The Shifting Tides of Academe: Oscillation between Hand and Computer in Architectural Education

There is a current vacillation in choosing hand or computer for design presentation in academia. Although the computer emerged as very powerful alternative presentation medium, it could not sweep away the hand totally. Believing that this vacillation cannot only be due to the positive and negative aspects of both media, we worked with a group of students in a design curriculum to observe the factors that affect their choice of medium for presenting design ideas. The students were required to use both media for the same task, subsequently their satisfaction and evaluation were examined through a questionnaire. Students acknowledged the positive aspects of both media, rather than accumulating on one side. Findings led us to concur that the constant oscillation of architecture between art and science penetrates down to the individual choice of presentation medium. We assert that the warmness of hand is not deserted as it contemplates the artistic essence, while the digital perfection of the computers flirt with science. The ever-attended, age-old question of architecture’s being art and/or science occupies the architectural agenda at various levels. Both the polarizations and the reconciliations have theoretical, practical and educational consequences. This paper locates itself within this context and proposes a new framework for analyzing the impacts of this oscillation in design presentation, concluding that the future of presentation in education points to the coexistence of both media.     

Turkish – Ottoman Miniature Art Within the Context of Electronic Information Design Education

The article firstly examines the techniques of miniature art, and attempts to identify those which can serve as an inspiration for artistic aspects of today’s information design in the electronic environment. It also brings forward the idea whether miniature art could be used in our existing new media education models and finally answers the research question: does student really learn something from ‘technology practice’ in the design work using both minimalistic approach of miniature art and interactive media as high-end representation technique? We believe that the answers to above research question will help especially technology educator involved with design, to think what they need to improve students? creativity in parallel with teaching the use of software tools and programming.     

How to get great research cited

Academic success traditionally has been assessed by publications in highly ranked journals. Other measures of research quality such as citations are now available, and these measures offer a wider perspective of academic contribution beyond simple article counting. Citations now are an important consideration when evaluating research impact and quality. Google Scholar, Scopus, and other programs are readily available to provide citation counts; and other measures such as Hirsch's h-index have also been developed. In this editorial, we discuss the issue of research citation, focusing on strategies that can be used to ensure that one's research output is read by the intended academic and practitioner audiences. We first examine why articles get cited including a consideration of types of articles and types of citations. We then outline how to set up and present research. This includes a discussion of the research's strong contributions to the field; conceptual and theoretical development; compelling findings; and clear conclusions and implications. Third, we provide guidelines to create visibility and understanding of the article's contribution in the offline research community and beyond. Fourth, we examine the critical role of the online environment in creating visibility for an article. Here, after having given an overview of academic search, we discuss keywords; design and structure; graphics; metadata and university research repositories; and interactive social media content. We conclude by cautioning about unethical practices to increase citations.     

Teacher Perceptions of Design and Technology: A Study of Disjunction between Policy and Practice

This study examines the curriculum directions being charted by a sample of county secondary school design and technology teachers in England and Wales. The purposes of design and technology are analysed, and the syllabuses and examinations used reviewed, together with how design folios are incorporated into teaching. In addition, teacher reports on student-teacher classroom performance, and student-teacher evaluations of their teaching practice experiences are analysed. It was found that teacher perceptions are highly pragmatic and technical, with the pupils‘ intended learning outcomes largely being defined instrumentally in terms of product output rather than in design process terms. A disjunction is found between the statutory Order on Design and Technology and its implementation, with many teachers ’constructing‘ their design and technology education programmes within a ’craft paradigm‘. The discussion offers possible explanations for this and concludes that it has as much to do with the perceived status of Design and Technology as a school subject as with a ’product – process‘ debate. This revised version was published online in August 2006 with corrections to the Cover Date.     

