The neglect of industrial design

This paper aims at helping innovators to rethink their overall approach to industrial design in product innovation. It examines the role of industrial design in product innovation and demonstrates with both normative and empirical evidence that industrial design is still neglected in British manufacturing industry. The research reveals that firms satisfied their industrial design needs through engineering designers in preference to professional industrial designers. It is concluded that to make the most of design and create market-winning products, the synthesising, interfacing and 'integratorial' approach of an industrial designer is of paramount importance; engineering design, while both necessary and crucial, is by itself insufficient to ensure that innovative products satisfy physical form as well as functional requirements of customers/users. The paper warns that the continued inattention to industrial design may place UK firms at a competitive disadvantage in international markets.     

A review of Technology Education in Ireland; a changing technological environment promoting design activity

In Ireland, Technology Education’s structure and organisation across the levels of education is not delivered or governed in a coherent manner. Technology Education in primary level education, for students between 5 and 12 years of age, does not explicitly exist as a separate subject. In primary level education, Social, Environmental and Scientific Education (Science), encourages a child to examine and appreciate how technology and science impacts on their lives and the environment. It supports children developing design and make skills, and to apply scientific ideas to everyday situations and practical problems (DES in Primary school curriculum, science. Social, environmental and scientific education curriculum, 1999). In addition, various initiatives such as the Junior Lego League, supported by the Galway Education Centre, facilitate various perspectives of Technology Education. In second level education, which this paper primarily focuses on, Technology Education exists as a suite of eight subjects, for students of 12–18 years of age. In third level education students can choose from a wide range of bachelor degree programmes in science, technology, engineering or maths. The degree programmes available at third level also include programmes in initial teacher education (ITE). These programmes in initial teacher education are offered by two institutions, and graduate second level teachers to service the second level system. Technology Education in second level education was first introduced to Ireland in 1885. Since this introduction, revisions and changes have occurred, in both the Irish economy and syllabi. In 2006, Technology Education syllabi were revised to include more design activity at senior cycle. These changes reflect the forward thinking of policy makers in reflection of the progression from the industrial era to the information era to the conceptual era. The scope of second level Technology Education in an Irish context is still perceived by many as vocational, though progressive reformations are advancing towards a design-driven framework, grounded in a strong craft practice. This changing technological environment has resulted in the promotion of design activity in second level Technology Education in Ireland. This paper reviews the establishment of design education in Technology Education in the Irish second level education context, where an epistemological shift towards design activity has occurred.     

New Zealand secondary technology teachers’ perceptions: “technological” or “technical” thinking?

Technology education in the New Zealand context has seen significant change since it’s inception as a technical subject. The changing nature of the subject in New Zealand secondary schools is influenced by some teachers’ preoccupation with the making of quality product outcomes, rather than their enactment of the curriculum, which conceptualises a wider remit. Research into the perceptions of technology teachers’ interpretation and enactment of the curriculum suggests that to enable change, teachers need to adopt a form of “technological thinking”, in support of their “technical thinking”. Technological thinking is a notion presented to support teachers to explore a range of differing pedagogical approaches and learning outcomes, reflective of the intent of the New Zealand curriculum, which aims to foster learning environments that are innovative and responsive to students’ social and academic needs.     

A Causal Model of the Impact of Skills, Synergy, and Design Sensitivity on New Product Performance

Notwithstanding the best efforts of outstanding managers, project team members, researchers, and consultants, no product development plan can guarantee success. Every new products organization will experience its fair share of failures, but a firm can take steps to ensure that its failures do not outweigh its successes. By benchmarking the competition, a firm can gain insight into best practices–the factors that lead most directly to new product success. To help identify these best practices, X. Michael Song, William E. Souder, and Barbara Dyer develop and test a causal model of the relationships among the key variables leading to new product performance. The proposed model identifies five factors that lead to marketing and technical proficiency: process skills, project management skills, alignment of skills with needs, team skills, and design sensitivity. According to the model, marketing and technical proficiency directly determine product quality, and ultimately lead to new product success or failure. The causal model was tested using information on 65 completed projects–34 successes and 31 failures–from 17 large, multi-divisional Japanese firms. The study participants develop, manufacture, and market high-technology consumer and industrial products. These firms judged the success or failure of the projects in this study by using seven criteria: return on investment, profit, market share, sales, opportunities for technical leadership, market dominance, and customer satisfaction. These firms generally assigned the greatest importance to customer satisfaction, opportunity creation, and long-term growth. For the most part, the responses from these firms support the relationships presented in the causal model. According to the respondents, marketing proficiency and product quality have a strong, positive influence on their new product performance, as do process skills, project management skills, and alignment of skills and needs. The responses highlight the importance to these firms of responsiveness to customer wants and needs, as well as ensuring a close fit between project needs and the firm's skills in marketing, R&D, engineering, and manufacturing. Somewhat surprisingly, the responses do not support the model's suggested relationships between skills/needs alignment and technical proficiency or between technical proficiency and product quality.     

