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Book part
Publication date: 17 May 2018

Rachel Ivy Clarke and Steven Bell

Purpose – As change creates more uncertainty for library practitioners, graduate library education needs to explore how best to prepare students to manage ambiguity…

Abstract

Purpose – As change creates more uncertainty for library practitioners, graduate library education needs to explore how best to prepare students to manage ambiguity through new approaches to identifying and solving challenging problems. We advocate for incorporating design into graduate library education.

Design/Methodology/Approach – First, we discuss the need for a design approach to librarianship. We then introduce the nature of design thinking and philosophy and discuss the ways in which it is already present in librarianship. We review past developments and recent trends with a special focus on the ways in which design thinking, methods, and philosophies are (or are not) incorporated into library and information science (LIS) education.

Findings – We synthesize these findings to propose recommendations and suggestions for an alternative degree program to the traditional Master of Library Science (MLS): the Master of Library Design (MLD). This includes the presentation of a new model of library education that blends design philosophy with traditional library science content.

Originality/Value – This is the first compilation in the library literature to propose the development of a new type of library degree that we refer to as the MLD; hence, it has a high level of originality. While the library literature has examples of practitioners applying design thinking to improve library services, this chapter’s value is that it promotes the integration of design thinking and philosophy more broadly in order to better equip future library professionals for a rapidly changing information landscape.

Details

Re-envisioning the MLS: Perspectives on the Future of Library and Information Science Education
Type: Book
ISBN: 978-1-78754-880-0

Keywords

Book part
Publication date: 8 August 2022

Flor S. Gerardou, Royston Meriton, Anthony Brown, Blanca Viridiana Guizar Moran and Rajinder Bhandal

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in…

Abstract

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

Details

The Emerald Handbook of Challenge Based Learning
Type: Book
ISBN: 978-1-80117-491-6

Keywords

Article
Publication date: 13 September 2013

Lisa Domenica Iulo, Christine Gorby, Ute Poerschke, Loukas Nickolas Kalisperis and Malcolm Woollen

This paper aims to examine how US architectural programs are addressing environmental imperatives through curricular‐based initiatives. It offers a brief overview of how…

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Abstract

Purpose

This paper aims to examine how US architectural programs are addressing environmental imperatives through curricular‐based initiatives. It offers a brief overview of how environmentally conscious design education has evolved and compares curricular approaches to social, aesthetic, and technical sustainability education from six architecture programs considered to be national leaders in sustainability education.

Design/methodology/approach

Views from leading architectural programs on sustainable education were compiled and assessed leading to a curricular study of course and degree offerings.

Findings

It was found that four consistent approaches to undergraduate sustainable design education are being promoted: core value: all course content addresses sustainable design; systems‐focused: support courses fulfill needs for sustainable education; choice: sustainable education is through student selection of courses offerings; and specialization: sustainable education is a specialty endeavor mainly at the graduate level and in concert with centers or institutes. A new “composite” approach to sustainable design education is outlined.

Research limitations/implications

Conclusions about architectural curricula were drawn from the assessment of a limited number of representative programs. The findings demonstrate that a technical‐course based approach from the specialist perspective still dominates most architecture programs.

Practical implications

The paper contributes to discourse on sustainability by examining how leading US architectural programs are currently addressing environmental imperatives through curricular‐based initiatives.

Social implications

This paper concludes that a culturally based approach from a generalist perspective which encompasses systems knowledge and interactions among many disciplines is needed in design education.

Originality/value

Beyond architecture, the findings will be useful to many disciplinary domains considering the transition to a stronger, more fully integrated, environmentally focused curriculum.

Details

International Journal of Sustainability in Higher Education, vol. 14 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 1 June 2015

Sigrid Pauwels, Johan De Walsche and Dra. Lies Declerck

The authors reflect on the academic bachelor and master programs of architecture. From the perspective of higher education policy in Flanders, Belgium, they examine the…

Abstract

The authors reflect on the academic bachelor and master programs of architecture. From the perspective of higher education policy in Flanders, Belgium, they examine the intrinsic challenges of the academic educational setting, and the way architectural education can fit in and benefit from it, without losing its specific design oriented qualities. Therefore, they unravel the process of architectural design research, as a discipline-authentic way of knowledge production, leading to the identification of a number of implicit features of an academic architectural learning environment. The disquisition is based on educational arguments pointed out by literature and theory. Furthermore, the authors analyze whether this learning environment can comply with general standards of external quality assurance and accreditation systems. Doing so, they reveal the Achilles’ heel of architectural education: the incompatibility of the design jury with formalized assessment frameworks. Finally, the authors conclude with an advocacy for academic freedom. To assure the quality of academic architectural programs, it is necessary that universities maintain a critical attitude towards standardized policy frameworks.