Philosophical and practical differences in the approaches taken to technology education in England,France and the United States

Conclusion Paradigm shifts do not take place easily; however, it is frequently easier to make a shift if one is outside a particular system. There is always a tendency for an individual, a company or even a country to stay with what has been proven successful in the past-especially a method that has been so successful that the current world prominence of that nation is due, in large measure, to that method.Furthermore, curriculum revision often follows a top-down approach resulting in cosmetic changes made by academicians but limited real change in the classroom. There is also a tendency to promote the idea that there should be a unique way that we, the general public, should view technology and, therefore, only one way it should be taught. This could well be in conflict with the subject itself. Technology is constantly in flux and the clients it serves are as diverse as their ethnic origins and genders.Technology education in England, France and the United States reflect the changes which came about either during their great Revolution or in the years immediately following these events. England's self-made technicians and engineers put England on the industrial map far in advance of the other nations. However, industrial progress slowed considerably in the twentieth century, As England's advantage over other nations waned in the early part of this century industrial production was denigrated and a return to a more idyllic craft era was promoted. Thus, technology education has been variously referred to as craft, design, technology or a combination of these terms, thereby indicating the importance of craft heritage, the role played by designers and inventors, as well as the attempt to place these two within the larger context of technology. Nonetheless, design remains the focal point of the technology curriculum in England and Wales, reflecting the importance of the designers/inventors during the golden age of England's industrial development.French technicians and engineers were making great strides in understanding the scientific bases of many techniques prior to the French Revolution, but their application of theory to practice at that time was of secondary importance. By the time the social aspects of their Revolution has been reconciled England was far in advance and, in an attempt to catch up, France utilized what it knew best. By starting with a solid scientific base and adding practical experiences, it produced versatile engineers like Gustav Eiffel, who could move from one specialized field to another when the need arose. This emphasis on science is reflected in the technology curriculum in France, both in public and private schools, and has been the inspiration for the province of Quebec which is officially unilingual French speaking.Although the United States was born out of close ties with England, it understood French culture through ambassadors to France such as Ben Franklin. Nevertheless, these influences were no match when compared to the urgency to develop machinery which would add power to the pioneers' effort to conquer the new country and expand westward. The machine took on an almost superhuman quality as new industrial techniques were developed and the latest gadgets could be bought by all citizens. Little wonder that industry played an important part in the school curriculum from earliest times and continues to form the center of today's technology education curriculum.Will these three different cultural heritages continue to dominate technology education in each country in the years to come? Will the requirements of a global economy or the culture of other nations exert a greater influence for change than has been experienced in the past? There are no certain answers to these questions, but what is clear is that the past must be understood, as well as the degree of effect it has had on our current choice of curricula, before we can move ahead to create programs suitable for the twenty-first century.     

Design,Meanings, and Radical Innovation: A Metamodel and a Research Agenda*

Recent studies on design management have helped us to better comprehend how companies can apply design to get closer to users and to better understand their needs; this is an approach usually referred to as user‐centered design. Yet analysis of design‐intensive manufacturers such as Alessi, Artemide, and other leading Italian firms shows that their innovation process hardly starts from a close observation of user needs and requirements. Rather, they follow a different strategy called design‐driven innovation in this paper. This strategy aims at radically change the emotional and symbolic content of products (i.e., their meanings and languages) through a deep understanding of broader changes in society, culture, and technology. Rather than being pulled by user requirements, design‐driven innovation is pushed by a firm's vision about possible new product meanings and languages that could diffuse in society. Design‐driven innovation, which plays such a crucial role in the innovation strategy of design intensive firms, has still remained largely unexplored. This paper aims at providing a possible direction to fill this empty spot in innovation management literature. In particular, first it proposes a metamodel for investigating design‐driven innovation in which a manufacturer's ability to understand, anticipate, and influence emergence of new product meanings is built by relying on external interpreters (e.g., designers, firms in other industries, suppliers, schools, artists, the media) that share its same problem: to understand the evolution of sociocultural models and to propose new visions and meanings. Managing design‐driven innovation therefore implies managing the interaction with these interpreters to access, share, and internalize knowledge on product languages and to influence shifts in sociocultural models. Second, the paper proposes a possible direction to scientifically investigate the management of this networked and collective research process. In particular, it shows that the process of creating breakthrough innovations of meanings partially mirrors the process of creating breakthrough technological innovations. Studies of design‐driven innovation may therefore benefit significantly from the existing body of theories in the field of technology management. The analysis of the analogies between these two types of radical innovations (i.e., meanings and technologies) allows a research agenda to be set for exploration of design‐driven innovation, a relevant as well as underinvestigated phenomenon.     

