Design Education and Learning

             

 

 

 

 

 

 

 

Design Culture and Contemporary Education 

Therese Uri

Creighton University, USA 

ThereseUri@creighton.edu

Keywords:design culture, design thinking, situational analysis, 21st century education

Abstract

This qualitative situational analysis study charted the implications and potentialities of embracing a design culture within contemporary education. Fifteen design philosophers, instructors, and practitioners provided data using situational analysis grounded theory methodology (Clarke, 2005) to examine three levels of inquiry. Data was interpreted using traditional grounded theory coding (Corbin & Strauss, 2008) and charted on three maps: situational, social world arena, and positional. As the study progressed, the “in vivo code” of integrating differences became the most developed concept of the study. The “in vivo code” also addressed the central quest of the study as well as what remains to be learned about how design culture can take education beyond a limited test-centered and skills based system to one that views learning as complex and multidimensional. 

This paper is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International licence.

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Cite this paper: Uri, T. (2016). Design Culture and Contemporary Education. Proceedings of DRS 2016, Design Research Society 50th Anniversary Conference. Brighton, UK, 27–30 June 2016.

This paper will be presented at DRS2016, find it in the conference programme


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