Details

Open House International, vol. 40 no. 2
Type: Research Article
ISSN: 0168-2601

Keywords

Content available
Article
Publication date: 14 December 2020

Salih Ceylan, Pınar Şahin, Serengül Seçmen, Melek Elif Somer and Kemal H. Süher

While the COVID-19 outbreak affects all aspects of life in the world, there is also a global impact in the field of education. Within the scope of the measures to control…

2346

Abstract

Purpose

While the COVID-19 outbreak affects all aspects of life in the world, there is also a global impact in the field of education. Within the scope of the measures to control the epidemic, distance education was started shortly after the starting of the spring semester in all primary and secondary schools and universities. In this process, architectural design courses, which are one of the most fundamental courses of architectural education, started to be held in online studios. The purpose of this paper is to investigate the evaluations of architecture students about the online design studio courses carried out during the COVID-19 outbreak.

Design/methodology/approach

This research used a qualitative approach to evaluate the ideas of first, second, third and fourth grade students of architectural design studios in the host university. A questionnaire was directed to students in order to see their opinions about the online design studio education.

Findings

Results shows that students think the most prominent benefit of online studios appears in the use of digital tools. Another important result is that if they are equipped with the necessary tools and given the chance to realize themselves, students can work efficiently even in the distance education process.

Originality/value

This study is important in terms of learning the expectations of students from the online process and to identify important issues that should be considered for the next semesters. In addition, this study will serve as a basis for comparative evaluation of architectural education during and after the epidemic. In this context, the study will shed light on future academic research.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. 15 no. 1
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 9 November 2015

Suna Løwe Nielsen and Pia Stovang

In recent years there has been growing focus on the innovative and profit generating value of design thinking in a businesses. This attention is also reflected in business…

3074

Abstract

Purpose

In recent years there has been growing focus on the innovative and profit generating value of design thinking in a businesses. This attention is also reflected in business education. The basic thesis is that design thinking is particular relavant to entrepreneurship education. The purpose of this paper is to propose a teaching model, named the DesUni model. The model suggests a novel design-oriented approach to entrepreneurship education.

Design/methodology/approach

This paper relies on the interfaces between the literatures on entrepreneurship education and design thinking. From reviewing and synthesizing these literatures new insights are offered into how to develop entrepreneurship education through design thinking.

Findings

The DesUni teaching model offers a significant shift in paradigm changing the traditional didactic assumptions of entrepreneurship education. It involves a change in curriculum, teaching methods, use of knowledge, teaching style, teacher-student relations, culture, habitat and assessment.

Originality/value

The DesUni teaching model offers a unique way to form an entrepreneurship curriculum. This curriculum bridges the discovering of the present with what might be in the future along with that students are collaborating with different stakeholders.

Details

Education + Training, vol. 57 no. 8/9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 16 June 2022

Ayca Nilufer Calikusu, Aysem Berrin Cakmakli and Ipek Gursel Dino

Since architectural design studio education has critical importance on the students' knowledge, skills, and awareness of sustainability, this study presents a point of…

Abstract

Purpose

Since architectural design studio education has critical importance on the students' knowledge, skills, and awareness of sustainability, this study presents a point of view about relations between architectural education and social, economic, environmental sustainability perception of students within the scope of design studios. The primary purpose is to investigate the role of design studio education in the context of sustainability.

Design/methodology/approach

In the study, the Department of Architecture in Middle East Technical University (METU) was selected as a case study. The impact of design studio education on the understanding of sustainability of architecture students was investigated by conducting a survey with students and in depth-interviews with volunteer lecturers. In quantitative research after formulating four hypotheses, the questionnaire was carried out with 237 architecture students from different years. Then by using the thematic analysis method, the qualitative part of the study was conducted with 11 lecturers.