The Impact of the Implementation of Technology Education on In-Service Teacher Education in South Africa (Impact of Technology Education in the RSA)

In this article the impact of technology education, as a new learning area (subject) in the curriculum, on in-service teacher education in South Africa is described in order to ascertain the extent of the impact. The research on which this article is based draws on a variety of experiences and observations in the field at grassroots level (in particular an outreach project in rural communities). The envisaged impact of technology education on South African schools, communities, teacher educators and teachers, the range of in-service teacher education that is required, and the impacts in urban and rural areas are discussed. Finally a number of concluding remarks are made about the extent of the impact of the inclusion of technology education in the new National Curriculum Statement and whether the situation has changed since the implementation of a pilot technology education project in 1998. This revised version was published online in July 2006 with corrections to the Cover Date.     

创意设计产业的风险投资评价指标体系研究

近年来,创意设计产业蓬勃发展,逐渐成为风险投资青睐的新兴领域.然而,创意设计产业是典型的高风险投资行业,为了控制风险获取高收益,综合评价项目对于风险投资者而言尤为重要.针对国内外缺少该领域研究的现状,本文简要分析了创意设计产业风险投资项目的特点,并结合层次化分析法(AHP)构造了一套风险投资评价指标体系,对于指导风险投资者进行投资决策具有实用价值和指导意义.     

Constructing and reconstructing school technology in England and Wales

The British government has claimed that no other western country has given such prominence to technology in the curriculum for all pupils of compulsory school age. The paper considers this innovation in the national curriculum of England and Wales from a number of perspectives. The first reviews the social processes by which design & technology assumed the form it took in the original Statutory Order of 1990 and by which it underwent reconstruction, leading to the revised Order of 1995. In so doing, it explores the development of a national policy for school technology, comparable to that enunciated for school science in 1985. A second perspective focuses on the increasingly important role of technology in the government's overall educational policy, especially in relation to the better preparation of pupils for the world of work and the securing of parity between academic and vocational courses. A third theme concerns the changing relationship between school science and school technology.David Layton was professor of science education in the University of Leeds from 1973 until retirement in 1989. He served on the British government's Working Group which provided the original recommendations for design & technology in the national curriculum and has written extensively on the value aspects of school technology and the relations of school science and school technology.     

The Value of a Utilitarian Curriculum: The Case of Technological Education

The position taken in this paper is that narrow conceptions of human development and the purposes of schooling have tended to displace rather than situate subjects like technology in the curriculum. Arguments which support this position, however, are only possible when the paradigm through which schooling is operationalized, is inverted. Viewing classic school subjects as abstractions which perpetuate narrow conceptions of pedagogy is a contentious position to take. But taking it and understanding how a utilitarian curriculum spawns real human development and learning gives a whole new perspective to curriculum theory and practice.     

Technology learning 1: Towards a curriculum for children who are technologists

Technology education holds the promise of curriculum recognition, at last, of an authentic view of a long-neglected aspect of humans' intellectual heritage. Unfortunately, this vision is in danger of being lost because of unclear and simplistic views of the nature of technology. In this paper, we set out our contention that curriculum debate has been reduced to a struggle between academic-rationalist and technical-utilitarian positions. We present samples from our research which recognises young children's technological prowess and which, by implication, supports our case for including at least two other significant curriculum perspectives — an intellectual processes perspective and a social expression perspective. Reflecting the spirit of technological endeavour, we conclude by stressing the importance of continuing the dialogue presented here, between curriculum perspectives on the one hand and the work of children as technologists on the other.     

Signaling Strategies for Innovative Design: A Study on Design Tradition and Expert Attention

There is increasing acknowledgement that innovative product design has a positive effect on financial performance. However, innovative design may require specific efforts to aid interpretation and appreciation by the market. So far, little is known about how companies can enhance their chances of success when introducing innovative designs. This study contributes to the development of this area of research. Drawing on signaling theory, it examines the role of two types of signals that may act as enablers for market acceptance of innovative design: adherence to a national design tradition, and attention from experts and specialized media. Using data collected from Danish design‐intensive companies, findings show that design innovativeness has a positive impact on financial performance. The analyses demonstrate that the effect is reinforced if a novel design adheres to a national design tradition. In addition, novel designs will be more positively accepted if they receive attention from design experts and attract media coverage. Research also contributes to signaling theory, as it shows how intrinsic—design innovativeness and adherence to a design tradition—and extrinsic—expert and media attention—cues interact and influence financial performance. The paper concludes by discussing managerial implications, particularly in relation to the new product development process and the role of design, and by suggesting avenues for further research.     

