Adding Value to the Teaching and Learning of Design and Technology

It has been argued that design and technology can be used as a vehicle for teaching science and vice versa. In this paper, we report an investigation into Grade 6 students understandings of concepts embodied in the Systems strand of a technology syllabus as they grappled with a unit of work in technology for the first time. The unit of work involved students in the design and construction of simple systems, followed by experiences with more complex systems. Qualitative research methods were used to investigate the activities of the students as they engaged in the design and technology learning experiences for eight weeks. Data sources included student and teacher interviews, video and audio recordings of whole class and small group interactions, students notes, drawings and diagrams, and researchers field notes and reflections. Changes in students ability to identify the individual components and analyse how the components worked together in systems, and evidence of students use of scientific understandings for explanations, were noted as the unit of work progressed. An improvement was observed in students abilities to describe relationships between inputs, processes and outputs, and outline sequences of cause and effect. The technology and science appeared to be complementary as they developed technology specific and action-oriented technology and science language, which may be evidence of the presence of a community of learners. Recommendations are proposed for enhancing the value of both design and technology and science if both subjects are taught together as part of an integrated program in primary schools.     

Professional design and primary children

An analysis of the way in which primary age children design, particularly when working with a professional designer, suggests that there are several similarities in approach between the two. This observation is supported by evidence from developmental psychology, which has stressed the crucial role which play performs in developing children's inventiveness and ability to solve problems. Subsequent research focusing on children's designing suggests that this play is fundamental to designing activity, and extends naturally into the more formalised activities of drawing and modelling. Through playing and using narrative language to describe their actions, children are learning to interpret their own mental images. To develop these images and make them more concrete children use their hands in drawing and modelling whilst drawing on their accumulated personal knowledge about the activity of designing, in a similar way to that in which professional designers make use of their own, highly sophisticated skills to bring an idea to concrete fruition. By comparison with some of the rigid models of the design process described in schools, designers and children may have more in common than we realise.     

Discontinuity in transition: Pupils' experience of technology in year 6 and year 7

This paper refers to current work at Goldsmiths University of London (Understanding Technological Approaches, a project funded by the Economic and Social Research Council [research award R-000-23-3643]), in which we have tracked the design & technology project work of pupils from ages 5 to 16. The paper looks particularly at the discontinuity we have identified between the d&t experiences of pupils at the top end of primary schools and the bottom end of secondary schools. The differences between these experiences are explored by looking particularly at data relating to the ways in which teachers interact with pupils, either to direct or support the pupils in their work and at the important role discussion plays in d&t. The paper concludes that there is a critical need for teachers in both sectors to be more aware of each other's aims and priorities in order to plan experiences which will support an individual pupil's progressive development of d&t capability.     

Technology Education as Solo Activity or Socially Constructed Learning

There is a continuing perception that current educational arrangements for technology education in modern liberal democracies are at odds with its actual delivery in the classroom (Dakers & Doherty 2003). The technè versus poiesis tension (explained later) is one major contributor to this perception. Equally, the practice of transmission versus constructivist pedagogies contributes to the mismatch between policy and practice.This paper will investigate how factors relating to these two contributions affect the delivery of technological education. It will begin by discussing the derivation of the word technology and how its modern incarnation has become not only amorphous, but confusing for technology education, in that the term can be taken to mean production on the one hand or process on the other. It will then explore technology teachers perceptions (and misperceptions) of what constitutes technology education, and discuss why this can lead to confusion. It will further consider how this can affect the pedagogy adopted. It will then examine two pedagogical frameworks which result from teachers perceptions of technology education as either; a process of internalisation of technological skills and functions as representations exclusively within the mind and unique to the individual, thus solo, or; a process of technological skills and functions embedded in sociocultural activity in which cognition is distributed across the internal mind and the external environment. Finally, the paper will offer a framework for the delivery of technology education set within a community of learners paradigm.     

