Academic literature on the topic 'Degree Discipline: Design Innovation'
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Journal articles on the topic "Degree Discipline: Design Innovation"
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Milner, Karen. "Social innovation camps: an analysis of participants’ experiences." International Journal of Innovation Science 12, no. 1 (November 22, 2019): 99–110. http://dx.doi.org/10.1108/ijis-03-2019-0032.
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Purpose The purpose of this paper is to document and analyse the processes underpinning the Southern African Social Innovation Camp (the Camp). This paper details the theoretical basis on which the Camp was designed and assesses the ways in which the participants experienced the camp in light of these theoretical principles. Design/methodology/approach A qualitative research design was used with four sources of data: participant reviews of the Camp, in-depth interviews with stakeholders, the researcher’s field notes and a reflective blog posted online by one of the participants. Data were analysed using thematic content analysis. Findings Three themes emerged from the analysis. The Camp as a foreign but safe space that moves people out of their comfort zones, enabling innovative thinking; the importance of discipline and rigour in self-organising groups; and the interplay of diversity feedback and trust/mistrust. The theoretical principles which informed the design of the Camp were clearly evident in these themes. Research limitations/implications No evaluation of the degree of innovativeness/quality of the prototypes. While the focus of the study was on participants’ experiences, a clearer indicator of the innovativeness and usefulness of the prototypes would have provided greater insight. Originality/value The study describes a theoretical framework for designing innovation groups and establishes the usefulness of the framework for analysing the group processes. Based on the results, recommendations for effective functioning in innovation groups are proposed: group diversification; discipline and rigour in group facilitation; vigilance in eliminating hierarchy; and managing the interplay between diversity, feedback and trust.
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Yang, Yeqiu, and Luca Guerrini. "Environmental (Art) Design VS Interior and Spatial Design: A dialogue between Chinese and Italian design disciplines." E3S Web of Conferences 179 (2020): 01008. http://dx.doi.org/10.1051/e3sconf/202017901008.
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The relationship between China and Italy has ever been stronger for academic exchanges to flourish. Vital exchange of teachers and students among design universities has soared to paramount levels. With this, beginning in 2007, both Chinese and Italian higher education institutions have established the ‘double master’s degree programs in design’, with the corresponding degrees being ‘environmental (art) design’ and ‘interior and spatial design’ respectively. Meanwhile, there are great strides, followed by demands to strengthen the understanding of the respective cultures, language, and methods of both design institutions. This article aims to assist and facilitate a dialogue of understanding between the two design cultures by analyzing the current status and the evolution of their disciplines in both nations. This research may provide a common basis for the innovation in the field in both countries and contributing useful theoretical notions for the education of design.
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Wang, Ming, and Tan Shan. "Research on the Art Design College's Computer Network Entrepreneurship Plat From." Advanced Engineering Forum 4 (June 2012): 163–67. http://dx.doi.org/10.4028/www.scientific.net/aef.4.163.
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At present, in the artistic design education in Colleges of China appeared in the realm of" enterprise education" as the core content of the reform, obtained better result also gained experience. But there are also problems. Based on the innovative education of art design and professional characteristics analysis, proves the reality and necessity of the university construction of art design professional business platform for the network (hereinafter referred to as the “business platform for the network." ), the effectiveness in the promotion of university art design education, and it improve students' innovation ability. And the actual operation of the platform design to provide a preliminary exploration. In 2011 April Academic Degrees Committee of the State Council, the Ministry of education to add “art” for the thirteenth disciplines, design upgrades for the first grade discipline. New courses to adapt to the development of China's economic, social, science and technology and higher education, also indicated that the promote of art and design disciplines’ academic status. Focus on scientific and technological advances in today's world, the horizon of knowledge economy, national competitiveness and education in the comprehensive national strength in the important role of art and design college design education is the most fundamental task is to nurture students to become innovative, professional skills intensive, with good employment entrepreneurship modern design professionals.
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Martins, João Paulo. "Global Design. Schools in Portugal." Global Design, no. 47 (2012): 42–45. http://dx.doi.org/10.52200/47.a.pw2jkmkg.
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Since its very beginning, the design of educational spaces is strongly connected with issues on pedagogy, hygiene, order and discipline, collective identity (hence with history, traditions, modernity and innovation). To materialize the concept of global design, seeking formal coherence and a close functional and ideological articulation between all components, furniture design is fundamental as is the role of fine arts. Addressing the relationship with the context implies considering the links established with all other objects which form the school system in its several degrees (nursery, primary, secondary, superior) and scales (the neighbourhood, the city, the country).