The Role of Published Materials in Curriculum Development and Implementation for Secondary School Design and Technology in England and Wales

This paper discusses the ways in which teachers exploited a set of curriculum materials published as a vehicle for curriculum innovation, and the relationship between chosen modes of exploitation and teachers’ own perceptions of how the materials had ’added value’ to their teaching. The materials in question were developed by the Nuffield Design and Technology Project (’the Project’) to offer a pedagogy appropriate to the statutory curriculum for secondary school design and technology education in England and Wales (DFE/WO 1995). The Project had sought both to inform the statutory curriculum, and respond to its requirements. An earlier case study (Givens 1997) laid the foundations for the survey that is reported here. This paper focuses on the teaching of pupils aged 11–14. It finds that while most teachers made at least some use of all the various components of the publications, they were selective. While the Study Guide, which carries out a meta-cognitive dialogue with pupils, was generally underused, those teachers who did use it perceived greater value added by the materials as a whole to the quality of pupils’ work, their effectiveness in design and technology and their autonomy. This revised version was published online in July 2006 with corrections to the Cover Date.     

前药原理与新药设计

探索前药原理在新药设计中的规律,推动新药研究工作的开展,通过文献检索,综合、归纳、分析、概括前药原理在新药设计方面的典型事例。前药原理在新药设计中广泛应用,不仅可对经典的含羧基、羟基、氨基药物进行结构修饰制成前药,还可制成偶氮型前药、曼尼希碱型前药、一氧化氮型前药及开环、闭环等新型结构的前药,既保持或增强了原药的药效,又克服了原药的某些缺点。利用前药原理设计新药投资少、风险小、成功率高,适合我国国情,是值得推广的新药研究途径。     

组织设计：战略选择、组织结构和制度

探讨了组织设计的理论难点问题。文章作者总结了战略选择、组织结构和制度化等多个视角的理论观点,认为战略选择、组织结构和制度都是组织设计中需要重点加以考虑的变量。强调处于变动的、互动中的组织战略与结构之间关系是组织的常态。当内外环境变量发生变化时，组织战略与结构也要随之发生变化，组织战略与组织结构必须作出相应的反应。     

Forecasting the Commercial Attractiveness of User‐Generated Designs Using Online Data: An Empirical Study within the LEGO User Community

Web 2.0 technologies and the rapid emergence of virtual user communities have created new challenges and opportunities for producer firms. The challenges concern the problem of idea overload when a large number of users are empowered to develop their own design creations. At the same time, opportunities arise because firm‐hosted user communities offer a promising source of creativity outside the firms' boundaries. In this paper, we study which data present in firm‐hosted online communities on user‐generated designs and user‐designers can be used to help a focal producer firm to reduce its workload in the selection phase by predicting which user‐generated designs it would most likely perceive as commercially attractive. Prior research emphasizes that among the vast amount of ideas generated in online user communities, it is the lead users' ideas that tend to stick out in terms of commercial attractiveness. Our paper aims to provide the next step by developing a heuristic for filtering commercially attractive ideas that are generated in online user communities. Therefore, prior lead user research is used as a point of reference for our study. This research stream has produced rich insights into the characteristics of users who are capable of developing new products that are commercially attractive from the perspective of a focal producer firm, as well as the characteristics of artifacts that such users tend to develop. Based on prior lead user research, we use theories on problem solving, creativity, and new product adoption to develop hypotheses on the factors that might influence the attractiveness of user‐generated designs from the focal producer firm's perspective in such a setting. Applying multilevel generalized linear modeling, 1799 designs from 116 user‐designers in the LEGO user community are analyzed. Our findings show that three prominent variables, the complexity of a given design, positive feedback from the community on specific designs, and the intensity of design activity by a user‐designer, can be used by a focal producer firm as filtering heuristics for the selection of promising user‐generated designs. We find an inverted U‐shaped relationship between the complexity of a user‐generated design and its perceived commercial attractiveness. Furthermore, we find a positive relationship between the positive feedback received by a given user‐generated design within the peer community and its perceived commercial attractiveness, as well as a U‐shaped relationship between the intensity of a certain user‐designer's activities and the likelihood that a given design by that user will be perceived as commercially attractive. The study is a first step toward a new Web‐based marketing research approach that can enable firms to filter vast numbers of user‐generated designs more effectively and efficiently.     

