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1.
Yi Lin Wong Kin Wai Michael Siu 《International Journal of Technology and Design Education》2012,22(4):437-450
Creativity, which is concerned with problem solving, is essential if we are to generate new solutions to the massive and complex problems in the unknown future. Our next generation needs an educational platform where they can be taught to possess creativity. Design education is such a way to foster students’ creativity. Therefore, it is essential to understand the creative design process and its routine in order to show how students can generate creative output and how teachers can guide students in the design process. Consequently, the aim of this paper is to investigate the creative design process as it is employed in producing creative designs, and further recommend how students can practise and learn to be creative based on the model process developed in this paper. The model is expected to provide a guideline for teachers to facilitate students along the creative thinking process. 相似文献
2.
Janez Prašnikar Author Vitae Tina Škerlj Author Vitae 《Industrial Marketing Management》2006,35(6):690-702
Generic pharmaceutical companies tend to improve their market position by being first in the market when a patent on an original product elapses. The time-to-market of new products is an important source of their comparative advantages. In our study we investigate the organizational and managerial factors lying behind time-to-market in four generic pharmaceutical companies in Central and Eastern Europe. Our research also supports some results found in other studies on the lead-time of new product development. However, we find some factors specific to generic pharmaceutical companies. Our findings are incorporated into a diagnostic model of new product development in generic pharmaceutical companies, which is an important practical result of our research. 相似文献
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E. J. G. C. van Dooren J. van Merriënboer H. P. A. Boshuizen M. van Dorst M. F. Asselbergs 《International Journal of Technology and Design Education》2018,28(2):431-449
A fascinating and rich landscape of personal views and approaches can be seen in architectural design and in architectural design education. This variation may be confusing for students. This paper focuses on the question: is the framework of generic elements that we developed for explicating the design process helpful to compare the differences in architectural design approaches? The results of interviewing a variety of 15 architectural, urban and landscape designers show all kinds of personal approaches that have a set of five underlying generic elements in common. Therefore, the framework may be helpful for teachers and students to describe these personal approaches and may help students in understanding differences and similarities and in finding out what their own personal approach may be. 相似文献
4.
James A. Self Joon Sang Baek 《International Journal of Technology and Design Education》2017,27(3):459-480
Interdisciplinarity is becoming a critical issue of concern for design schools across East Asia in their attempts to provide industry graduates with the skills and competences to make creative contributions in a global economy. As a result, East Asian higher education institutions are aggressively endeavouring to provide interdisciplinary undergraduate curriculum that combine traditional designerly skills with engineering knowledge and methods. The current study takes an interdisciplinary undergraduate course as case-study to examine how the pedagogic strategy of team teaching influences student learning experience. Two surveys of student learning were conducted for this research purpose. The first provided an indication of the holistic student learning experience, while the second explored the conditions of team and non-team teaching as influence upon learning experiences specifically. Results showed how students taught by a single instructor provided a more positive overall opinion of course quality and experienced significantly more encouragement to participate compared to team taught respondents. However, findings also indicated how team teaching significantly increased the students’ experience of a balanced contribution from different disciplinary perspectives and how the team teaching approach was significantly more effective in providing students with greater opportunities to understand the relevance of the different disciplines to the course subject. We conclude with a discussion of results in terms of the effective use of team teaching at undergraduate level as strategy for interdisciplinary learning experiences. 相似文献
5.
Yasemin Erkan Yazici 《International Journal of Technology and Design Education》2013,23(4):1005-1015
There are many factors that influence designers in the architectural design process. Cognitive style, which varies according to the cognitive structure of persons, and spatial experience, which is created with spatial data acquired during life are two of these factors. Designers usually refer to their spatial experiences in order to find solutions to design problems. Information recalled from past spatial experiences lay the ground for creating the conceptual framework when solving a design problem. In addition, the person’s cognitive style, which develops through factors such as education, environment, genetics and family, can also be effective in solving design problems. In this line, an empirical study was conducted to research the effects of spatial experiences and cognitive styles on the solution process of spatial design problems in the first year of architectural design education. The study concluded that the cognitive styles of students were effective on their space creation method, order and duration. 相似文献
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Hernan Casakin Shulamith Kreitler 《International Journal of Technology and Design Education》2010,20(4):477-493
The investigation reported here dealt with the study of motivation for creativity. The goals were to assess motivation for creativity in architectural design and engineering design students based on the Cognitive Orientation theory which defines motivation as a function of a set of belief types, themes, and groupings identified as relevant for the development of creativity. Differences between the two groups of students were expected in some of the scores of the belief types, themes, and groupings. Participants were 112 students (52 from architecture, and 60 from engineering) who were administered the questionnaire of the Cognitive Orientation of Creativity. Significant differences in numerous motivational contents were observed between the groups of students. Major characteristics of the architectural design students were an emphasis on the inner world, inner-directedness, and a development of the self, and of the engineering design students being receptive to the environment, and demanding from oneself despite potential difficulties. The findings provide insights for intervention programs targeted at improving architectural and engineering design education. 相似文献
7.