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Pollard, Vikki, Andrew Vincent, and Emily Wilson. "Learning-to-be in two vocationally-oriented higher education degrees." On the Horizon 23, no. 1 (February 9, 2015): 7–15. http://dx.doi.org/10.1108/oth-06-2014-0021.
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Purpose – This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates. Design/methodology/approach – This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008). Findings – The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline. Practical implications – The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries. Originality/value – It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.
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Friesen, Sharon, and Michele Jacobsen. "Collaborative Design of Professional Graduate Programs in Education." International Journal of Designs for Learning 12, no. 1 (April 12, 2021): 64–76. http://dx.doi.org/10.14434/ijdl.v12i1.25778.
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Faculties of Education in North America are experiencing an increase in demand for professional graduate programs that provide flexible and accessible research pathways for working professionals. Our School of Education offers high quality professional graduate programs that increase access and respond directly to complex needs and problems of practice in education. We describe the design and design thinking approach our faculty collectively undertook to redesign our professional graduate programs. The design was guided by a commitment to research informed and research active learning experiences that enable professionals to develop expertise, draw upon evidence, and act with integrity as they lead innovation and change in educational organizations. The program design provides professionals with opportunities to complete their graduate program in both blended and online formats. Degree programs are cohort based, discipline focused, and coherently structured. Many of our specialized topics are developed in partnership with the professions we serve, and each of our graduate programs is grounded in current research and engages students in active research-based learning. Participatory, collaborative, and interdisciplinary learning experiences are characterized by signature pedagogies. Our professional graduate programs create scholars of the profession through strong connections with the disciplines, communities, and professions we serve. Results of the redesign include improved results in student satisfaction, time to completion, increased retention, and have yielded high completion rates. Design knowledge and insights gained after eight years of evaluation document the strength and quality of our graduates and an increased proportion of international students in all of our graduate program areas.
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Bernardo, Alberthy Alysson Coelho, and Wellington Gomes de Medeiros. "Modelo para a caracterização do processo de inovação em design." International Journal of Innovation 9, no. 1 (April 26, 2021): 158–79. http://dx.doi.org/10.5585/iji.v9i1.15891.
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Objective of the study: The value of design needs to be constantly reaffirmed due to its nature with eminently qualitative elements – unlike innovation, which has a quantitative origin. This article aims to explore the relationship between design and innovation and their common points.Methodology/approach: The study has a qualitative character, with an exploratory and descriptive investigation, based on a surveying of the main terms and concepts about design an innovation, both printed and digital publications.Originality/Relevance: From the main points of conceptual convergence, the text proposes an approximation between innovation and design based on a model consisting of the following criteria: application context; structure and organization of the company to generate innovation; dimensions that drive innovation; degree of novelty; and results generated.Main results: With the proposed model for the characterization of the design innovation process, the research concluded that, although historically they appeared at different times, design and innovation are complementary disciplines with contiguous objectives.Theoretical/methodological contributions: This work not only contributes to the discussion about a closer approximation between the two areas, indicating mutual benefits, but it also demonstrates that the proposed model can favor the understanding of the value of design.Social/management contributions: The model described in this article can help innovation agents, companies and all stakeholders who aimed to restructure existing products or design new products based on innovation criteria.
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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." International Journal of Service Science, Management, Engineering, and Technology 1, no. 2 (April 2010): 51–69. http://dx.doi.org/10.4018/jssmet.2010040104.
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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.
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Филимонова, О., and O. Filimonova. "“Engineering and Computer Graphics” Discipline in the System of Higher Military Education." Geometry & Graphics 6, no. 4 (January 29, 2019): 88–99. http://dx.doi.org/10.12737/article_5c21fba3f26c35.85693389.