Teachers’ views about technical education: implications for reforms towards a broad based technology curriculum in Malawi

Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.     

Teaching Interactive Media Design

In todays, computer-centered society, designing interactive media has emerged as a new profession. Interactive design is often associated with spread of computers as a communication and interaction tool. However, interactive design has been a staple of artists and designers for many centuries. We present a historical perspective upon interactive design and point out the close relationship of this field with different fields of art and design. We argue that interactive media design is a distinct and evolving field and that it is imperative to teach it as such. In this paper, we have adopted this perspective and detailed a new four-year under-graduate curriculum on interactive media design education. This curriculum stresses the various components of interactive media design and its close relationship with computer science. This revised version was published online in July 2006 with corrections to the Cover Date.     

Nature of the R&D/Marketing co-operation in the design of technologically advanced new industrial products

Many studies have consistently reported that success in industrial new product innovation is linked with the degree of interfacing between R&D and Marketing in the early stages of the product development process. However, very little evidence of such an interface has been reported in advanced technology firms and the relevant literature provides little empirical material on the matter.
Based on a pilot study of 23 new product projects in ten firms in the U.K. it is argued that, in many instances, firms are missing a fundamental issue in the R&D/Marketing cooperation. Too often, the interface is limited to the identification of general market need for a particular new product idea.
The paper emphasises the fact that the interface should provide the means for an efficient product design procedure between R&D and Marketing. This design link should, in turn, profit both the engineering design of the product and its future marketability. The paper also outlines the advantages and the problems inherent in the exercise and proposes a framework for implementation.     

Applying quality function deployment in industrial design curriculum planning

Industrial design is a discipline that combines multiple professional fields. Enterprise demands for industrial design competencies also change over time; thus, the curriculum of industrial design education should be compatible with the current demands of the industry. However, scientific approaches have not been previously employed to plan industrial design curriculums. Therefore, a gap exists between the expectations of enterprises and the professional competencies of numerous graduates in the industrial design discipline. To solve this problem, we first identified the professional competencies required of industrial design professionals in industry and academia, and then ranked these competencies based on their degree of importance using the analytic hierarchy process (AHP). Subsequently, we planned an industrial design curriculum that meets practical workplace needs by applying quality function deployment (QFD), and proposed items that require special attention for the industrial design curriculum. The results of this study are as follows (1) we obtained a ranking of various items of the professional competencies in industrial design based on their degree of importance to determine which professional competencies should be specifically cultivated; (2) we planned an industrial design curriculum that addresses the needs of enterprises according to industrial design ability index (IDAI); and (3) we recommend the courses and subjects that should be emphasized and enhanced in the existing industrial design curriculum.     

Fostering Systematic Innovative Thinking and Problem Solving: Lessons Education Can Learn From Industry

This article aims to illuminate different means of nurturing creativity in the high-tech industry and in modern organizations, particularly in the context of problem solving and product development, and to examine the potential implications for technology education. There is a large gap between conventional wisdom, which maintains that technology education is intended to foster creative thinking among pupils, and reality in the field. The case study presented is that of a mid-sized Israeli industrial plant, dealing with the design and production of construction tools for professionals and domestic use, such as spirit levels, measuring tapes, squares and rulers. This plant utilized innovation, uniqueness and quality as the main instruments in the battle for the market. A series of workshops for the plant's staff, entitled ‘Systematic Inventive Thinking’, resulted in the development of a range of new, original and successful products. The cumulative experience indicated that people can learn efficient techniques for solving a problem, or developing a new product, by breaking it down to its basic components, by ‘playing' systematically with ideas, in order to achieve new results. The notion that methodical courses can trigger pupils' incentive to be innovative and original, and can foster teamwork is almost absent from the field of education. Educators and scholars in technology education pay little regard to teaching and exploiting methods to fostering systematic original thinking and problem-solving. The challenge in education is to find an optimal combination and balance between fostering activity based on openness and ‘disorder’, on the one hand, and imparting systematic methods for innovative thinking and problem-solving, on the other. This revised version was published online in July 2006 with corrections to the Cover Date.     