Malte Schneider Mauricio Tejeda Gabriel Dondi Florian Herzog Simon Keel Hans Geering 《R&D Management》2008,38(1):85-106
We propose a generic valuation framework for the appraisal of R&D projects based on real option theory. The added value of this approach is the presentation of a model that was implemented in a manner that allows corporate decision makers to use real options in an intuitive and standardized way. The project valuation procedure is separated into three main phases: project modeling, data and input collection, and result generation and analysis. The project model represents the structure of the real world R&D project with its investments, expected results, and decisions that need to be taken conditionally on the outcomes of research activities. The project model is represented in the form of a decision tree, where different research results or taken decisions lead to new branches. In this way, every possible situation the project can pass through can be represented. Uncertainties are separated into market uncertainties (e.g., market prices) and project specific, private uncertainties (e.g. uncertainty of research results). For both uncertainties, event trees are constructed which are then combined and merged with the above mentioned decision tree in order to represent the value evolution of the R&D project under given decisions and uncertainties. For every possible state of the project the real option value is calculated. By creating multidimensional trees, a multitude of decision steps and various kinds of real options (e.g., continue, expansion, switch, abandonment) can be modeled. The calculation complexity for the decision trees is given. From the tree structure we can calculate the real option value of starting an R&D project, i.e., the value of undertaking the first investment and thus acquiring the subsequent decision opportunities given by the completion of the first research effort. Furthermore, the optimal exercise strategy is derived from the decision tree. The exercise strategy gives the manager the possibility to have an a priori overview of where an R&D project may lead to, which decisions need to be taken in which circumstances, and when the project needs to be stopped in order not to generate losses. In an in‐depth case study we use an illustrative R&D project to set up and discuss the three phases of project modeling in the real options framework: building the multidimensional decision tree, input generation, and calculation of the real option value as well as the optimal strategy for the R&D project. 相似文献
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Stam Liesbeth Ostuzzi Francesca Heylighen Ann 《International Journal of Technology and Design Education》2022,32(1):667-693
International Journal of Technology and Design Education - Architecture is never fixed: buildings and (urban) spaces change as their use(r)s and contexts change over time. Even when architectural... 相似文献
10.
Muireann McMahon Tracy Bhamra 《International Journal of Technology and Design Education》2017,27(4):595-609
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. 相似文献
11.
Peter Lloyd 《International Journal of Technology and Design Education》2013,23(3):749-765
This paper shows how the design thinking skills of students learning at a distance can be consciously developed, and deliberately applied outside of the creative industries in what are termed ‘embedded’ contexts. The distance learning model of education pioneered by The Open University is briefly described before the technological innovations—which feature a fully integrated web 2.0 learning environment and design studio—and concepts behind a new course in Design Thinking are explained in detail. In teaching the more generic skills of design and developing experiential knowledge in students, the paper also explores the changing role of designers in becoming less problem-focussed and more socially engaged through the construction of design process. The paper ends by presenting the results of an extensive student and tutor survey as part of an ongoing longitudinal study which indicate that this new approach to teaching design has been successful. 相似文献
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Nathan Mentzer Tanner Huffman Hilde Thayer 《International Journal of Technology and Design Education》2014,24(3):293-316
A diverse group of 20 high school students from four states in the US were individually provided with an engineering design challenge. Students chosen were in capstone engineering courses and had taken multiple engineering courses. As students considered the problem and developed a solution, observational data were recorded and artifacts collected. Quantitative methods were used to identify how students allocated their time across different types of modeling. Qualitative methods were used to review data from three students who spent substantial time engaged in graphical and two kinds of mathematical modeling. These students were profiled and their patterns of modeling are represented visually and described in context. Much of the modeling done by these 20 students was graphical in nature. Few students informed their thinking with mathematical representations, yet predictive mathematical modeling is essential to engineering design. Implications for the classroom include encouraging students to transfer understanding of science and mathematics into technology and engineering contexts through modeling. 相似文献
14.