Findings

Findings reveal that the design studio education and theoretical lectures on sustainability are effective in improving students' sustainability understanding.

Originality/value

Architectural education supports the students about comprehensive understanding and knowledge of national and global issues. This article conducted a case study to investigate the impact of the design studio on the perception of sustainability. Data were collected from architecture students and volunteer lecturers of METU between November 2018 and February 2019. The research is original examining the importance of architectural studio education in the development of knowledge, skills, and awareness of sustainability.

Details

Archnet-IJAR: International Journal of Architectural Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2631-6862

Keywords

Article
Publication date: 16 November 2012

Colleen E. Mills

The purpose of this paper is to address the interface between design education and business start‐up in the designer fashion industry (DFI) and provide a new framework for…

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Abstract

Purpose

The purpose of this paper is to address the interface between design education and business start‐up in the designer fashion industry (DFI) and provide a new framework for reflecting on ways to improve design education and graduates’ business start‐up preparedness.

Design/methodology/approach

This interpretive study employed semi‐structured interviews to collect nascent fashion designers’ enterprise development narratives and tertiary educators’ views on how they prepare designers for the challenges of the DFI.

Findings

While design and production skills studied in design education are valuable, it was found that work placements are particularly important resources for aspiring fashion business owners because they provide “education in enterprise” and the sort of social capital required for business success. The research produced a framework for reflecting on and refining the fit between design education and the practice of enterprise development in the DFI that incorporates considerations of the creativity‐business tension and designer's enterprise orientations.

Research limitations/implications

The findings suggest there is a need to create more intersections between fashion design and entrepreneurship education and to incorporate more education for and in enterprise. They also suggest there is value in encouraging students to select design education that fits their enterprise orientation and any skill deficits associated with this orientation.

Originality/value

The paper makes a valuable contribution to both the higher education and entrepreneurship literatures by presenting an original model for conceptualising the way design education can interface with business start‐up to develop industry‐appropriate social capital and sound business practices.

Article
Publication date: 1 June 2007

Şule Taşlı Pektaş

After more than four decades of its beginnings, Computer Aided Architectural Design (CAAD) has already reached a level of maturity in both the education and the…

Abstract

After more than four decades of its beginnings, Computer Aided Architectural Design (CAAD) has already reached a level of maturity in both the education and the profession. There is an ever-growing amount of literature on the subject; however, relatively few studies have taken a systematic approach to analyze CAAD education. Moreover, design institutions often view CAAD merely as a technical issue ignoring socio-cultural and theoretical aspects. In order to alleviate these problems, this paper presents a structured analysis of CAAD education based on Prof. Necdet Teymur's theory of architectural education. Prof. Teymur claims that the components of architectural education should be studied in terms of objectives (why), contents (what), methodology (how) and management (who) along with four different knowledge and disciplinary levels (viewpoints); namely, sociological, ideological, epistemological, and pedagogical. In this paper, current issues of CAAD education are addressed within this framework and several proposals are presented.

Details

Open House International, vol. 32 no. 2
Type: Research Article
ISSN: 0168-2601

Keywords

Book part
Publication date: 4 October 2012

Holly Buckland Parker

Larger numbers of students are entering higher education with more diverse learning needs. While laws are in place to create equal access to education for all…

Abstract

Larger numbers of students are entering higher education with more diverse learning needs. While laws are in place to create equal access to education for all, government-mandated learning supports for students with documented disabilities vary significantly from K-12 education to higher education. Universal Design for Learning (UDL) is a course design framework based on Universal Design in architecture, neuroscience research, and the latest technology, to design learning environments and curriculums that are accessible to all students in every learning environment. This chapter reviews literature on the history of Universal Design concepts, starting with Universal Design in architecture and moving into UDL. A review of the learning preferences of Millennial students, along with the neuroscience of learning and its connection to the principles of UDL, is also included in the literature review. This chapter also includes a section on Dr. Buckland Parker's study which documents four faculty members who chose to work with a small team of faculty development specialists to redesign their large enrollment courses using the principles of Universal Design for Learning.

Details

Transforming Learning Environments: Strategies to Shape the Next Generation
Type: Book
ISBN: 978-1-78190-015-4

Keywords

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