The Roles of Marketing and Industrial Design in Discontinuous New Product Development*

Radical or “discontinuous” products based on new technological breakthroughs are playing an ever‐increasing role in the success of firms. However, little research has been conducted that investigates the roles of marketing and industrial design (ID) in the development of these types of products. Further, past research has tended to overlook the role that industrial design, and the impact of the marketing‐industrial design interaction, can have on the development of discontinuous new products. Frequently, the term design is used broadly or is equated with engineering; thus, while the marketing–research and development (R&D) interaction is studied, the marketing–ID as well as the industrial design–R&D relationships are not considered. This article examines the roles of marketing and industrial design in the product development process for discontinuous innovations. Specifically, questions concerning how and the degree to which marketing and industrial design are integrated into the development process are investigated. The investigation employs multiple methods, or triangulation, in order to secure an in‐depth understanding of the roles of these disciplines. In the course of examining these questions, key factors influencing industrial design and marketing involvement are identified and preliminary models are examined. The research, which was conducted in two phases, employed a mixed‐method, multiple sample design. The methods used included a survey, field observation study, and depth‐interviewing. Data were collected from three different samples: R&D managers, project team members (including personnel from various disciplines—marketing, R&D, industrial design, engineering, etc.), and industrial design managers. The use of the different data sources and sampling of various groups of managers was employed in order to provide a rich context for investigating the research questions of interest. In addition, a preliminary analysis of factors (e.g., degree of product discontinuity, product innovation objectives, process discontinuity, process formality) identified in the first phase was conducted, and these relationships were explored further in the second phase of the research. Findings across the two phases of this research suggest that the development of discontinuous new products involves a process that is different from more conventional new product development—particularly as it concerns the roles of marketing and industrial design. The high degree of discontinuity inherent in such projects, along with the strong R&D orientation often surrounding them, results in delayed involvement of marketing and ID, as well as altering their roles in the new product development (NPD) process. Factors such as the degree of product discontinuity (DPD), process discontinuity (PCD), and process formality (PF) seemed to exert a differential influence on the involvement of marketing and ID. Although their roles and involvement are altered in discontinuous new product development, this research suggests that marketing and ID roles in this context involve increased challenges with respect to validation of key assumptions and product application directions. Additionally, managers operating in this development context need to explicitly consider the influence of factors such as discontinuity level in undertaking NPD projects with respect to how it affects the execution of industrial design and marketing activities.     

Applying Industrial Design and Cost Engineering to New Product Development in Early‐Stage Firms

For early‐stage firms, successful commercialization of each new product is critically important, given the shortage of financial resources, the limited product portfolio, and small staffs typical of such firms. This paper investigates two key contributing factors for new product success in entrepreneurial firms: designing products that are appealing to target users in both form and function and designing products that can be manufactured at an attractive margin so that the new enterprise can generate much needed positive cash flow. These two practices—industrial design and cost engineering—are well studied in the context of larger, established corporations but have not been explored in the context of new ventures. This study focuses on the intensity of individual and combined adoption of design and cost engineering as measured by product development efficiency and effectiveness. The study was conducted on a homogeneous sample of early‐stage firms that develop physical, assembled products where design plays a role. The data collection focused only on the first product developed by each firm respectively. The results show that when implemented together, industrial design and cost engineering enhance both the effectiveness and efficiency of new product development in early‐stage firms, to greater effect than each does individually. Intensive individual adoption of practices had a negative impact on development efficiency measures such as development cost and duration. Only cost engineering individually had a beneficial impact on development effectiveness as measured by product margins. When combined, these two practices had a beneficial impact on both development duration and cost for the company's first commercial product, thereby reducing time‐to‐market and precious cash expenditures while maximizing project breakeven timing. The most successful firms in the study achieved a balance between creative innovation and cost discipline in the NPD process with third‐party design and manufacturing resources. It was found that integrating third‐party design firms into the development process can challenge, simplify, and add additional creative resources to the core entrepreneurial team, maximizing the ability to catalyze beneficial tension between creativity and cost discipline.     