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In this paper features for creation of educational process in a military higher education institution when studying “Engineering and Computer Graphics” discipline are revealed. Military education is a part of the Russian Federation’s education system. In conditions of the Armed Forces modernization and development of new methods and ways for conduct of operations the young officers’ perfection acquires a big significance. Requirements applicable to military specialists reflect the concept of educational activity in general – possession of strong theoretical knowledge and formed practical skills at the tasks solution. The big part in the system of development for military engineering education is assigned to practical orientation of training. Future officer has to understand the processes for design, production and operation of cars and mechanisms with varying complexity, therefore be able to work with design documentation of any kind. In the course of “Engineering and Computer Graphics” discipline studying cadets are learned to read and carry out drawings, to develop their technical support, and also to design and model both two, and three-dimensional objects on a plane and in space. The efficiency of graphic training in a greater degree depends on educational activity’s organization. Application of education traditional forms in combination with innovative practice and methods, development of the system of didactic tools focused on increase in educational process’s intensity is the most optimal one for achievement of training maximum results. During realization of the tasks set by the state for training of competent military specialists, the educational process based on principles of personally focused training with developing orientation has been organized by “Engineering and Computer Graphics” discipline teachers of Military Academy of Troops Air Defense of Russian Federation Armed Forces. The developed system of didactic tools enhances the intensity and productivity of cadets’ educational activity, helps to cultivate professional qualities of future military specialists.
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Bosman, Lisa, Abrar Hammoud, and Sandhya Arumugam. "Applying empathy-driven participatory research methods to higher education new degree development." Information Discovery and Delivery 47, no. 1 (March 1, 2019): 17–24. http://dx.doi.org/10.1108/idd-09-2018-0051.
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Purpose Innovation and entrepreneurship are economic drivers promoting competition and growth among organizations throughout the world, many of which would not exist without well-established new product development processes coupled with intentional and strategic focus on research and development. New product development processes, such as the lean start-up methodology and design thinking, are well-known and thriving as a result of empirically grounded research efforts. Unfortunately, educational institutions and educational researchers, alike, are lagging when it comes to new program/degree development processes. Although the quantity of new degree offerings has increased substantially over the past several decades (in particular for multidisciplinary, interdisciplinary and transdisciplinary programs), limited research has been conducted to document key procedures associated with the creation of new degree programs. The purpose of this study is to show one approach to how students can be involved within the new program development process. Design/methodology/approach This approach uses participatory research, wherein students act as researchers and actively participate in the data collection and analysis process. Under the umbrella of participatory research, the study uses photovoice, photoelicitation and focus groups for collecting qualitative data. Findings Results suggest that students in one transdisciplinary studies in technology program value the following key attributes: learning style (agency and choice, active hands-on learning and real-world applications) and learning context (technology and design-focused assignments, integration of humanities and self-selected disciplines of interest). Originality/value Recommendations are provided for various higher education benefactors of the user-generated data, including administration, faculty, marketing, recruitment, advisors and the students themselves.
Dissertations / Theses on the topic "Degree Discipline: Design Innovation"
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Wei, Shih-Chieh, and 魏士傑. "The Innovation and Systematic Design of Multi- functional Wheelchair With Single Degree of Freedom." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/kwgy9k.
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碩士國立虎尾科技大學
機械與機電工程研究所
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Traditionally, the mechanism of multi-functional wheelchair has multi degrees of freedom, and used multiple power sources to complete the multi motion function. The purpose of this thesis is to invent new multi-functional wheelchair with single degree of freedom. The multi-functional wheelchairs designed in this thesis include 1. Multi-functional wheelchair with sitting, lifting, and standing functions, and 2. Multi-functional wheelchair with sitting, lifting, standing, and lying down functions. The mechanisms proposed for multi-functional wheelchairs in this thesis have 1 degree of freedom. Hence, using only 1 power source drives the mechanism to achieve multi motion functions. The new design has the advantages of 1.simple operation, 2. high load bearing, 3.more stability, and 4 more safety. When the wheelchair standing up, the center of gravity of traditional standing wheelchair is moved forward, it needs to use more 2 wheels, the wheelchair will become six wheelchairs. In this thesis, first, by using the checklist method of Osborn, the multi-functional wheelchairs with single DOF are invented. According to theory of dimentional synthesis of mechanism, the dimentions of multi-functional wheelchair are synthesized. The center of gravity of new multi-functional wheelchair after standing still located between the front and rear wheels, no additional wheels needed. Then, by using Solidworks software, 3D drawing and engineering design of multi-functional wheelchairs are carried out. Applying SolidWorks Motion software, the kinematic analysis and simulation are carried out to ensure the security and stability in the operation. Finally, the narrow model of the prototype is manufactured to verify the theoretical results. The results of this research will enhance Taiwan''s R & D capability in the multi-functional wheelchair to enhance industrial competitiveness.
