The genesis of design: learning about design,learning through design to learning design in play

International Journal of Technology and Design Education - Learning about design and learning through design have emerged in the literature and important works show heuristics and matrices for...     

Uncovering learning outcomes: explicating obscurity in learning of aesthetics in design and technology education

Education and training interventions can be evaluated through the success of learning outcomes. Kirkpatrick's four-level model is a widely accepted and highly popular evaluation tool. However, some criticise the model's shortcomings. This article will examine the extent to which the four-level model can evaluate design and technology students' learning about aesthetics after an intervention by reporting our use of an augmented version of the four-level model. We examine the results in terms of students' reaction to the intervention, their long-term learning and their behaviour changes by studying their visual analyses and drawings through segment codes. We found that, in order to uncover the obscurities imbedded in aesthetics and to explicate the complexities, we could not use the four-level-model on its own, but had to revert to a more augmented version.

Collaborative learning in technological project design

The POWERTECH contest in Taiwan was established in an attempt to promote inventiveness and technology to elementary school pupils. The POWERTECH contest is designed as a collaborative learning system for project design. Project design is comprised of technical processes, which include the construction of an artifact and improvement of its functions. Thus, pupils learn scientific and technical knowledge through a collaborative design project. The purpose of the study was to examine how collaborative learning could be facilitated in technological project design, and whether and how pupils working collaboratively were able to share their design ideas. The study was carried out by analyzing the design portfolio compiled by a team of four elementary school pupils who were engaged in a collaborative design project that focused on making a robot rat for the POWERTECH contest. A portfolio analysis was used in this study to help researchers assess the actual collaboration process among the team members. The study indicated that collaborative learning in a contest facilitated the sharing of knowledge and resources among the team members. Furthermore, reflections essential for problem-solving among the team members were often raised during the design process. These reflections were also conducive to the reduction of mistakes during the contest.     

Recombination for innovation: performance outcomes from international partnerships in China

This paper examines the relationship between different types of international partnerships and innovation performance. By drawing on a conceptual framework which outlines how new bundles of transferrable and nontransferrable ownership advantages are created from such partnerships (Collinson and Narula, 2014 ), we analyze empirical evidence from a large‐scale survey of 320 individual company responses from the China‐based operations of foreign multinational firms alongside in‐depth case studies. Our study reveals that different types of collaborative partnerships (cooperative vs. competitive) are associated with different innovation performance outcomes (product vs. process innovation). In addition, we find that a sustainable, reciprocal relationship between collaborative partners can generate superior innovation performance. Contextual factors including the role of government and industry characteristics have an important bearing on innovation performance in collaborative partnerships in China. We conclude with implications for researchers, managers, and policymakers.     

Concurrent learning: How firms develop multiple dynamic capabilities in parallel

Much is known about the importance of dynamic capabilities. Yet, surprisingly little is known about how multiple dynamic capabilities might be developed in parallel, since most existing work explores a particular dynamic capability in isolation. Using rich quantitative and qualitative data on Dow Chemical's acquisitions, joint ventures, and divestitures over the past 20 years, we seek to address this gap. Besides contributing by adding fresh insights about managing growth and the utility of distributed practice, and by shedding light on positive and negative experience transfer, our core contribution is an emergent theoretical framework that develops the concept of “concurrent learning. ” Copyright © 2014 John Wiley & Sons, Ltd.     

Real options in equity partnerships

We examine factors influencing the decision to acquire additional equity in partner firms in research‐intensive industries. This decision involves choosing between flexibility and commitment. Option theory motivates hypotheses regarding the effects of uncertainty, valuation of developing technologies, and the threat of preemptive rivalry. Our main hypothesis is that the resolution of uncertainty for high‐value technologies motivates commitment decisions. We also argue that when the underlying growth option is at risk of preemption by rivals, greater uncertainty encourages commitment. An event history model tests these hypotheses using data from minority investments in the biotechnology industry. Copyright © 2002 John Wiley & Sons, Ltd.     

