Industry-driven design education: how much should industry dictate pedagogy?

Fleischmann, Katja (2012) Industry-driven design education: how much should industry dictate pedagogy? In: Muratovski , Gjoko, (ed.) agIdeas Research: design for business. agIdeas Press, Melbourne, pp. 76-95.

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In response to the identified shortfalls of undergraduate digital media design education, critical voices question how much should market/industry dictate pedagogy (Adams, 2006; Tunstall, 2006) while others (Ball, 2003; Design Council, 2005; Design Council and Creative & Cultural Skills, 2007; Livingston & Harvey, 2010) recommend stronger links to industry to better prepare students for the demands of the market. In context of these ambiguous views the question if integrating industry into the undergraduate digital media design curriculum is beneficial for students was explored. An alternative learning and teaching model, the POOL Model framework (Fleischmann, 2010, 2011), was developed, implemented and tested in the Bachelor of New Media Arts at the School of Creative Arts at James Cook University. While a broad underpinning strategy of the POOL Model framework is to reflect industry practice through implementing workplace realities such as multidisciplinary teamwork, an equally important core strategy is to engage students with industry and community and making such engagement an integrated part of the undergraduate design curriculum.

Item ID: 23799
Item Type: Book Chapter (Research - B1)
ISBN: 978-0-646-58590-1
ISSN: 2201-1307
Keywords: industry-driven design education, POOL Model framework, industry and community engagement, multidisciplinary collaboration
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Date Deposited: 01 May 2013 06:24
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 100%
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