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Bergman, Ossian. "Concept Development of a New System for Drying Dishware : Degree project for Bachelor of Science in Innovation and Design Engineering." Thesis, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78811.
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The Drying of dishware inside a dishwasher is the phase in the washing cycle that uses the most energy and is therefore the phase with most room for improvement as regards on energy usage. When drying the dishware through closed air circulation, it is the temperature of the final rinse that determines the heat available during the drying process. If heat from the final rinse is to be used more efficiently, how could such a concept of drying be developed? The project was directed as a process for product development. To gain a better understanding of the problem, the project started with a pre study which include the issues: how does drying with air work, how is drying done in today’s dishwashers, how does other industries solve this problem? The pre study is later summarized in a requirement specification, that describes what demands and wishes there are for the concept. To easier understand the big complex problem, it was branched out into smaller sub problems, with the goal of coming up with ideas for each sub problem, and later combine them into concepts using a morphological matrix. With the requirement specification as a starting point, ideas were generated for each sub problem, with the creative methods brainstorming, brainwriting and SCAMPER. The chosen solution consists of a tray combined with a system of air circulation. The tray is drawn up under the upper basket from the side of the dishwasher. It then collects the water dripping down from the dishes above, preventing the water from dripping onto the lower basket, and therefore leaving less water on the dishes below. Thereafter the tray is retracted when the water is done dripping, and the water runs off the tray, along the wall. The air circulation is then activated and directed from the top towards the bottom. This removes the leeward between the dishware and the basket that otherwise appears because the air reaches the basket first. The air circulation system is designed with the risk of flooding in mind. That resulted in a drainage system that traps all the water that manages to get inside the system and drains it back into the washing space. Further, ribs were integrated into the inlet to prevent the water from spraying straight into the system. The ribs also help spread the air where it is needed.Torkning av disk inuti en diskmaskin är den fas som kräver mest energi, vilket innebär att torkningen är den del som innehar störst rum för förbättringar med hänsyn till energianvändning. Vid torkning av disk med en stängd luftcirkulation är det temperaturen på den sista sköljningen som avgör hur mycket värme som finns tillgängligt under torkningen. Därav gäller det att använda den effektivt, så hur kan ett koncept se ut för att använda värmen effektivare? Projektet har utförts efter en process för produktutveckling. Projektet inleddes med en förstudie för att få en bättre förståelse över problemet, som bland annat innefattar frågorna: hur torkning med luft fungerar, hur ser torkningen ut i diskmaskiner idag, hur har problemet med torkning lösts inom andra områden? Förstudien sammanfattades i en kravspecifikation som beskriver vilka krav och önskemål som finns för slutkonceptet. För att enklare förstå det problemet grenades det ut i flera delproblem, med syftet att hitta lösningar för varje delproblem och sedan koppla ihop dem till koncept genom en morfologisk matris. Med kravspecifikationen som startpunkt genererades olika lösningsalternativ fram för varje delproblem, med kreativa metoderna brainstorming, brain-writing och SCAMPER. Det valda konceptet består av en gardinlösning tillsammans med ett luftcirkulationssystem. Gardinlösningen skjuts in under övrekorgen, från sidan av diskmaskinen. Gardinen samlar där upp det vatten som rinner av den övre korgen för att hindra det från att droppa på den undre korgen. Gardinen förs ner igen när vattnet droppat klart, och det som fångats rinner av gardinen, längs väggen. Luftcirkulationen aktiveras sedan och är riktad från taket mot botten. Detta tar bort den läsida mellan korg och disklast som annars uppstår till följd av att luften når korgen först. Luftcirkulationen designades med risken för översvämning i tanken. Det ledde till ett dräneringssystem som fångar vattnet som lyckats ta sig in i systemet och leder det tillbaka in i diskutrymmet. Ytterligare monterades ribbor som förhindrar vattnet från att spruta rakt in i systemet. Ribborna hjälper också till att sprida luften dit där den behövs.
Books on the topic "Degree Discipline: Design Innovation"
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Tartaglia, Andrea, Roberto Bolici, and Matteo Gambaro, eds. La ricerca tra innovazione, creatività e progetto / Research among Innovation, Creativity and Design. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-160-7.