Enhancing human–computer interaction design education: teaching affordance design for emerging mobile devices

The evolution of human–computer interaction design (HCID) over the last 20 years suggests that there is a growing need for educational scholars to consider new and more applicable theoretical models of interactive product design. The authors suggest that such paradigms would call for an approach that would equip HCID students with a better understanding of the social context of technology design and development. An intrinsic part of the proposed pedagogical model is the concept of affordance or that which implicitly suggests to the user a particular kind of functionality of the product. According to cognitive theory, people approach multi-functional mobile devices by building mental models of their functions, starting with physical appearance. A case study of an HCID teaching strategy, based upon the primacy of affordance, highlights how students can be taught a range of knowledge domains for product design to support creative problem-solving and critical thinking skills.     

When mind, heart, and hands meet: communication design and designers

Hong Kong’s transformation from a manufacturing to a knowledge-based economy has prompted the local government to promote the city as a regional design center. The 2008 Policy Address delivered by Hong Kong’s Chief Executive calls for the creation of a large pool of creative and knowledgeable talent. The government recognizes that, in addition to disciplinary knowledge and skills, the high-quality workforce demanded by the economic transition requires creativity and broader competences. The University Grants Committee of Hong Kong considers outcome-based education (OBE) the best approach to developing a workforce qualified to meet the demands of the professional marketplace and, accordingly, is strongly encouraging its deployment in all higher education institutions. This article investigates the effects of the OBE approach on the curriculum revision, implementation, and evaluation of a two-semester undergraduate-level communication design course that was selected for an OBE pilot study at the author’s university. To establish stronger linkage between the academic and professional contexts, it was deemed necessary to seek the opinions of experienced design practitioners about the attributes they expect of graduates and the methods they employ in training junior designers. The author conducted in-depth interviews with 13 art/creative directors from 11 design agencies in Hong Kong in 2007. Their opinions were incorporated into the formulation of intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs) for the revised outcome-based course curriculum, which was then implemented in the 2008–2009 academic year. This article reports the findings of the aforementioned interviews and discusses the design of the revised curriculum with illustration from samples of students’ creative projects. It also provides a preliminary evaluation of the effectiveness of the course design and student learning, as revealed in quantitative and qualitative feedback from students and in the course designer’s self-reflection.     

Consequential creativity

Creativity is an original cognitive ability and problem solving process which enables individuals to use their intelligence in a way that is unique and directed toward coming up with a product. Architectural education is one of the fields in which human creativity has been exhibited; because, it can be defined as a design study that correlates with other disciplines: social sciences, management, history, operational research, philosophy, graphic design, math and etc. These features which distinguish architecture from other disciplines ascribe different kind of responsibilities for architectural education; since beside technical and professional skills, an architect must have imagination and to be creative at many levels. Thus, this research aims at proving that students can be trained in creative thinking via acquiring specific skills and systematic techniques, which directly acts on design product. The study methodology depends on the concept of experimental research that targets at exposing students to creative problem solving experience via carrying out a creative training course that concerns “Consequential Creativity”. That experiment examined the potentiality of enhancing the students’ ability of viewing problems in non-traditional perspectives that counts on the systematic procedures of problem solving. Tools for assessment before and after training have been implemented. The Experiment findings proved that the students’ creative thinking skill has been clearly improved after attending the course. Therefore, training in creative thinking can be considered as independent courses or within specific architectural curricula.     

个性化需求对产品设计形式的影响

个性化产品的潜在性需求出现是社会生产力不断发展的结果,也是为了满足不同个体的不同消费需求,因此,影响产品设计形式的因素不仅仅是材料、结构、功能,还有个性化审美因素。人们的不同情感需求导致产品个性化设计的出现,成为新的设计发展趋势,只有个性化的产品才能满足多层次的需求。在产品设计形式上我们要尊重个性差异,只有不断提升设计的应变能力,进行设计创新,通过改进、完善设计形式,增加产品的特殊功能和附属功能,才能满足消费者的心理和个性的新需求。     

Response strategies for curriculum change in engineering

During the last 25 years, there have been many calls for new engineering competencies and a corresponding gradual change in both curriculum and pedagogy in engineering education. This has been a global trend, in the US, Europe, Australia and now emerging in the rest of the world. Basically, there have been two main types of societal challenges that many engineering institutions have responded to: the employability skills of graduates and the need for a sustainability approach to engineering. These are two very different challenges and societal needs; however, the ways engineering institutions have responded form a consistent pattern across many of the content aspects. No matter the specific character of change, three very different curriculum strategies seem to have evolved: an add-on strategy, an integration strategy or a re-building strategy; the latter involves substantial curriculum re-design. The add-on strategy and integration strategy are the ones most commonly used, whereas the re-building strategy is at an emerging stage in most engineering education communities. Most engineering schools find it very challenging to re-build an entire curriculum, so smaller changes are generally preferred. The purpose of this article is to conceptualise these institutional response strategies in a wider literature and present examples of curriculum change within both employability and sustainability. We will maintain that all these strategies are based on management decisions as well as academic faculty decisions; however the implications for using the various strategies are very different in terms of system change, role of disciplines, leader interventions and faculty development strategies. Furthermore, institutions might use all types of response strategies in different programs and in different semesters. The conceptual framework presented here can provide analytical anchors, hopefully creating more awareness of the complexity of systemic change.     

