Abstract
The paradigm of design is changing. Designers now need to be equipped with the skills and knowledge that will enable them to participate in the global move towards a sustainable future. The challenges arise as Design for Sustainability deals with very complex and often contradictory issues. Collaborative learning experiences recognise that these complex issues can be addressed with the pooling of diverse knowledge, perspectives, cultures, skills and tools. Unless, however the process of collaboration is explored in detail, the opportunity for reflection, learning and improvement is lost. This paper proposes that by introducing and analysing collaboration within third level design education, the capacity for responsible design practice can be developed, leading to a transformative shift in how designers are taught as students and subsequently practice as professionals. Over two multidisciplinary projects devised and undertaken by design students from the University of Limerick (Ireland), Hogeschool Utrecht (Netherlands) and Virginia Commonwealth University (USA), the collaborative path is mapped and critical junctions identified. From this process of mapping and visualisation, collective narratives of the overall project experience are constructed (through the eyes of the participants and planners). This leads to a greater understanding and appreciation of the benefits and limitations of the collaborative experience.
Similar content being viewed by others
Notes
A full analysis of the data including extracts and samples can be found in McMahon (2013), Designed from the inside out: developing capacity for social sustainability in design through collaboration, https://dspace.lboro.ac.uk/2134/12121.
References
Barth, M., Godemann, J., Rieckmann, M., & Stoltenberg, U. (2007). Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education, 8(4), 416–430.
Baskerville, R. L., & Wood-Harper, T. (1996). A critical perspective on Action Research as a method for information systems research. Journal of Information Technology, 11, 235–246.
Bhamra, T., & Dewberry, E. (2007). Re-visioning design priorities through sustainability education. In International Conference on Engineering Design ICED ‘07 (pp. 28–31). Paris.
Carr, W., & Kemmis, S. (1986). Becoming critical: Education, knowledge and Action Research. London: The Falmer Press.
Cheng, N. Y. W., & Kvan, T. (2000). Design collaboration strategies. In 4th SIGRADI, Rio de Janeiro.
Chiu, M.-L. (2002). An organizational view of design communication in design collaboration. Design Studies, 23(2), 187–210.
Cho, J. Y., & Cho, M.-H. (2014). Student perceptions and performance in online and offline collaboration in an interior design studio. International Journal of Technology and Design Education, 24, 473–491.
Clark, N., Perez-Trejo, F., & Allen, P. (1995). Evolutionary dynamics and sustainable development: A systems approach. Aldershot: Edward Elgar.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). Routledge Falmer: London & New York.
Council, Design. (2007). Lessons from America: Report on the Design Council. London: Higher Education Funding Council for England.
Davis, M. (2008). Why do we need doctoral study in design? International Journal of Design, 2(3), 71–79.
de Haan, G. (2006). The BLK ‘21’ programme in Germany: A ‘Gestaltungskompetenz’-based model for Education for Sustainable Development. Environmental Education Research, 12(1), 19–32.
Denton, H. (1997). Multidisciplinary team-based project work: Planning factors. Design Studies, 18, 155–170.
Eagan, P., Cook, T., & Joeres, E. (2002). Teaching the importance of culture and interdisciplinary education for sustainable development. International Journal of Sustainability in Higher Education, 3(1), 48–66.
Engestrom, Y. (2001). Expansive learning at work: Toward an activity theoretical re-conceptualisation. Journal of Education and Work., 14(1), 133–156.
Hansen, M. T. (1999). The search-transfer problem: The role of weak ties in sharing knowledge across organisation subunits. Administrative Science Quarterly, 44, 82–111.
Hill, A.-M. (1998). Problem solving in real-life contexts: An alternative for design in technology education. International Journal of Technology and Design Education, 8, 203–220.
Huckle, J., & Sterling, S. (Eds.). (1996). Education for sustainability. London: Earthscan.
John-Steiner, V. (2000). Creative collaboration. New York: Oxford University Press Inc.
Jonassen, D. H., Strobel, J., & Lee, C. B. (2006). Everyday problem solving in engineering: Lessons for engineering educators. Journal of Engineering Education, 95(2), 1–14.
Jupp, V. (Ed.). (2006). The SAGE dictionary of social research methods. London: SAGE Publication.
Kelley, T. (2000). The art of innovation. New York: Doubleday.
Kvan, T. (2001). The pedagogy of virtual design studios. Automation in Construction, 10, 345–353.
Lahti, H. (2007). Collaboration between students and experts in a virtual design studio. Journal of Design Research, 6(4), 403–421.
Lasker, R. D., Weiss, E. S., & Miller, R. (2001). Partnership synergy: A practical framework for studying and strengthening the collaborative advantage. The Millbank Quarterly, 79(2), 179–205.
