to those paralleling professional designers. Consequently, we need to draw from models of self-initiated design that occur in professional practice to help develop appropriate strategies for supporting students in the completion of these challenging design projects. A background study investigated self-initiated projects developed by professional industrial designers, identifying particular links between aspects of background knowledge and a set of predominate project factors common in self-initiated design. This paper presents the results of this study suggesting that major projects (that are self-initiated) by university design students in their final year and indeed high school D&T students can be supported by research conducted into self-initiated design processes, as they exist in professional practice.	en_US
dc.publisher	Griffith Institute for Educational Research	en_US
dc.relation.ispartof	7th Biennial International Conference on Technology Education Research: Explorations of best practice in Technology, design & Engineering Education	en_US
dc.relation.ispartof	Technology Education Research Conference	en_US
dc.title	Supporting Student Learning in Relation to Entrepreneurial Innovation in Self-initiated Industrial Design Major Projects	en_US
dc.type	Conference Proceeding
utslib.location	Brisbane	en_US
utslib.location.activity	Crowne Plaza Surfers Paradise, Australia	en_US
utslib.for	1299 Other Built Environment and Design	en_US
dc.location.activity	Crowne Plaza Surfers Paradise, Australia	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	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2012-12-08	en_US
pubs.place-of-publication	Brisbane	en_US
pubs.start-date	2012-12-05	en_US

Abstract:

Often Industrial Design students at the tertiary level, and Design & Technology students at the secondary level, complete a major project in their final year. These projects may be framed as being self-initiated design projects. Due to socio-cultural and technological changes these student projects, are becoming more complex, with greater emphasis on formally conducted research to set justifiable directions in development of innovative solutions that are entrepreneurial in nature. As design educators we are charged with the task of shaping the educational experiences of our students so as to move them closer to those paralleling professional designers. Consequently, we need to draw from models of self-initiated design that occur in professional practice to help develop appropriate strategies for supporting students in the completion of these challenging design projects. A background study investigated self-initiated projects developed by professional industrial designers, identifying particular links between aspects of background knowledge and a set of predominate project factors common in self-initiated design. This paper presents the results of this study suggesting that major projects (that are self-initiated) by university design students in their final year and indeed high school D&T students can be supported by research conducted into self-initiated design processes, as they exist in professional practice.

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http://hdl.handle.net/10453/22574