Integrating innovation skills in an introductory engineering design-build course

Modern engineering curricula have started to emphasize design, mostly in the form of design-build experiences. Apart from instilling important problem-solving skills, such pedagogical frameworks address the critical social skill aspects of engineering education due to their team-based, project-based nature. However, it is required of the twenty-first century engineer to be not only technically competent and socially and culturally aware, but also innovative and entrepreneurial. This paper discusses a reformulated first-year engineering course at the University of Pretoria, which was adopted 6 years ago to better address the required innovation skills of engineering students. This design-build-innovate course employs a unique creative problem-solving strategy in designing and building solutions to set technological problems. The students further investigate the provisional patenting of their design concepts. Mini business plans are developed and the students participate in a university- and in a national innovation competition. This introductory engineering course has been successful as measured by overwhelmingly positive student feedback, several provisional patents, and a number of small start-up companies that emanated from the students’ work.     

Implementing industrial sustainability: the research issues in technology management

This paper ties together issues in the implementation of industrial sustainability and the contribution that technology management research has to offer. The idea of sustainability seems to be slowly attracting more attention. Discussion occurs not only amongst world governments, academics and NGOs, but also in industry. Industrial sustainability now appears to be moving up the management agenda in many organisations. Corporate reputation and shareholder value may be at stake for organisations which cannot demonstrate a rational position on sustainability. However, despite this increasing awareness, in practice there are a number of barriers to the implementation of industrial sustainability ideas. For a start, it is unclear what industrial sustainability means in practical terms. The business case for implementation is often built on individual conviction or motivational case examples, rather than being grounded in solid theory with associated frameworks, guidelines and tools. Particular challenges facing organisations include the choice of appropriate product and process technologies, lifecycle valuation techniques, changing employee and other stakeholder mindsets, and possibly most importantly, creating a new business model altogether. In light of these issues, this paper sets out to review the contribution that technology management research can make towards the effective implementation of industrial sustainability. Considerations include the cross‐functional and cross‐organisational issues of implementation – bringing together various business units and functions within a company, and the many players in a supply chain, with the goal of improving environmental, social and economic performance in parallel. There is a need to develop new methods for technology valuation which integrate the concept of triple bottom line accountability and existing technology strategy in organisations could be extended, to include the wider set of values that underpin the concepts of industrial sustainability. The critical research needs for this to be achieved are identified.     

Engineering and technology students’ perceptions of courses

As cultural, social, political and economic changes take place, the secondary or high school curriculum should reflect and respond to changing needs and aspirations of students. Technology Education has been proactive in this arena as it has transformed over the decades to meet ever-changing societal needs. The most recent change to the discipline has been to add engineering and, as a result, adopting a new name and curriculum-Engineering and Technology Education. The added component and name change in Technology Education is causing discussions about what the new direction means, what professional preparation changes will be incurred, and what work graduating students will be prepared to do. In light of these changes, this study investigated perceptions of high school students in the United States of America about engineering and technology courses they take. To investigate whether students’ perceptions are in accord with current changes in Engineering and Technology Education, 316 students enrolled in engineering and technology courses in Georgia schools that have an affiliation with the Georgia Engineering and Technology Education Association (GETEA) were surveyed. According to data analyses, students’ perceptions can be divided into two factors. Educational Value of Course (factor 1) was extracted from statements measuring the degree to which the courses prepare students for employment and provide them with information regarding future employment. Personal Relevance of Course (factor 2) was derived from statements measuring students’ perceptions about links between engineering and technology education and their personal lives. Such findings suggest these students valued their engineering and technology courses, planned to continue their education, made good grades, and had varied types of career expectations for jobs such as design engineers and architects.     

Linking R&D to market needs

A market research technique for identifying and evaluating the more important product features and service aspects of new industrial products is described. This method helps tailor product design and performance aspects to market needs and manufacturing costs.