Industry Dynamics in the Swedish Textile and Wearing Apparel Sector

This paper analyses the adjustment process within the Swedish textile and wearing apparel sector and finds results that support the notion of Schumpeters creative destruction. The turnover of plants and jobs seems to improve the industries from within due to an exit (entry) of less (more) productive plants, exit (entry) of old (new) incumbents, a destruction (creation) of less (more) human-capital intensive jobs, and a supply of new products on the world market. The econometric analysis of the probability of exit with plant, firm and industry characteristics supports the idea of a rationalisation from within.     

Constructing design and technology an early years perspective

This paper argues that a pedagogic model grounded in both constructivist and Vygotskyian theory can be consistently applied throughout Design and Technology education. The constructivist model outlined, is borrowed from the work of Rosalind Driver in Science education and applies a perspective grounded in Piaget and moderated by Ausubel. This perspective involves a clear recognition that: The most important single factor influencing learning is what the learner already knows. This argument is extended further to cover the acquisition of scientific, design and technological capabilities. The paper focuses on how effective learning is achieved when new understandings are related to appropriate existing concepts and cognitive structures. Vygotsky's conception of the zone of proximal development is utilised to show how cognitive functions that have not yet matured and which the child is unable to apply independently, can be productively applied, with the assistance of an educator. Child development is, from this perspective, dependent upon existing competencies, knowledge and understandings being challenged and extended with support, it is argued however, that it is essential that the challenges are not so great or irrelevant that the child experiences failure. The consequences of allowing individuals to experience educational failure are widely apparent in the context of science and technology throughout our society. The role of play in the early years is seen as particularly valuable in this context. From this perspective the essential task for the teacher must be to clearly identify the limits of proximal development and to restrict as far as possible their teaching to this zone. The identification of such limits demands an appreciation of progression within the learning context. The paper argues that the structure of the attainment targets within the UK Design and Technology National Curriculum provides teachers with a framework of constructive scaffolding within which children may be given the maximum freedom and autonomy while developing their practical capability in designing and making. This heuristic framework may be lost in the application of the new proposals for Design and Technology.     

Making Ethical Judgements: A Cross-Cultural Management Study

This article reports the results of a cross-cultural empirical study across seven countries which investigates the differences in the way managers structure their ethical judgements regarding the loyalty of a corporation to its employees, the loyalty of employees to the corporation, and the loyalty of employees towards their co-workers. Managers' ethical judgements from the East Asian tiger countries of Japan, Korea and Hong Kong are compared with those from the Anglo countries of the United States and Australia, and with those from the transitional countries of Asiatic Russia and Poland. An adapted version of the well documented Reidenbach-Robin instrument is used, and its cross-cultural application investigated. As hypothesized, cross-cultural differences were indicated for both the structure and content of managers' ethical judgements, which have important implications for the way organizations are effectively managed both nationally, regionally and internationally. Weaknesses in the a priori constructs of the research instrument were also indicated, and recommendations made for future development of methodology in this area.     

The language component in technological capability: Lessons from architecture

The paper argues that the ability to use language, particularly spoken language, is central to technological capability. An understanding of its role depends on acknowledging design and technology as work with symbols, and is assisted by seeing the product of design as a virtual artefact. Language is one of the symbol systems used to construct and communicate this artefact. It articulates aspects of the design that cannot be represented graphically, as well as accommodating the interpersonal dimension of the process. Implications for the curriculum are briefly suggested. The argument is supported by evidence from recordings and observations of a problem-solving episode which occurred in a Canadian architects' practice over a few days in the construction phase of a project.     

Brand Imitation: Do the Chinese Have Different Views?

Trademark infringement is a big problem for international brands in Asia, especially among the three Chinese societies — the PRC, Taiwan, and Hong Kong. An exploratory study of the perceptions and attitudes of these consumers regarding their acceptability and willingness to purchase brands which imitate the look of multinational brands was carried out. The results showed the Hong Kong Chinese to be more aware and loyal to multinational brands. The PRC nationals and Taiwanese generally had low awareness of which brands were originals and which were imitators. All respondents thought the manufacture of imitator brands to be unethical, but not the purchase of such brands. The major predictor of choosing an imitator brand was the respondent's ability to identify the original brand. The results from this study suggest marketers should educate their new consumers that they are the original brand or market leader in their product category.     

