Transferring Experience in Industrial Design Studio Education

Yıl 2022, Cilt: 4 Sayı: 1, 63 - 80, 10.07.2022

Gizem Bodur , Dilek Akbulut

https://doi.org/10.46474/jds.1095257

Öz

Design studio courses are the basis of industrial design education. The product design projects carried out by academic and private sector experienced full-time and part-time instructors are shaped in line with the domain and experience of the lecturers. Assessment criteria may also change with the content of each product design project implemented. Instructors convey the values and approaches they consider to the students through the teaching methods they prefer throughout the process. In the industrial design studio education, where teaching takes place through experience transfer, different types of experience and knowledge are brought together by instructors and students collaboratively throughout the process. Within the scope of the study, the different approaches of the full-time and part-time instructors in the project development processes in the product design studios were examined through the professional domains and experiences of the instructors in Turkey. In order to do so, a survey was conducted with both parties. The collected data were analysed with the Chi-Square Independence test, and significant relationships were determined between the experiences, teaching methods, and design process approach of full-time and part-time instructors carrying out the product design studio. Participants’ opinions about design techniques, design assessments and shortcomings of education were listed in the table and the distributions of the answers were shown. In this direction, evaluations and suggestions regarding the transfer of experience in product design education have been shared.

Anahtar Kelimeler

Industrial design education, Experience transfer, Industrial design studio, Teaching methods