F. Pearson 《International Journal of Technology and Design Education》1991,1(3):152-158
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. 相似文献
15.
Xue-Fang Zhang Ren-Qun Huang 《International Journal of Technology and Design Education》2014,24(2):223-240
This paper proposes a new computer-aided educational system for clothing visual merchandising and display. It aims to provide an operating environment that supports the various stages of display design in a user-friendly and intuitive manner. First, this paper provides a brief introduction to current software applications in the field of computer-aided clothing display design. Second, it describes the structure of the process-based clothing display design system (PCDDS) as well as the function and workflow of display design. Finally, a user evaluation was conducted using quantitative and qualitative evaluation methods. The quantitative evaluation was conducted using the responses to a questionnaire on system usability from six instructors and application tests on PCDDS. The qualitative evaluation was conducted by interviewing six instructors and through the students’ experience reports. Evaluation results showed that most of the instructors agreed that the five modules (i.e., storyboard module, model database module, display design module, scene screenshot and animation module, and evaluation module) could help students and instructors to complete the entire display design process from the conceptualization to the evaluation of specific design solutions and to improve teaching quality. Results from the students’ report indicated that the employment of PCDDS in training could give them a better understanding of clothing visual merchandising and display. 相似文献
16.
Kalika Navin Doloswala Darrall Thompson Phillip Toner 《International Journal of Technology and Design Education》2013,23(2):409-423
Design is increasingly being recognised as a key source of competitive advantage in the innovation economy of many countries. The key objective of this research was to understand the contribution by design graduates to creative industries innovative activities. Primary research was conducted to understand barriers and limitations of graduate contributions to such activities. The attributes and skills of graduates from the university and Vocational Education and Training sectors were the subject of the study. Two focus groups, one with the education sectors and the other with representatives from design firms, government institutions and design associations were held. Though each group of graduates was praised for having certain skill sets graduates from both sectors were found to be lacking in three key areas: problem solving, communication skills and commercial knowledge. A range of suggestions for systemic improvement were proposed as a result of the study. 相似文献
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Monica W. Tracey Alisa Hutchinson 《International Journal of Technology and Design Education》2018,28(1):263-285
Design thinking positions designers as the drivers of the design space yet academic discourse is largely silent on the topic of professional identity development in design. Professional identity, or the dynamic narratives that individuals construct and maintain to integrate their personal qualities with professional responsibilities, has not been widely addressed in design education either. The study investigated the use of reflective writing in an introductory design course to help students explore and interpret their design beliefs, experiences, and self-awareness in support of professional identity development work. The results indicate that authorial presence, analysis, and narrative quality are common qualities in reflective responses, but emotion is notably lacking from student writing. Students were highly reflective in relation to a general experience with uncertainty and were least reflective when discussing ideation processes. Implications for design education and related research are analysed and discussed. 相似文献
19.
David Cropley Arthur Cropley 《International Journal of Technology and Design Education》2010,20(3):345-358
The importance of creativity in technological design education is now clearly recognized, both in everyday understanding and also in formal curriculum guidelines. Design offers special opportunities for creativity because of the “openness” of problems (ill-defined problems, the existence of a variety of pathways to the solution, the absence of pre-specified “correct” solutions). However, teachers are still confronted by the question of how to specify which designs are creative and why, how to identify where the creative strengths of designs lie so that students can build on these, and what advice to give on how to change designs to make them more creative. There are also still open questions concerning design pedagogy. A “functional” model of creativity offers guidelines for making plain to students what they are expected to achieve with their designs and for diagnosing the creativity of the designs they offer. These yield, in turn, guidelines for design pedagogy. 相似文献
20.
PLM education in production design and engineering by e-Learning 总被引:1,自引:1,他引:0
Munenori Kakehi Tetsuo Yamada Ichie Watanabe 《International Journal of Production Economics》2009,122(1):479
These days more attention is being paid to Product Lifecycle Management (PLM) using a technique for managing total product planning, design, manufacturing, sales, and disposal. We researched business processes and education curriculum of the PLM system in manufacturing businesses. We designed the curriculum of PLM education and developed part of a lesson. Most importantly, e-Learning is shown to be an effective tool for achieving educational objectives. We found that not only knowledge and theory but also practical education methods using case studies in an e-Learning environment are necessary for human resources to develop effective PLM. 相似文献