Matching Items (3)
Description
This dissertation examines the conditions that foster or hinder success of university-based community design centers (CDCs) in the United States. Little is known about the normative underpinnings of CDCs, how successful these centers have been, which factors have contributed to or impeded their success, and how they have responded to the changes in social, political, professional and economic contexts. Adopting Giddens' theory of structuration as a research framework, this study examined CDCs via a mixed-methods sequential research design: a cross-sectional survey of CDCs on current definitions of success and metrics in use; and in-depth interviews to document the centers' histories of change or stasis, and how these changes influenced their successes. The findings of the first phase were utilized to develop a comprehensive success model for current CDCs that comprise measures related to organizational impacts, activities, and capacities. In the multiple case study analysis, four major rationales were identified: universities for public service, pragmatist learning theories, civic professionalism, and social change. These four rationales were evident in all of the studied cases at varying degrees. Using the concept of permeability, the study also exemplified how the processes of CDCs had transformative impacts in institutional, societal, and personal contexts. Multidisciplinarity has also emerged as a theme for the current organizational transformations of CDCs. The main argument that emerged from these findings is that it is not possible to identify a singular model or best practice for CDCs. The strengths and unique potentials of CDCs depend on the alternative rationales, involved agencies, and their social, political and spatial contexts. However, capitalizing on the distinctive attributes of the institutional context (i.e. the university), I consider some possibilities for university-based CDCs with an interdisciplinary structure, pushing the professional, curricular, and institutional boundaries, and striving for systemic change and social justice. In addition to contributing to the theoretical knowledge base, the findings provide useful information to various CDCs across the country, particularly today as they struggle with financial constraints while the community needs they provide are increasingly in demand. Since CDCs have a long history of community service and engagement, the findings can inform other university-community partnerships.
ContributorsTural, Elif (Author) / Ahrentzen, Sherry (Thesis advisor) / Meunier, John (Committee member) / Yabes, Ruth (Committee member) / Arizona State University (Publisher)
Created2011
Description
The profession known as industrial design is undergoing a transformation. Design thinking and strategy are replacing form giving and styling. Critics are calling for curricular reform to meet the changing needs of practice, yet surprisingly little knowledge is available about how and why design teachers do what they do. In an effort to frame the problem of (re)designing design education, this study provides a framework for understanding the pedagogical beliefs and preferences of design students and educators utilizing Bruner’s four folk pedagogies. This study also provides evidence that the practices of industrial design teachers exhibit what Cross (2006) has described as ‘designerly ways of knowing.’
ContributorsChristensen, Tamara Fawn (Author) / Nocek, Adam (Thesis advisor) / Brooks, Kenneth (Thesis advisor) / Heywood, William (Committee member) / Henriksen, Danah (Committee member) / Mishra, Punya (Committee member) / Arizona State University (Publisher)
Created2020
Description
In today’s interconnected and multidisciplinary design practices, collaboration as pivotal. It’s not only a fundamental aspect of successful design outcomes but also influences the way designers work and connect with others. This dissertation delves into the intricacies of collaboration in design, spanning both educational and professional realms. The research is segmented into four studies, each offering unique insights.The first study, drawing upon students’ experiences with Participatory Design (PD), underscores how the iterative and feedback-driven nature of PD fosters a deeper understanding of collaboration from students’ perspectives. Students transition from mere designers to facilitators, negotiators, and learners, emphasizing the significance of trust, empathy, and empowerment. The second study offers a glimpse into the intricacies of collaboration in strategic design live projects. Here, facilitation and communication skills are pivotal, enabling students to work alongside clients. This study magnifies the importance of a designer’s role in effectively interfacing with clients and understanding multifaceted team dynamics. Moving from the educational realm to the professional domain, the third study delves into the demand for co-design skills in the industry. Contrary to expectations, terms associated with ‘co-design’, or ‘participatory design’ were sparsely present in design job postings, identifying a significant gap between academic collaboration terminology and industry practice, this highlights the need for bridging academic discourse with practical applications. The fourth study presents an exploration of collaboration in professional design practices. It reveals collaboration as a symbiotic blend of diverse skills, knowledge, emotions, and shared objectives. This study addresses the essence of collaboration in design from the professionals’ perspectives and identifies both the barriers and facilitators when designers understand and prepare others in collaboration.
Collectively, this dissertation not only provides a comprehensive view of collaboration in design but also seeks to bridge design education with the profession. Recommendations for design education emphasize the integration of real-world collaboration dynamics, equipping future designers to navigate professional collaboration challenges adeptly. By shedding light on how designers navigate their interactions with various stakeholders in both educational and professional spheres, it can provide invaluable insights for design educators and professionals, advocating for an enhanced collaborative ethos in the design domain.
ContributorsXie, Yumeng (Author) / Mejía, G. Mauricio G.M.M. (Thesis advisor) / Takamura, John (Committee member) / Henriksen, Danah (Committee member) / Arizona State University (Publisher)
Created2023