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In the current socio-cultural scenario, the implementation of the university reform aimed at boosting third-level education calls for meditation within the discipline of Architectural Technology (ICAR 12). This review must address the research topics and academic profiles of PhD courses in the Technological Area, also in terms of fostering actions consistent with European strategic lines for the promotion of a knowledge society. Research, innovation, creativity and design are the keywords of this scenario that PhD students and lecturers must bear in mind when considering three fields of study: environmental design and landscape, building production and construction and works and services strategic for the community. This book "Research among innovation, creativity and design" develops the topics addressed during the VII OSDOTTA workshop (the network of PhD courses in the field of Architectural Technology) held at the Mantua campus of Milan Polytechnic on 15th-16th-17th September 2011.
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Kaukina, Ol'ga Valer'evna, and Tat'yana Aleksandrovna Aver'yanova. Design of artistic and industrial products. FGUP NTC «Informregistr», 2021. http://dx.doi.org/10.18503/2-2021-2.
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This workshop was developed in accordance with the Federal State Educational Standard 3 ++ and the bachelor's degree curriculum in the field of training 29.03.03 "Technology of artistic processing of materials", profile "Technology of artistic processing of materials" in higher educational institutions. The workshop contributes to the formation of competencies in the discipline "Fundamentals of vocational and technical activities." It presents: all practical work with a description of tasks and examples of the implementation of these tasks, as well as guidelines for the implementation of extracurricular independent work of students. The workshop is intended for students and teachers of higher educational institutions, a wide range of educational workers.
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Mura, Anna, and Tony J. Prescott. A sketch of the education landscape in biomimetic and biohybrid systems. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0064.
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The Living Machines approach, which can be seen as an exemplar methodology for a wider initiative towards “convergent science,” implies and requires a transdisciplinary understanding that bridges from between science and engineering and to the social sciences, arts, and humanities. In addition, it emphasizes a mix of basic and applied approaches whilst also requiring an awareness of the societal context in which modern research and innovation activities are conducted. This chapter explores the education landscape for postgraduate programs related to the concept of Living Machines, highlighting some challenges that should be addressed and providing suggestions for future course development and policy making. The chapter also reviews some of the within-discipline and across-discipline programs that currently exist, particularly within Europe and the US, and outlines an exemplar degree program that could provide the multi-faceted training needed to pursue research and innovation in Living Machines.
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Middell, Matthias. French Historical Writing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199225996.003.0014.
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This chapter traces French historiography, which counts among the most professionalized in the world, influencing global trends in the interpretation of the Middle Ages, of early modern social and political developments, of the French Revolution, of contemporary history, and of the comparison of civilizations and the history of colonial empires. The ‘professionalization’ of French historiography dates back to the nineteenth century, and included not only the creation of an institutional setting that gave rise to a highly differentiated discipline, but also an intense search for new methods among historians that guaranteed innovation and resistance to the ongoing process of fragmentation. The label ‘Annales School’ reduced a diversity of practices to the straightforward opposition of old-fashioned ‘positivist’ historiography versus a new historiography. Internationally, it influenced the image of French historiography to such a degree that the ‘Annales’ became identified with the most valuable contributions by French historians to the discipline.
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Kaukina, Ol'ga Valer'evna, and Tat'yana Aleksandrovna Aver'yanova. Practical work on project activities in packaging production. FGUP NTC «Informregistr», 2021. http://dx.doi.org/10.18503/1-2021-2.
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This workshop was developed in accordance with the Federal State Educational Standard 3 ++ and the bachelor's degree curriculum in the field of training 29.03.03 "Technology of printing and packaging industries", profile "Branding and chemical modeling" in higher educational institutions. The workshop contributes to the formation of competencies in the discipline "Fundamentals of vocational and technical activities." It presents: graphic design of packaging, all practical work with a description of tasks and examples of the implementation of these tasks, as well as guidelines for the implementation of extracurricular independent work of students. The workshop is intended for students and teachers of higher educational institutions, a wide range of educational workers.
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Shortell, Stephen, and Rachael Addicott. A New Lens on Organizational Innovations in Health Care. Edited by Ewan Ferlie, Kathleen Montgomery, and Anne Reff Pedersen. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780198705109.013.4.
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The long received wisdom in the organization design, change, and innovation literature is that “form follows function”. We question this dictum particularly for organizations facing radical, volatile changes such as those occurring in the health care sector. Drawing on examples from England, the United States and, to a lesser degree, Australia, Canada, New Zealand, and Singapore we suggest that changes in form oftenprecedechanges in function. We further suggest that they need to do so in order for the functions to be successfully executed. This is as opposed to past attempts to making functional changes without recognizing the need to first change the organizational form in which the functions are to be carried out. We also discuss the implications of this re-framing for form-function alignment and future research.