Problem-solving processes in technology education: A pilot study

This paper reports the preliminary results of a pilot study investigating the nature of problem-solving activity in technology classrooms. The research focuses on the relationship and potential mismatch between teachers' and children's agendas, aims, perceptions and beliefs concerning design and technology activities. A case study of an 11-week project was undertaken with four pupils aged 13. In-depth classroom observation and interviews allowed us to investigate the problem solving used in designing and making a kite, and the pupils' application of the knowledge required. Our analysis charts the influence of the teacher's task structuring and interventions on the children's problem-solving behaviour. The results indicate that the design process is highly complex and not always communicated successfully by teachers. What children typically encounter in design and technology projects are different problems requiring different approaches according to the kind of task and the stage reached in its solution. The popular idea that problem solving in technology denotes a holistic design-and-make process is hence under challenge. Moreover, the assumed access and application of relevant bodies of knowledge from other contexts is highly problematic.     

What form of modelling?

Conclusion The National Criteria and GCSE CDT: Technology have not kept pace with the progress of language, whereas the APU and the Design and Technology Working Group have an understanding, with the implications, of modelling 2, albeit fifteen years after the Open University's Technology Foundation Course for teachers. The Consultation Report Group has had the benefit of the insight given by the APU and the Design and Technology Working Group, but, it has not seen the probity and necessity of modelling 2. A summary of these documents in this five year period is presented in Table 2. It shows succinctly how the words model and modelling, from Table 1, have been used or implied.In conclusion, it would appear that through the Consultation Report no gain has been made from the advances achieved by the APU and the Design and Technology Working Group. The Consultation Report has restored a quasi status quo that does not challenge Design and Technology as would have the Final Report regarding modelling 2. If its perception of modelling 2 had been adopted by the National Curriculum Council the Final Report's modelling 2 philosophy would have challenged the GCSE Technology examinations and any Technology faculty who work on an understanding of modelling as an end-in-itself product.As a consequence of this weakening by the National Curriculum Council, there is the need to return to the philosophy of the APU and the Design and Technology Working Group in order to interpret the imminent Technology Statutory Orders. The non-statutory examples should be ignored, as an understanding of modelling 2 philosophy will give valid examples and contexts. Finally, an understanding of modelling 2 philosophy will help cross-curricular developments through the interaction of different aspects of modelling 2 within the curriculum.     

The Egalitarian Leader: A Comparison of Leadership in Australia and New Zealand

This article compares leadership in Australia and New Zealand based on data collected as a part of the GLOBE (Global Leadership and Organizational Behavior Effectiveness) 62-nation culture and leadership project. Exploratory and confirmatory factor analyses were used to demonstrate that etic (universal) dimensions of Charismatic and Self-Protective leadership are evident in both cultures, but that the dimensions have emic (local) culturally determined manifestations. These emic manifestations were stronger in New Zealand than in Australia. Leadership effectiveness incorporated the negative emic dimension of Bureaucratic leadership (both countries), and the positive emic dimension of Egalitarian leadership in Australia and Team leadership in New Zealand. Both models of leadership nonetheless represent styles of leadership based on egalitarian principles.     

Personality and other attributes,qualities, abilities and opinions of some ‘A’ level design students

Many claims have been made of a subjective nature that some students studying A level Design develop certain personal qualities and attributes not found in some students who study other academic A levels. The research describes attempts to quantify these claims and as a result provides a firmer basis for the understanding of the effects on students of studying design.     