Lau, K.-W. (2007). Establishing creative-friendly space for design thinking in shared virtual reality in tertiary design education. In International Association of Societies of Design Research, Hong Kong 12–15, November, 2007.
Leidner, D. E., & Jarvenpaa, S. L. (1995). The use of Information Technology to enhance management school education: A theoretical view. Management Information Systems Quarterly, 19(3), 265–291.
Lesser, E. L. (2000). Knowledge and social capital. Woburn, MA: Butterworth-Heinemann.
McDonnell, J. (2012). Accommodating disagreement: A study of effective design collaboration. Design Studies, 33, 44–63.
McKay, J., & Marshall, P. (2001). The dual imperatives of Action Research. Information Technology & People, 14(1), 46–59.
McKernan, J. (1996). Action Research: A handbook of methods and resources for the reflective practitioner (2nd ed.). London: Kogan Page.
McMahon, M. (2013). Designed from the inside out: Developing capacity for social sustainability in design through collaboration. https://dspace.lboro.ac.uk/2134/12121.
McMahon, M., & Bhamra, T. (2015). Social sustainability in design: Moving the discussions forward. The Design Journal, 18(3), 367–391.
McNiff, J., & Whitehead, J. (2006). All you need to know about Action Research. London: SAGE Publications Ltd.
Mochizuki, Y., & Fadeeva, Z. (2012). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391–403.
Nagel, R. L., Papapas, E. C., & Pierrakos, O. (2012). On a vision to educating students in sustainability and design—The James Madison University School of Engineering approach. Sustainability, 4, 72–91.
Norman, E. W., & Roberts, P. H. (Eds.). (2001). Design and technology educational research and curriculum development: The emerging international research agenda. Loughborough: Loughborough University.
Orr, D. W. (1994). Earth in mind. Washington, DC: Island Press.
Parker, J. (2010). Competencies for inter-disciplinarity in higher education. International Journal of Sustainability in Higher Education, 11(4), 325–338.
Paulus, P. B. (2002). Different ponds for different fish: A contrasting perspective on team innovation. Applied Psychology: An International Review, 51(3), 394–398.
Scharmer, O. C. (2007). Theory U: Learning from the future as it emerges. Cambridge, MA: Society of Organisational Learning.
Schön, D. (1983). The reflective practitioner. USA: Basic Books.
Senge, P., Scharmer, C. O., Jaworski, J., & Flowers, B. S. (2005). Presence, exploring profound change in people, organisations and society. London: Nicholoa Brealey Publishing.
Sobol, D. (2012). Innovation is about arguing, not brainstorming. Here’s how to argue productively. Fast Company. Accessed March 03, 2012.
Sofo, F. (2004). Open your mind: The 7 keys to thinking critically. St.Leonards, NSW: Allen & Unwin.
Steiner, G., & Posch, A. (2006). Higher education for sustainability by means of trans-disciplinary case studies: An innovative approach for solving complex real-world problems. Journal of Cleaner Production, 14, 877–890.
Stempfle, J., & Badke-Schaub, P. (2002). Thinking in design teams- an analysis of team communication. Design Studies, 23, 473–496.
Sterling, S. (2001). Sustainable education: Revisioning learning and change. Totnes: Green Books.
Tilbury, D., & Wortman, D. (2004). Engaging people in sustainability, Commission on Education and Communication. Gland and Cambridge: IUCN.
UNESCO. (2009). ‘UNESCO.org’. http://portal.unesco.org/education/en/ev.phpURL_ID=27234&URL_DO=DO_TOPIC&URL_SECTION=201.htm. Accessed June 24, 2012.
Valkenburg, R., & Dorst, K. (1998). The reflective practice of design teams. Design Studies, 19, 249–271.
Wals, A. E. J. (2010). Mirroring, Gestaltswitching and transformative social learning: Stepping stones for developing sustainability competence. International Journal of Sustainability in Higher Education, 11(4), 380–390.
Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56.
West, M. A. (2002). Sparkling fountains or stagnant ponds: An integrative model of creativity and innovation implementation in work groups. Applied Psychology: An International Review., 51(3), 355–424.
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Integrated Research System for Sustainability Science, 6, 203–218.
Willard, M., Wiedmeyer, C., Warren Flint, R., Weedon, J. S., Woodward, R., Feldman, I., & Edwards, M. (2010). The sustainability professional: 2010 competency survey report. Environmental Quality Management, 20(1), 49–83.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
McMahon, M., Bhamra, T. Mapping the journey: visualising collaborative experiences for sustainable design education. Int J Technol Des Educ 27, 595–609 (2017). https://doi.org/10.1007/s10798-016-9365-0
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10798-016-9365-0