Book chapters on the topic "Degree Discipline: Design Innovation"
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Cohen, Yael Helfman, and Yoram Reich. "The Biomimicry Discipline: Boundaries, Definitions, Drivers, Promises and Limits." In Biomimetic Design Method for Innovation and Sustainability, 3–17. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33997-9_1.
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Pérez, José Javier, María Senderos, and Iñigo Leon. "Implementing BIM in Architectural Graphic Expression Subjects in the First-Degree Courses." In Springer Series in Design and Innovation, 107–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04640-7_12.
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Ding, Wei, Wenxin Hu, and Junnan Ye. "Research and Construction of the Innovation and Entrepreneurship Collaborative Education Pattern of Design Discipline." In Advances in Creativity, Innovation, Entrepreneurship and Communication of Design, 136–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51626-0_16.
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Sheen, Kimberly Anne, Jillian Griffiths, Derren Wilson, and Stuart Cunningham. "A Novel Pandemic Delivery Pattern for a New Digital User Experience Degree Apprenticeship." In Advances in Creativity, Innovation, Entrepreneurship and Communication of Design, 335–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80094-9_40.
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Negrete, Karla Paola, Jenyffer Yépez, Edgar Maya-Olalla, Miguel Naranjo-Toro, and Jorge Caraguay-Procel. "Quality at the University Based on Process Management: Design and Implementation of the Quality Management System Under ISO 9001:2015 Standard Applied to the Industrial Engineering Degree of the Northern Technical University." In Technology, Sustainability and Educational Innovation (TSIE), 183–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37221-7_16.
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Cáceres, Santiago, Francisco Valverde, Carlos E. Palau, Andreu Belsa Pellicer, Christos A. Gizelis, Dimosthenes Krassas, Hanane Becha, et al. "Towards Cognitive Ports of the Future." In Technologies and Applications for Big Data Value, 453–74. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78307-5_20.
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AbstractIn modern societies, the rampant growth of data management technologies—that have access to data sources from a plethora of heterogeneous systems—enables data analysts to leverage their advantages to new areas and critical infrastructures. However, there is no global reference standard for data platform technology. Data platforms scenarios are characterized by a high degree of heterogeneity at all levels (middleware, application service, data/semantics, scalability, and governance), preventing deployment, federation, and interoperability of existing solutions. Although many initiatives are dealing with developing data platform architectures in diversified application domains, not many projects have addressed integration in port environments with the possibility of including cognitive services. Unlike other cases, port environment is a complex system that consists of multiple heterogeneous critical infrastructures, which are connected and dependent on each other. The key pillar is to define the design of a secure interoperable system facilitating the exchange of data through standardized data models, based on common semantics, and offering advanced interconnection capabilities leading to cooperation between different IT/IoT/Objects platforms. This contribution deals with scalability, interoperability, and standardization features of data platforms from a business point of view in a smart and cognitive port case study. The main goal is to design an innovative platform, named DataPorts, which will overcome these obstacles and provide an ecosystem where port authorities, external data platforms, transportation, and logistics companies can cooperate and create the basis to offer cognitive services. The chapter relates to knowledge and learning as well as to systems, methodologies, hardware, and tools cross-sectorial technology enablers of the AI, Data and Robotics Strategic Research, Innovation & Deployment Agenda (Milano et al., Strategic research, innovation and deployment agenda - AI, data and robotics partnership. Third release. Big Data Value Association, 2020).
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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." In Technological Applications and Advancements in Service Science, Management, and Engineering, 134–51. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1583-0.ch009.
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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.
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Ebner, Martin, Sarah Edelsbrunner, and Sandra Schön. "Supporting Learning and Teaching with Good Design: Report and Lessons Learned from Learning Experience Design in Higher Education." In E-service Digital Innovation [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.107489.
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Learning experience design (LXD), that is, the conscious design of learning experiences based on the principles and methods of the design discipline, is a term that is increasingly being used in the design of (digital) learning environments. The aim is to make learning a positive, exciting experience for the learner. This article will introduce the understanding of “learning experience design” and describe its application at Graz University of Technology (TU Graz). As creativity is a base for the design discipline, the organizational unit “educational technology” sees LXD as a chance to develop innovative, quality online teaching and learning materials. The article will show the application and results of LXD of several different projects and resources developed for teachers and students by the educational technology team at TU Graz: the student study progress dashboard, the TELucation website relaunch, and the development of a modifiable digital template for lecturer training.