Business and regulators partnerships: Government transformational leadership for constructive conflict management

Regulations are often thought to be impediments to collaboration between governments and businesses; however, governments and businesses are increasingly forming partnerships to help them negotiate regulation issues and more broadly work together. This study argues that governments, by exercising transformational leadership, lay the foundation for the cooperative approach, in contrast to the competitive and avoiding approaches, to conflict management that in turn results in effective partnerships. Findings from 146 pairs of government regulators and business support the hypothesis, though the evidence for the ineffectiveness of avoiding conflict was not statistically significant. Specifically, structural equation analysis results support the model that transformational leadership fosters cooperative approach to conflict and reduces competitive conflict management that in turn result in respectful, effective partnerships that develop industries.     

Concepts of creativity in design based learning in STEM education

International Journal of Technology and Design Education - Creativity is deemed as an integral part of twentyfirst century skills and is emphasized in science education curricula in Turkey as well...     

Strategic partnerships in Canadian advanced materials

The analysis of technical (R&D) collaborations in Canadian advanced materials industries show strong interactions between producers, users, government laboratories and universities. Management patterns show the predominance of flexible governance structures: long-term agreements instead of joint ventures, two-member partnerships, and collective management. Most of the alliances involve two or three partners, usually a producer, a user and/or a university or government laboratory. Advantages (gaining complementary assets, accelerated innovation, financing and R&D economies of scale among others) outnumber difficulties, thus bringing some evidence against the usefulness of the transaction cost approach to the study of technical alliances in advanced materials. The vast majority of the partnerships were entirely domestic (i.e. did not include foreign partners). The study was conducted on a sample of 30 Canadian private firms (both producers and users) and 6 government corporations and public research laboratories.     

Creating a quantum design schema: Integrating extra-rational and rational learning processes

The traditional, linear, rational models of designing have over-simplified a complex process; unfortunately, this simplification misrepresents reality. Students need to become aware of the ambiguous nature of a complex process such as designing just as they need to be introduced to the ambiguous nature of living in a modern world. The challenge is to develop a design process to be used as a teaching/learning strategy that is non-linear, that integrates processes from the rational and extra-rational levels of the mind and which captures the ambiguous nature of the design process. Using the counter-intuitive behaviour that exists in quantum theory as an analogy seems best to describe the true nature of designing.Dr. Tom Puk is Coordinator of Continuing Teacher Education, Faculty of Education, Lakehead University, Thunder Bay, Ontario, Canada. He teaches in preservice, continuing education and graduate programs, and has conducted major research for Ontario Ministry of Education on Technology Education and Design Processes in 1991; this research was used to develop two provincial curriculum guidelines for all schools in Ontario. Email: tpuk@sky.LakeheadU.CA     

Public private partnerships as a tool for stimulating investments in broadband

The paper is concerned with PPP in the telecommunications area and more specifically with the combination of public and private investments in upgrading broadband infrastructures. Following the liberalization of the telecommunications area, investments were primarily left to the private sector – though public investments have continued to take place in specific areas such as research and education networks and rural and otherwise underserved areas. Lately, however, governments have upgraded their public investment plans in broadband infrastructures. The question is whether we are witnessing a simple quantitative change or whether this quantitative change includes a qualitative evolvement in the view on the role of the public sector in expanding broadband infrastructures. At the present time, the most likely answer is that increasing public investments in broadband infrastructures signal a combination of concerns raised by the economic crisis and the growing awareness of the social and economic importance of efficient broadband infrastructures.     