China's Labour-Management System Reforms: Breaking the ‘Three Old Irons’ (1978–1999)

This article systematically examines the fundamental changes that have taken place in China's labour-management system since China embarked on its economic reforms in 1978. The system was, from the 1950s onwards, characterized by what were called the three old irons, i.e. life-time employment (the iron rice bowl), centrally administered wages (the iron wage), and state-controlled appointment and promotion of managerial staff (the iron chair). This study reviews the degree to which the reform process is breaking these three old irons and is arguably replacing them with a hybrid human resource management model, albeit with Chinese characteristics, that reflects the influence of foreign multinational corporations (MNCs) that have invested in China.     

Group task management: a key element in technology across the curriculum

It is generally recognised that curriculum development is required to develop methods of delivering technology across the curriculum. This paper is based on the three years of development of an approach known as group task management (GTM). Central to the approach is the setting of a task which groups co-operate in achieving, in competition with other groups. Although GTM can be undertaken within the normal timetable structure it is argued that the most beneficial approach is to use a blocked period of time. Students report that the activity is relevant and of benefit.     

Living at Work: Management Control and the Dormitory Labour System in China

The paper is based on a review of the literature on the use of dormitory labour, in the past and currently within parts of China, especially the Southern Pearl River Delta. It compares the provision of dormitories by firms with provision of housing under paternalist management practices. It explores the benefits that flow from having labour available on tap, as against the potential disadvantages of having short tenure circulating labour as firms aim to move up the value chain which may require the retention of skilled labour with the firm for longer periods.     

Upstairs/Downstairs in Technical Education: The Unsettling Effects of Computerization

The world of technical education is moving towards an information collapse. This situation entails an aggravation of the contradiction between the desire to deliver more information to engineering students and the limitation imposed by the actual time that can be devoted to this activity. This, in turn, results in extensive competition between the subjects being taught and the consequent downgrading of certain areas. The second-grade subjects, such as drawing, subjects providing empirical knowledge, and the teaching of ideas about how things work are being pushed into the background by modern, updated, computer-aided and computer-serving subjects. The negative results of this competition in terms of teaching time and the better use computerized technology education are considered in this paper.     

Cognitive style related to the design process

This paper describes the development of a new version of Witkin's Group Embedded Figures Test (GEFT) and two further tests of a similar type using words and letters. The new form of the Group Embedded Figures Test Consists of a number of original two dimensional figures (complex and simple). Variations of the basic two dimensional figures were obtained by establishing a geometrical progression (from following a set of simple rules) to produce increasing degrees of complexity of the complex figures. This in turn generated more simple figures within them which were used in the test items.By using words and lettersas a means of generating embedded complex/simple shapes, not only are very different types of (overall) shape possible, but also the notion of field dependence/independence can (possibly) be applied to non-spatial (in the usual sense) modes of operating within the curriculum, i.e. the humanities as opposed to design and technology subject areas.     

Pricing the default option of international sovereign borrowers

When a country in debt encounters serious difficulties servicing that debt, the option to default begins to look attractive. Yet, barring major political upheavals, default has rarely occurred in the post-war era. The reason is that countries in trouble are able to capture (through renegotiations) some of the value of their option to default. We model this process in a manner which allows us to estimate the value of the default option which lenders issue to sovereign borrowers.We wish to thank our discussant, Malick Ousmane Sy, and the chair of our session, Lester W. Johnson, for their helpful comments.     

Temporal Dynamics of Crossvergence: Institutionalizing MNC Integration Strategies in Post-Crisis ASEAN

This study utilizes the temporal lens afforded by the unprecedented pace of the Asian financial crisis to re-conceptualize the convergence-divergence-crossvergence (CDC) framework. Grounded at the Western-headquartered ASEAN subsidiary, CDC is hypothesized as a dialectical progression comprising Western corporate culture (convergence) ASEAN societal culture (divergence) and ending with the institutionalization of these forces (crossvergence) as a transient re-equilibrium. Against a backdrop of increasing macro-level turbulence, the CDC dialectic is then fed through a dyadic cycle of environmental shocks and organizational responses. Managerial implications are discussed along with suggestions for future research.