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Discusses a report by Hann and Williams from Coventry Polytechnic Department of Industrial Design. The aim of the report was to assess the problems facing a male‐oriented course, when attempting to attract female applicants. The research took the form of two questionnaires – one questioned girls in schools, the other questioned women who had studied or who were currently studying industrial design, and showed that many factors contribute to the non‐participation of women in industrial design, specifically automotive design. Perceptions of course titles were an important factor. The research concluded that women express little interest in car design, preferring to design domestic consumer products. However, women expressed interest in the management of design projects. Concludes that there is an important role for women in transport design.

The purpose of this paper is to examine the integration of Okala curriculum into Interior Design coursework. Okala, as a teaching package, is utilized extensively in industrial design education. However, this study examines the expansion and insertion of Okala modules in an existing interior design curriculum. The Okala modules included were: broad ecological information, eco‐design history, and strategies and processes for ecological design implementation. To interpret if the integration was effective, an online survey was developed and distributed to students enrolled in the course.

The survey was administered at the end of the spring 2009 semester. To evaluate the effectiveness of Okala modules and the perceived perceptions of the students' awareness toward the environment – ecologically, economically and sustainably – the researchers used the New Ecological Paradigm (NEP) questionnaire. Developed by Dunlap and Van Liere in 1978, the NEP has been a reliable instrument in several previous studies, has measured other populations' attitudes toward the environment, and correlates well with the intent of researching Okala modules.

The key findings suggest that the incorporation of Okala modules: heightened students' confidence that humans' ability to produce environmentally‐friendly technologies will not allow for environmental collapse; equalized students' feelings about humans' and nature's rights; and did not change students' perception about Earth's capabilities and limits. Overall, the study had successfully determined students' environmental feelings prior to and after course instruction.

This paper exposes the importance of integrating sustainable development and interdisciplinary coursework into the content of a curriculum‐required course.

The paper aims to contribute to the Circular Economy debate from the Entrepreneurship Education perspective. Despite scholars' growing interest in both these research streams, scarce consideration is given to the comprehension of their mutual implications and meaning.

The paper is based on a cross-case analysis. It compares 16 higher education programmes launched by Universities in Europe aimed to create competences and skills for Circular Economy in students with different profiles. The analysis provides a critical view of the emerging trends for the entrepreneurship education skills and competencies needed for the emerging circular entrepreneurship paradigm.

The paper discusses the main trends of Entrepreneurship Education focused on Circular Economy debate at the European level: rationale and learning objectives (why); contents (what), target students and stakeholders (who) and the learning processes (how). Four thematic areas are identified as common patterns: circular economy business model, green supply chain management, technology entrepreneurship and innovation and public policies and institutional frameworks.

The paper sheds new light on a still under-researched area, suggesting several implications and avenues for future research in Circular Economy and Entrepreneurship Education. Limitations regard the need to analyse education programmes from a larger geographical area, to take into consideration interesting experiences in the rest of the world and to also collect quantitative data.

Practical implications arise for the development of learning initiatives for the Circular Economy: learning objectives and new thematic areas focused on circular, sustainable and innovative rethinking of the process for creating value in the incumbent companies; exploring meaning and benefits of collaborative approaches and participation in the circular economy innovation ecosystem and developing advanced models for soft-skills development in terms of leadership, motivational and creative skills.

The debate on CE can also be rooted in the paradigm of entrepreneurship as a core process to advance knowledge on valuable and sustainable innovation.

The purpose of this study is to examine the perceptions and attitudes of arts and design faculty on teaching sustainability in higher education institutions in the USA.

Arts and design faculty from nine universities in the USA were approached for the study, using both closed and open-ended questions in a survey instrument. Descriptive statistics and content analysis were used to analyze the collected data.

Results related to arts and design faculty’s perception of sustainability showed high confidence in teaching sustainability but lower confidence in inspiring students to take action on sustainability issues. Faculty also perceived time, resources, knowledge and support as barriers to the integration of the topic into the curriculum. This study revealed that the faculty’s attitude toward sustainability demonstrated their recognition that sustainability should be at the core of their discipline and that they support its integration into courses.

This study is limited to arts and design faculty in higher education institutions in the USA. The results may not be generalizable to other fields or locations. In addition, the use of self-reported data may be subject to bias.

The findings of this study can inform the development of curriculum and pedagogy in arts and design sustainability education. It can also guide institutions in addressing the challenges and barriers related to incorporating sustainability into their curriculum.

Prioritizing sustainability education is crucial in addressing global climate change and related issues. Art and design educators’ perspectives on teaching sustainability can contribute to constructing a sustainable future for everyone.

This study provides insight into the perception and attitude of sustainability among arts and design faculty in higher education in the USA and highlights areas for improvement such as training and resources to better integrate sustainability into the curriculum.

EVERY reader who ever served in the forces of the Crown will know that charge those footsloggers were convinced was the Sergeant's delight: Dumb Insolence. This was brought against a man who failed to reply when spoken to. (We must admit that if you did answer, he might find another charge or at least bellow at you “SHUT UP!”.)

