(Un)Design: Training Entrepreneurial Industrial Designers for New Scenarios (original) (raw)
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The Design Journal, 2019
This study focuses on the Industrial Design (ID) community in Israel in light of global shifts in the definition of the designer's role in the evolving business world. The study examines the relations between design and entrepreneurship, both in global and local context, as reflected in the professional skill-set of industrial designers in Israel. Just as there is a great value to Design Thinking in entrepreneurial ventures, there is also value in implementing entrepreneurial thinking principles in design processes. Entrepreneurship is integrated into design practice and Higher Education (HE), yet it is still perceived as a business-related education, rather than a required skill-set for innovative thinking. Evident efforts to top-down changes in local design HE is challenged by structural barriers. Therefore, this research leads us to developing a prototype that assists the empowerment of ID students as 'creative leaders' by using entrepreneurial thinking and supporting 'Life-Long Learning'.
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Entrepreneurship in Future Design Education
2011
Design Methods and Design Thinking have become important elements in innovation and entrepreneurship processes. Introduction of design subjects into business and engineering educations shows this. One could also mention the success of IDEO publications, presenting state of the art design methodology, stressing user focus. An increasing number of innovations directly address or involve end users, by offering immaterial products; services, leisure etc. Norwegian University of Science and Technology, NTNU has focus on Entrepreneurship and innovation and is amongst the leading universities worldwide when it comes to university-business cooperation. NTNU has an active TTO (technology transfer office), the NTNU School of Entrepreneurship is well renowned after 5 years of operation, and in 2010 a new vice rector position was established with responsibility for innovation and business cooperation. Working with the Industrial Design Engineering (IDE) at NTNU education we also observe student...
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The problem that is most common in the designer’s world—particularly when a designer wants to make a difference with his or hers work—is the common misconception of the profession: that designers, in most cases, are perceived as decorators, artisans or stylists. Technical skills for designers, like typography, production, drawing, model making, printmaking, and layout have been and still are required in the curricula of design education and also within the design profession. When a designer develops his or hers skills to a passable level, he or she could differentiate himself or herself by excelling in a certain technique or style of work. In return, designers are hired on the basis of their skills and ‘creative’ capabilities. If a client believes that the design style of a certain designer can be used as a ‘profitable differentiator’ for a business or product, then the designer could make a living on the basis of his or hers skills and creative output—or at least, this is the common misconception of the design profession.
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Future Pathways for Design-Driven Entrepreneurship Education
Cumulus Conference Proceedings Wuxi 2018 Diffused Transition & Design Opportunities 31st October-3rd November, Wuxi, China, 2018
Designing in and for transition, within contexts of constantly changing certainties and boundaries, demands new models of pedagogy; capable of building deep competencies within students beyond the studio’s borders. Academia is facing radical disruption as students demand a redefinition of education (Traitler, Coleman and Hoffman, 2014). This transformation must be applied within design education. How do we educate designers to design for present ambiguity and future uncertainties in a world with radical complexity and wicked problems? Parsons ELab is a design-driven academic business incubator and research lab with the ambitious mission to develop a distributed academic incubation model. Our research investigates how to transition design education and its evaluation, create models for future academic distributed incubators, and new research methodologies to incubator and accelerator research. Conventional incubation research is focused on understanding the financial impact of incubees through their period of incubation (Messeghem et al, 2017). Parsons ELab has developed a mix of deep qualitative and quantitative research over the past four years. Our research offers us a unique perspective in evaluating the educational, financial and social impact of our program. We find a need to challenge conventional approaches to both entrepreneurship research and education. Our findings develop necessary practices in the implementation of a distributed academic incubator model. ELab continues to refine its methodology as it works towards a roadmap for other educational institutions seeking to encourage design-driven entrepreneurship. Our work expands definitions of impact to include the cultural and environmental. As we identify new transitions and needs for design-driven, entrepreneurially-focused education, we look to develop new pathways for design students to develop critical competencies.
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2020
This paper discusses strategy, entrepreneurship and innovation in design education, using examples of educational projects initiated by the authors. These projects range from: strategic design of systems, services and user-experiences to projects that enhance entrepreneurial skills and the intervention of designers — educating management students. The paper offers ideas for design educators and exemplifies increasing values in design education.
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Design Entrepreneurship in Innovation
The paper demonstrates the need for an entrepreneurial attitude and competence in designers of today in order to ensure innovation. The paper considers evidence from four design innovation case studies to explore the relationship between design capabilities and the wider conditions necessary for innovation. All four case studies have been conducted in collaboration with commercial organisations seeking innovation, and designers and academics based in a university in the United Kingdom. First, a review of design's capabilities is presented from the literature. Second, evidence from each case study is mapped to the UK Design Council's popular model of design process: the double diamond. This allows findings across the four cases to be compared and discussed, considering how design's capabilities contribute to the conditions necessary to transform design effort into innovation. Third, the role of design within the 'define' stage of the double diamond is articulated. The initial findings state that the lack of connector-‐integrator capability in designers during the 'define' phase lead to weak interpretation of the problem space, and consequently contributed to design's inability to convert ideas into real products in the 'delivery' phase. The paper concludes that for design to effectively drive innovation it needs to secure entrepreneurial support i.e. with an appetite for risk/reward; in the early part of the design process.
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The discovery (or creation) of entrepreneurial opportunities is a crucial starting point of the entrepreneurial process, yet, the process remains casual and sloppy. There are many similarities between the front-end of the new product development process and the front-end of the entrepreneurial process. Although many authors acknowledge creativity as an important factor in the generation of entrepreneurial opportunities, none of them acknowledges any contribution from design. When creative capabilities are used at the front-end of innovation, aspiring entrepreneurs can be more productive because design approaches enable entrepreneurs to be pro-active, consistent and reliable, rather than just exploratory and reactive. Design, especially service design, possesses instruments that allow for the framing, development, co-designing and prototyping of complex intangible projects thus potentially being a powerful ally to entrepreneurs. The purpose of this article is to postulate the use of a set of service design tools as creative capabilities for empowering aspiring entrepreneurs in the front-end of the entrepreneurial process to frame, create, develop and assess business ideas, potentially turning them into entrepreneurial opportunities and posit the use of design strategies and instruments in the front-end of the entrepreneurial process.
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