Kaynakça

• Akdağ, M. (2011). SPSS’de İstatistiksel Analizler (Statistical Analysis in SPSS), Retrieved from https://www.coursehero.com/file/39904729/spss-testleridoc/ .
• Bolge, R. D. (1995). Examination of Student Learning as a Function of Instructor Status (Full-Time versus Part-Time) at Mercer County Community College. Retrieved from https://eric.ed.gov/?id=ED382241 . Boucharenc, C.G. (2006). Research on Basic Design Education: An International Survey. International Journal of Technology and Design Education, 16, 1-30, DOI: 10.1007/s10798-005-2110-8.
• Buchanan, R. (2004). Human-Centered Design: Changing Perspectives on Design Education in the East and West. Design Issues, 20(1), 30-39.
• Burgess, L. A., & Samuels, C. (1999). Impact of full-time versus part-time instructor status on college student retention and academic performance in sequential courses. Community College Journal of Research & Practice, 23(5), 487-498.
• Carson, D., Gilmore, A., & Maclaran, P. (1998). Customer or Profit Focus: An Alternative Perspective. Journal of Marketing Practice: Applied Marketing Science, 4(1), 26-39.
• Demirbaş, O. & Demirkan H. (2007). Learning Styles of Design Students and the Relationship of Academic Performance and Gender in Design Education. Learning and Instruction, 17, 345-359.
• Dewey, J. (1938) Experience and Education. 1st ed. Simon & Schuster, New York.
• Er, A., Korkut, F., & Er, O. (2003). U.S. Involvement in the development of Design in the Periphery: The Case History of Industrial Design Education in Turkey, 1950s-1970s. Design Issues, 19(2), 17-34.
• Eren, G. H., Korkut, F., & Burgazlı, L. (2017). Tasarım Eğitimi Projelerinde Tasarım Araştırmasının Fikir Geliştirmeyle Bütünleştirilmesinde Eğitimcilerle Öğrenciler Arasındaki İşbirliği (Collaboration Between Educators and Students in Integrating Design Research with Idea Generation in Design Education Projects), Middle East Technical University UTAK 2016 İkinci Ulusal Tasarım Araştırmaları Konferansı: Sorumluluk, Bağlam, Deneyim ve Tasarım Bildiri Kitabı, 541-556.
• Eymen. E. (2007). SPSS 15.0 Veri Analiz Yöntemleri (SPSS 15.0 Data Analysis Methods). Retrieved from https://yunus.hacettepe.edu.tr › courses › bby606.
• Glaskin-Clay, B. (2007). Part-Time Instructors: Closing the Quality Loop. College Quarterly, 10(3), 1- 11.
• Karaer, F. (2011). A Research on Turkish Industrial Design Literature: The Analysis of the Academic Studies Between 1971–2009. Master’s Thesis. 17. İstanbul Technical University. İstanbul.
• Kılıç, S. (2013). Örnekleme Yöntemleri (Sampling Methods). Journal of Mood Disorders, 3(1).
• Kirker, M. J. (1990). Variance in student ratings of part-time and full-time instructor effectiveness by teaching field and function at a midwestern community college. Doctoral dissertation, Iowa State University.
• Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development, Prentice-Hall.
• Kolko, J. (2005). New techniques in industrial design education. In Design-System-Evolution, Proceedings of the 6th International Conference of the European Academy of Design, EAD06. Köksal, O., & Atalay, B. (2017). Öğretim ilke ve yöntemleri (Çeşitli uygulamalarla yöntem ve teknikler) [Teaching principles and methods (Methods and techniques with various applications)]. Konya: Eğitim Yayınevi.
• Laal, M., & Laal, M. (2012). Collaborative learning: what is it? Procedia-Social and Behavioral Sciences, 31, 491-495.
• Lai, Y. C., & Peng, L. H. (2019). Effective teaching and activities of excellent teachers for the sustainable development of higher design education. Sustainability, 12(1), 28.
• Landrum, R. E. (2009). Are there instructional differences between full-time and part-time faculty? College Teaching, 57(1), 23-26.
• Lerner, F. (2005). Foundations for Design Education: Continuing the Bauhaus Vorkurs Vision. Studies in Art Education, 46(3), 211-226.
• Leutenecker-Twelsiek, B., Ferchow, J., Klahn, C. & Meboldt, M. (2018). The Experience Transfer Model for New Technologies—Application on Design for Additive Manufacturing. Industrializing Additive Manufacturing - Proceedings of Additive Manufacturing in Products and Applications - AMPA2017, 337-346.
• Levy, R. (1990). Design Education: Time to Reflect. Design Issues: Educating the Designer, 7(1), 42- 52.
• Liyanage, C., Elhag, T., Ballal, T., & Li, Q. (2009). Knowledge communication and translation a knowledge transfer model. Journal of Knowledge Management, 13(3), 118-131.
• Manzini, E. (2009). New Design Knowledge. Design Studies, 30, 4-12.
• McMahon, M., & Kiernan, L. (2011). Beyond the studio: collaboration and learning outside the formal design studio. Design Principles and Practices: An International Journal, 5(3), 449-461.
• Meyer, M. W., & Norman, D. (2020). Changing design education for the 21st century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13-49.
• Micari, M., & Calkins, S. (2021). Is It OK To Ask? The Impact of Instructor Openness To Questions On Student Help-Seeking and Academic Outcomes. Active Learning in Higher Education, 22(2), 143- 157.
• Norman, D. (2013). The Design of Everyday Things, Revised and Expanded Edition. 9. Basic Books. New York.
• Parkash, S., & Kaushik, V. K. (2011). Simple, Cost Effective & Result Oriented Framework for Supplier Performance Measurement in Sports Goods Manufacturing Industry. LogForum, 7(3), 11-24.
• Peters, J. (2012). Educating Designers to a T. Design Management Review, 23(4), 62-70.
• Reinikaine, M. T. & Björklund, T. A. (2008) PD6 – An Idea Generation and Evaluation Method. Proceedings of the SEFI 36th Conference on Quality Assessment, Employability and Innovation, 1-6.
• Rossol-Allison, P. M., & Alleman Beyers, N. J. (2011). The Role of Full-Time and Part-Time Faculty in Student Learning Outcomes. Association for Institutional Research (NJ1). AIR 2011 Forum, Toronto, Ontario, Canada.
• Salama, A. M. (2005). A process oriented design pedagogy: KFUPM sophomore studio. Centre for Education in the Built Environment Transactions, 2(2), 16-31. Schaar, R., & Shankwiler, K. (2008). Design Gateway: Pedagogical Discussion of a Second-Year Industrial Design Studio. Georgia Institute of Technology.
• Schön, D. A. (2017). The Reflective Practitioner: How Professionals Think in Action. Routledge.
• Shavelson, R. J., Phillips, D. C., Towne, L., & Feuer, M. J. (2003). On the science of education design studies. Educational Researcher, 32(1), 25-28.
• Şen, S. (2019). SPSS ile Meta-Analiz Nasıl Yapılır? (How to Do Meta-Analysis with SPSS.). Harran Maarif Dergisi, 4(1), 21-49.
• Ulrich, K. T. & Eppinger, S. D. (2012). Product Design and Development, 5th ed. 14. McGraw-Hill, Singapure.
• URL-1: Equal Parts, The Difference Between A Task-based And Results-based Company (n.d.). Retrieved 04 May, 2022, from https://equalparts.co/blog/the-difference-between-a-task-based-and- results-based- company/#:~:text=Results%2DOriented%20companies%20focus%20more,on%20producing%20a%2 0quality%20product.
• URL-2: Industry Today, Result-Oriented vs Process-Oriented Approaches (2019) Retrieved 04 May, 2022, from https://industrytoday.com/awareness-about-result-oriented-vs-process-oriented-approaches/
• Yang, M. Y., You, M., & Chen, F. C. (2005). Competencies and qualifications for industrial design jobs: implications for design practice, education, and student career guidance. Design studies, 26(2), 155-189.
• Wong, Y. L., & Siu, K. W. M. (2012). A model of creative design process for fostering creativity of students in design education. International Journal of Technology and Design Education, 22(4), 437- 450.