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A Review of Sustainability within Product and Industrial Design Courses in British Universities
Matthew Watkins
Email: [email protected]
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Introduction
Investigating effective methods for Sustainable Product Design Education in British Universities.
Reviewing existing teaching and learning to identify and disseminate best practise amongst universities in the UK that teach industrial or product design.
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Focus of Presentation
Recent online survey into the teaching of Sustainability on Product and Industrial design courses taught within British Universities.
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Sustainable Design
Sustainable Design
Okala (IDSA, 2005)
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Methodology
A list of universities that teach Product or Industrial design was compiled from UCAS.
Contact details of lecturers were sourced through the institutions website or by contacting the relevant departments directly.
A personal invitation with a link to the survey was emailed to lecturers in 40 universities.
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Methodology
The questionnaire contained 15 questions:– 3 were administrative – 9 were multiple choice, for quantitative analysis– 3 were open ended qualitative responses and
these were analysed using coding and clustering techniques.
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Questionnaire Response
38 lecturers responded, representing 29 universities.
Completed responses represented 24 different universities, 60% of all those contacted.
A number of academics expressed their wishes to be informed of the outcomes.
A few were also willing to be involved in further research.
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Sustainable Design
Academics were first asked to define sustainable design.
Responses were typically detailed, personal and data rich.
This data was analysed using coding and clustering techniques.
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Sustainable Design
50% of the respondents identified an appropriate definition for sustainable design.
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Design Requirements
Academics were asked to select from a list of design requirements those taught on their courses.
State whether each requirement could, should or is taught under the umbrella term of sustainable design.
Results show that many already teach such requirements through sustainable design.
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Design Requirements
64
63
1 0 13 3
1 13 2 1
3 4
2 53
6
33
31
44 4
43 4
4 3
16 1412
16
19 22 2117 12
20 2114 17
21 1814
0
5
10
15
20
25
30
Design
for t
he a
ged
Design
for b
ehav
iour
chan
ge
Design
agai
nst c
rime
Design
for d
isass
embl
y
Design
for t
he e
nviro
nment
Design
for m
anufa
cture
/ass
embly
Ecodes
ign
Emot
ional d
esign
Emot
ionally
dur
able
desig
n
Ethics
of d
esign
Inclu
sive
design
Produ
ct s
ervic
e sy
stem
s
Respon
sible
desig
n
Susta
inab
le d
esig
n
Syste
ms d
esign
Univers
al de
sign
Is
Should
Could
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Course Structure
60% teach sustainable design in at least two years of their undergraduate programs as well as on postgraduate courses, where applicable.
40% teach sustainable design in only the final year of undergraduate or postgraduate studies.
Sustainability was covered on a wide range of 3D design courses, with no apparent distinction between BA and BSc routes.
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Course Structure
How sustainable design content is taught
0 5 10 15 20 25
Though generic courses outside of the design department
Though individual lectures, unrelated to design project work
Through a lecture series, unrelated to design project work
Through a single design project based module specificallyfocussing on sustainable design module.
Discreetly throughout all design projects.
Other
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Staff Expertise
Respondents level of confidence in sustainable design
0
2
4
6
8
10
12
14
That of a specialist Have a full workingknowledge
Familiar and cangrasp the basic
concepts
Limitedunderstanding
No understanding
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Staff Expertise
Academics personal education needs for sustainable design
0
2
4
6
8
10
12
14
16
Would appreciatededicated training
Would finddetailed
resources andguidance helpful
Require guidanceon the
consideration ofsocial and ethicalissues in design
Could do with arefresher of thebasic concepts
No needs Other
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Collaboration
None43%
Other7%
With other universities25%
Conferences or seminars
11%
Other departments within the same
institution7%
Specialist centre for sustainable design
7% Only a quarter cited
informal connections with other universities.
Almost half had no opportunities for collaboration.
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SUSDESIGNTEACH0%
JISC Mail groups14%
Other20%
Sustainable Design Network
14%
O2 mailing list2%
Design Research Society
24%
Not Applicable14%
@yahoogroups.com0%
PHD-DESIGN Index7%eco-
innovation_network5%
Collaboration
Networks used to connect with academics outside of their department.
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Curriculum
Academics were asked to select their preferable method for teaching sustainable design:– A specialist optional module– A compulsory module– Integrated throughout the core design curriculum
as an aspect of good design
97% of the agreed that it should be integrated into the core design curriculum.
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Limitations of the Questionnaire
Of the 11 respondents incomplete responses: 6 stopped at the definition of sustainable design Suggesting either a lack of confidence in their
knowledge or that the question was too demanding.
1 respondent was persuaded via email to skip this question.
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Limitations of the Questionnaire
4 stopped at the design requirements question. Possibly because this question required
additional information not to hand. However the questionnaire did permit
respondents to save and completed at a later date, a feature used by some academics.
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Conclusions
50% of the respondents have a correct understanding of sustainability.
High survey response rate, over 40% or the academics emailed responded.
Survey represents over half of all the universities in the UK that teach product design.
Suggesting the teaching of sustainability within product design is widespread in the UK
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Conclusions
Considering the social aspects of sustainable design:– 96% agree inclusive design is or should be taught– 92% agree ethics of design is or should be taught
Academics who had previously cited a solely environmental definition evidenced teaching of the social aspects of sustainability.
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Conclusions
High awareness of and support for sustainability: 70% claim they had at least a full working
knowledge of sustainability. 97% support the integration of sustainable
design within the core curriculum as an aspect of good design.
Suggesting a high interest in sustainable product design.
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Further Work
Interviews are being conducted with 9 leading academics in sustainable design within UK.
Investigating best practise within sustainable design, such as the most appropriate teaching style as well as appropriate subject content.
Conclusions derived from these interviews will be disseminated to universities involved in this survey.
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End
Thank you, all for listening
Feel free to ask any Questions….
My webpage will be updated with future outcomes: http://www-staff.lboro.ac.uk/~cdmaw/index.htm