TY - JOUR
T1 - Innovating a Large Design Education Program at a University of Technology
AU - Voûte, Ena
AU - Stappers, Pieter Jan
AU - Giaccardi, Elisa
AU - Mooij, Sylvia
AU - van Boeijen, Annemiek G.C.
PY - 2020
Y1 - 2020
N2 - Over the last half century, design education has diversified and developed considerably, in part in the arts academies, and increasingly in universities and vocational technical education. The TU Delft design program was founded in 1969, and has since grown quickly into a large, university-based, technology-aligned set of programs presently housing 2000 students and 100 academic staff. In the 50 years the Delft program changed due to: (1) changes in societal demand (from products, via services, to the systemic level of societal challenges), (2) the maturing of design as an academic discipline between science and engineering, and (3) international developments of the educational system (e.g., the Bologna agreement). In this paper we describe the development of this program within the broader disciplinary context of TU Delft, and how it brought together engineering, social sciences, and business studies in project-based education. We draw lessons from a unique position, made possible by this large scale and positioning next to engineering sciences. This position supported a large pool of in-house expertise; it fostered an intertwining of education, research, and practices in the industrial and wider societal context. And it also posed challenges of making design education work at a large scale.
AB - Over the last half century, design education has diversified and developed considerably, in part in the arts academies, and increasingly in universities and vocational technical education. The TU Delft design program was founded in 1969, and has since grown quickly into a large, university-based, technology-aligned set of programs presently housing 2000 students and 100 academic staff. In the 50 years the Delft program changed due to: (1) changes in societal demand (from products, via services, to the systemic level of societal challenges), (2) the maturing of design as an academic discipline between science and engineering, and (3) international developments of the educational system (e.g., the Bologna agreement). In this paper we describe the development of this program within the broader disciplinary context of TU Delft, and how it brought together engineering, social sciences, and business studies in project-based education. We draw lessons from a unique position, made possible by this large scale and positioning next to engineering sciences. This position supported a large pool of in-house expertise; it fostered an intertwining of education, research, and practices in the industrial and wider societal context. And it also posed challenges of making design education work at a large scale.
KW - Design and society
KW - Design education
KW - Integrated design
KW - PhD in design
UR - http://www.scopus.com/inward/record.url?scp=85082527901&partnerID=8YFLogxK
U2 - 10.1016/j.sheji.2019.12.001
DO - 10.1016/j.sheji.2019.12.001
M3 - Article
AN - SCOPUS:85082527901
SN - 2405-8726
VL - 6
SP - 50
EP - 66
JO - She Ji
JF - She Ji
IS - 1
ER -