Social media and happiness nexus in the millennial generation

The current paper empirically examines the relationship between social media and happiness. Unlike existing works, we study this nexus from a global perspective using a cross-sectional model consisting of 140 countries on data from 2012 to 2017. Assuming that this effect may differ according to the average level of perception of happiness in each country, we use the quantile regression framework to yield more accurate inferences. The findings show that social media measured by Facebook penetration has a positive and significant relationship with happiness, and this positive nexus differs in terms of amplitude and significance throughout the conditional distribution of the happiness index. However, analysis in different samples reveal that this positive nexus is not universal and differs with the level of economic development of the countries and from one region to another. We put forward mental illness approximated by anxiety as the main transmission channel.     

Drivers and Pathways of NPD Success in the Marketing–External Design Relationship

Marketing often cooperates with external design in the new product development (NPD) process. While this relationship is crucial for NPD success and is a typical case of interorganizational collaboration between a business‐oriented function (marketing) and a creative partner (external design), a comprehensive understanding of this relationship remains lacking. As the NPD field evolves to open systems that have changed concepts like functional integration into interorganizational integration, this study contributes to NPD literature by developing an integrated conceptual framework leading to a model of drivers and pathways of NPD success in the marketing–external design relationship. Building on the literature on NPD, design management and relationship marketing, and on nine dyadic case studies from the luxury fragrance and cosmetics industry, a content analysis was conducted, enriched by a crisp‐set qualitative comparative analysis (QCA). This research confirms several NPD success drivers suggested in the literature and reveals three new drivers: source of design expertise, designer brand commitment, and number of NPD stages involving designer. The first new driver (source of design expertise) impacts the relationship process, which then impacts NPD success, while the other two drivers (designer brand commitment, and number of NPD stages involving designer) directly influence NPD success. The paper also identifies the pathways of NPD success, showing that contact authority and designer brand commitment are necessary conditions for NPD success, especially when combined with a high number of NPD stages involving designer or a previous relationship. The results also indicate that pathways of NPD success may differ according to the source of design expertise. From a managerial perspective, this study provides recommendations to managers to select the right design partner and choose from a range of drivers and pathways to devise more effective ways to work with external designers, thereby leading to NPD success.     

Re-constructing the Construction Kit -- Re-constructing Childhood: A Synthesis of the Influences which have Helped to Give Shape and Form to Kit-based Construction Activities in the Primary School Classroom

Construction-based activity in schools is an essential part of the design and technology curriculum. This paper examines issues behind the evolution of construction kit based activity with a particular focus on some of the individuals who have invented construction kits in the course of the last two hundred years. Consideration has been given to the range of possible influences in their lives that may have shaped the creation of new kits -- especially childhood experiences with contemporary early construction kits. The historical development and properties of construction kits are mainly explored from a structural perspective. This revised version was published online in July 2006 with corrections to the Cover Date.     

“Because you are a part of me”: Assessing the effects of salesperson social media use on job outcomes and the moderating roles of moral identity and gender

Although the effects of salesperson social media use have recently received significant scholarly attention, there remains critical research gaps that, if addressed, can further broaden our understanding of the impact of salesperson social media use in business-to-business settings. Grounded in construal level theory and the related psychological distance framework, we suggest that salesperson social media use increases salesperson inclusion-of-the-customer-in-the-self by reducing the psychological distance between the salesperson and their respective customers. More so, we posit that this relationship is positively moderated by salesperson moral identity, such that the relationship is strengthened at higher levels of moral identity. Furthermore, we identify a potential three-way interaction by considering the role of salesperson gender in driving this interactive relationship. Our results, based on survey responses from 158 business-to-business salespeople, lend support to our theoretical model and shows that the moderating effect of salesperson moral identity on the relationship between salesperson social media use and salesperson inclusion-of-customer-in-the-self is stronger for females than it is for males. Additionally, we find that salesperson inclusion-of-customer-in-the-self is related to higher salesperson customer knowledge, which, ultimately, improves salesperson performance. In the light of our findings, we discuss subsequent managerial and theoretical implications.