Theory and Application
Bridging Academia and Practice: A Comparative Study of Brand Design Projects in Higher Education View Digital Media
Paper Presentation in a Themed Session Raquel Antunes, António Brandão
This study investigates the application of Project-Based Learning (PBL) in higher education design courses, focusing on its effectiveness through two distinct case studies involving brand design projects. The research was conducted at a private higher institution (PrHI) and a public higher institution (PuHI), each employing PBL in different contexts and durations. The findings indicate that PBL significantly enhances student engagement, motivation, and practical skills by involving students in real-world design problems. At PrHI, the project spanned two and a half months, allowing for individual in-depth exploration, while at PuHI, the shorter one-month project emphasised group collaboration and rapid iteration. Teachers played a crucial role as facilitators, providing guidance and feedback, while external partners enriched the learning experience with professional insights. Despite challenges such as resource-intensive support and the complexity of aligning academic assessments, PBL proved to be a versatile and effective teaching strategy. Furthermore, it provides a structured methodology consisting of five steps: 1) getting an idea, 2) designing the project, 3) detailing the project, 4) doing the project, and 5) showcasing the project. The study underscores the adaptability of PBL and its potential to bridge the gap between academia and professional practice, advocating for its broader implementation in design education.
Advancing Faculty Mentorship in Design Higher Education: Research, Applications, and Impact View Digital Media
Paper Presentation in a Themed Session Steven Faerm
Mentorship is an essential component to achieving success as a design educator. Faculty members bring a tremendous amount of professional design experience and knowledge to their students and schools, but they cannot be expected to learn and grow as academic professionals in isolation. This study discusses best practices for establishing and developing mentorship programs for design educators. To begin, an introduction to mentorship is provided. The definition and standard functions of mentorship, responsibilities shared by participants, and activities performed in the mentor-mentee relationship are examined. Close attention is given to the ways in which teacher-mentees, particularly those who are new to academia, can be socialized into the profession and the institution itself. A list of guiding principles and characteristics of mentorship is also enclosed. These include collaboration, purpose, trust, and mutual benefits. Then, following these overviews, focus is given to explaining how design schools and their faculty members can develop effective mentoring programs. A review of diverse mentorship models and their approaches are described, along with step-by-step methods for cultivating a dynamic partnership between mentors and mentees. To conclude, extensive research-based findings explicate the key benefits of mentorship for mentees, mentors, and the institution itself.
Stakeholders in Industry-Oriented Learning Model: Developing Specific Professional Skills for Design Management View Digital Media
Paper Presentation in a Themed Session Amparo Alvarez
In 2022, the end of quarantine gave way to a hybrid teaching model. Despite increased face-to-face contact, the conflicts of virtual education became more evident about specific professional competencies. These include isolation, lack of social interaction, problem management, difficulty maintaining discipline, motivation and autonomy. Therefore, this study aims to reinforce the learning of the theoretical subject of Design Management from the field study of manufacturing companies, strengthen professional competencies and include external actors as a teaching strategy. The study was conducted on 17 fourth-level Product Design students and 7 company cases during a year using quantitative and qualitative methods. Instruments such as interviews and surveys were conducted with students and employers, and the specific professional skills and academic skills acquired by the students at the end of the course were analyzed and compared using statistical methods. The results showed that students had significantly improved in specific professional competencies related to Critical and Creative Thinking, Context Mastery, and empathy with the business culture. In addition, there was a significant increase in academic competencies related to Reflection In and On Action demonstrated during class reflection sessions. The new perspectives on the Industry-Oriented Learning model suggest identifying the specific roles of each model actor within the learning activities and exercises. This suggests an initial strategy for increasing the company's involvement throughout the inclusive co-creation and co-participation learning process. A pedagogical model needs companies' participation and active role in the teaching process to reinforce the student's skills.