Implementing studio-based learning for design education: a study on the perception and challenges of Malaysian undergraduates

Studio-based learning (SBL) is a teaching and learning methodology that combines different learning pedagogies such as social constructivist, problem-based, and active learning to mimic real-world working experience. Traditionally, SBL is practised in architecture and art programmes, however there is a growing number of research in other areas such as computer science, engineering, entrepreneurship and design courses. Nevertheless, in Malaysia, studies have only focused on architecture programmes. Therefore, this study focuses on reporting the experience and challenges of implementing SBL for a design course in the area of Visual Communication. By employing a qualitative methodology, findings show positive perception towards SBL where respondents reported awareness in improved design and communication skills, and increased acceptance towards team work. They found the critique sessions, facilitated their learning progress. Nevertheless, students reported challenges with inept teaching and learning facilities for design work, collaboration and communication breakdown with stakeholders. The study also reports on improvement strategies to enhance students learning experience through SBL.

     

Concept learning by direct current design challenges in secondary education

This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre- and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.     

Enhanced and conventional project-based learning in an engineering design module

Engineering education focuses chiefly on students’ ability to solve problems. While most engineering students are proficient in solving paper questions, they may not be proficient at providing optimal solutions to pragmatic project-based problems that require systematic learning strategy, innovation, problem-solving, and execution. The present study aims to determine whether an enhanced Project-based learning (PBL) with appropriate innovative interventions leads to increased students’ ability to achieve better learning and project outcomes. The interventions refer to incorporating added learning and facilitating methods, namely, (1) use of mind-maps; (2) employment of analogies; and (3) use of round-table discussions. The study was conducted with a total number of 60 first-time PBL students equally divided into two classes with one serving as an experimental class and another as a control class. In addition, one class of students had a lower academic standing compared to the other (control). The rubric for the project-based module included a written knowledge test and a scenario-based oral examination to test knowledge and problem-solving skills, a artefact demonstration to evaluate artefact’s performance. A major finding of this study was that there were significant differences in knowledge scores, problem-solving ability and artefact performance between students undergoing conventional and enhanced PBL methods. It could also be inferred from this study that students who had undergone enhanced PBL method designed better systems and had better performing artefacts than those who were subjected to the conventional PBL approach. Finally, it was concluded that incorporating enhanced learning and facilitating methods to group-centric, project-based driven education provided a more fertile environment to promote better learning experience and improved problem-solving ability which could eventually lead to developing innovative and pragmatic solutions to real-world engineering problems.     

Motivation for creativity in architectural design and engineering design students: implications for design education

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.     

Direct broadcast satellites in Japan: A case study in government-business partnerships

The following case study examines government-business partnerships in the planning and implementation of direct broadcast satellite (DBS) communications in Japan. The country's decision to launch the world's first DBS system demonstrated a national commitment to advance the cause of a highly sophisticated technology. For Japan's Ministry of Posts and Telecommunications DBS was clearly a high-profile project that would invite both national and international attention. Less clear were the unintended consequences that would result from planning a new system of broadcast communication that involved balancing the unique requirements of a non-profit corporation in the form of NHK and Japan's five major commercial broadcasters.     

Knowledge acquisition in supply chain partnerships: The role of power

Knowledge is recognised as an important source of competitive advantage and hence there has been increasing academic and practitioner interest in understanding and isolating the factors that contribute to effective knowledge transfer between supply chain actors. The literature identifies power as a salient contributor to the effective operation of a supply chain partnership. However, there is a paucity of empirical research examining how power among actors influences knowledge acquisition and in turn the performance of supply chain partners. The aim of this research is to address this gap by examining the relationship between power, knowledge acquisition and supply chain performance among the supply chain partners of a focal Chinese steel manufacturer. A structured survey was used to collect the necessary data. Two conceptually independent variables – ‘availability of alternatives’ and ‘restraint in the use of power’ – were used to assess actual and realised power, respectively. Controlling for contingencies, we found that the flow of knowledge increased when supply chain actors had limited alternatives and when the more powerful actor exercised restraint in the use of power. Moreover, we found a positive relationship between knowledge acquisition and supply chain performance. This paper enriches the literature by empirically extending our understanding of how power affects knowledge acquisition and performance.