Introduction In many countries, including the UK, the “importance of design” is being cited with increasing frequency in the context of industrial activity and of national and international economic performance. Previously, concern about design among economists, industrialists and politicians had been dormant, since interest in the design aspects of manufactured goods reached a peak during the second half of the last century. In recent years, many governments have been preoccupied with the exploitation of technological innovation as a means of achieving marketing eminence and economic success. Similarly, much time and effort has been focused on improving manufacturing capability, restructuring working practices, protecting (or deregulating) markets, and developing new financial structures. At the level of the firm, these attitudes and approaches have been closely mirrored; it is only in the last year or two that it has become common for companies to make explicit reference to design. Phrases such as “better by design” and “design for living” give an indication of what may be a new emphasis in some companies. Whilst a few companies have paid consistent attention to design in the past — not only of the product or service, but of the environment as well — the majority have not. This is particularly marked in the UK and is closely reflected by the structures of senior management that are found in companies. Boardrooms are manned by directors of finance, marketing and operations; there is a universal absence of professional concern for the management and use of design resources.

The purpose of this research is to determine a comprehensive coursework for teaching quality management in the universities of developing countries i.e. Pakistan pertinent to the construction industry. Additionally, a framework was also developed based on the results.

Factors and course contents of quality management are extracted through a content analysis of the published literature. Further, a questionnaire survey is conducted involving 150 professionals to assess the requirements of the industry and academic professionals of the construction industry for effective quality management. Finally, for getting a more objective perspective, using quality function deployment (QFD) matrix a framework is developed.

The results show the level of importance of each design requirement. We can identify the design requirements through which we can fulfill the needs and demands of the stakeholders. Contents like benchmarking, supply chain management, six sigma and other data analysis methods, costing and auditing of quality, customer satisfaction analysis, TQM: theory and practices and ISO certification processes and procedures should be included in any course program related to quality management pertinent to the construction industry. Along with these contents, workshops and seminars must be arranged to address the user requirement for increased leadership and communication skills.

There is a lack of literature available on course content for quality management in the universities for the construction sector, therefore, a huge scope of future research in the field of quality management in the construction industry needs to be investigated. This research highlights the most significant quality management factors and course contents as per the requirement of industry professionals. Therefore, this study adds to the existing body of knowledge by developing a robust framework that will help decision-makers and top management to develop constructive quality management course work at university level that will help in producing qualified and trained quality professionals to the construction industry.

This study aims to explore ways of developing, implementing and validating a new framework and criteria for self-evaluation of programme curricula, with specific reference to the quality assurance certification process in a particular case.

The framework is developed using a case study research methodology and implemented based on criteria extraction through the triangulation of indicators achieved from internal goals and external directives.

The findings reveal that this is an improvement-led framework that can be adapted to other contexts during the quality assurance processes to facilitate periodical programme evaluations with a focus on the curriculum.

The proposed practical tool is developed for the programme evaluation process with a curricular focus during the quality assurance certification process of an interior architectural programme while enlightening the processes for the periodical self-evaluations of other institutions. The framework depends on both institution-specific internal and external directives and fulfilling curriculum-related criteria of the European Standards and Guidelines for Quality Assurance.

Within quality assurance processes, despite external quality assurance mechanisms, there is a shortage of self-evaluation tools for internal quality assurance procedures, which allow the dissociation of programme-specific qualities. The proposed framework is developed as an example of a self-tailored internal quality assurance tool and process for educational institutions to reveal their unique qualities.

To investigate the potential to employ tactile form‐shaping as a prerequisite to the production of physical industrial design models by rapid prototyping.

Using a haptic feedback device to allow the designer to “feel” 3D virtual geometry as part of the evaluation and sculpting process. To maintain a close association with professional practice, this was undertaken as part of a product design case study in which a haptic feedback/rapid prototyping strategy was compared and contrasted with the more traditional workshop‐based shaping of Styrofoam by hand.

The use of a haptic feedback device facilitated the production of rapid prototype components that had been defined through feel and sculpting, albeit prior to the build process. Despite shortcomings in the ability to replicate activities undertaken in a workshop environment, other creative opportunities emerged that could not have effectively been produced using any other methods.

Whilst based on generic industrial design methods, the findings are drawn from only one case study.

A useful evaluation for those wishing to undertake further research into haptic feedback modelling or employ such a system during professional practice.

The study moves forward the debate into the merits and application of virtual and physical modelling techniques and provides useful case study evidence of direct comparison.

This paper aims to focus on interactions between old and new cultural influences, investigating consumer preferences for a new type of product – the mobile phone – by looking at the cultural and socio‐economic factors that affect these preferences.

A total of 22 Russian experts in design and marketing were interviewed in the spring of 2005. The paper takes the viewpoint of Western firms interested in Russian (mobile phone) markets.

The study shows that the general features (high power distance, femininity, high uncertainty avoidance) characterizing Russian culture affect preferred mobile phone design. Long‐term values are seen, for example, in family orientation, which affects the use of mobile phones. Changing cultural and socio‐economic features are seen in the strict division of consumers into distinct segments. Current aspects of society, such as high level of street crime, are apparent in the desired features of products. The emerging Russian markets seem to consist of very different consumer groups and simultaneously represent both old and new cultural features and norms. Design has become a central tool for affecting product marketing, and an influential community of designers and a design industry are emerging.

Cooperation with the local designers can provide an important competitive edge and support when promoting both industrial and consumer goods in Russia's emerging markets.

Design was earlier neglected and it has only recently started to play a more significant role in production and marketing of products in Russia. Designers can now act as important intermediaries between Russian markets and Western marketers.