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"IN-PROCESS DESIGN CONTROLS — FLEXIBLE DISCIPLINE FOR COST-EFFECTIVE INNOVATION." In Total Value Development, 145–60. IMPERIAL COLLEGE PRESS, 2016. http://dx.doi.org/10.1142/9781783267149_0008.
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Pasipamire, Notice. "Integration in Mixed Methods Research Designs by Graduate Students at the University of Science and Technology." In Research Anthology on Innovative Research Methodologies and Utilization Across Multiple Disciplines, 289–311. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3881-7.ch016.
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This chapter reports on a study that investigated how graduate students in the Faculty of Communication and Information Science at NUST were approaching integration in their mixed-methods research dissertations. There has been a concern that lack of expertise of what mixed-methods research is restricts the integrative capacity. Using a research synthesis method, the study investigated three graduate programmes, namely Master's degrees in Library and Information Science, Records and Archives Management, and Journalism and Media Studies from 2016 up to 2018. A total of 95 dissertations were reviewed, and 40 employed mixed-methods research design. It was discovered that integration was commonly done at methods and interpretation levels. Integration of qualitative and quantitative data sets resulted in confirmation (83), expanding understanding (27), and discordance (31). Graduate students dealt with discordant findings by either ignoring the discordance (20), seek corroboration with existing literature (7), or give priority to the quantitative strand (4).
Conference papers on the topic "Degree Discipline: Design Innovation"
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Akinfeyeva, I. I. "REVIEW OF CREATIVE TASKS IN THE DISCIPLINE «GRAPHICS AND PAINTING» DIRECTION 54.04.01 DESIGN (MASTER'S DEGREE LEVEL)." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2021. http://dx.doi.org/10.22250/iss.2021.2.9.
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Simpson, Timothy W., Matthew Parkinson, Dave Celento, Wei Chen, Ann McKenna, Ed Colgate, Don Norman, et al. "Navigating the Barriers to Interdisciplinary Design Education: Lessons Learned From the NSF Design Workshop Series." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28575.
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Evidence suggests that transformational innovation occurs at the intersection of multiple disciplines rather than isolated within them. Design—being both pervasive and inherently interdisciplinary—has the power to transcend many disciplines and help break down the departmental “silos” that hinder such collaborative efforts. Many universities are now struggling to embrace the curricular innovations that are necessary to achieve and sustain interdisciplinary education. Given the already packed undergraduate engineering curricula, several universities have started to offer new design programs that span several disciplines at the masters and doctoral levels. In this paper, we examine the five interdisciplinary graduate design programs offered by three different universities—University of Michigan, Northwestern University, and Stanford University—that hosted the NSF Design Workshop Series in 2008–2009. Collectively, these programs represent “solutions” that span a variety of graduate degree offerings that are available and provide examples of ways to successfully navigate the barriers and hurdles to interdisciplinary design education. A recap of the NSF Design Workshop Series is also provided along with recommendations from the workshops to foster discussion and provide directions for future work.
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Bergamini, Isabella, and Daniele Fanzini. "Design education learning: developing skills of observing and managing intangible system in young generations." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3328.
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There is consensus among researchers are recognizing that managing and projecting in complexity multidimensionality (Manzini, Baule, & Bertola, 2004) represents one of the mains challenges and constants of contemporaries’ processes of innovation. This systemic distinguishing peculiarity makes impossible to standardize the design processes because every single situation needs to be solve by adopting different strategies (Celaschi & Deserti, 2007). Nevertheless, those innovative processes can be developed and managed by refer us to tools and practices of design into the paradigms of multidisciplinary and multidimensional. However, what happens when professors have to transmit those concepts to young students of design faculties? We have to consider that normally those students are coming from second-degree schools, which programs usually still insist on content rigidly divided in disciplines and don´t consider how the contemporary relation between space and time has overturned for them (Morin, 2001). Young students generally disclaim their past in the meaning of heritage, values and techniques knowledge; they live in the present, a time that does not exist; a time that today results enormously expanded by globalization processes. They still living in a reality of which territorial capital subsystems are characterized by an entropic strong dichotomy of entities in opposition but, on the other hand, in balance within themselves, as for example topics as material/immaterial, collective/identity, culture/industry, etc. So, which are the design didactic challenges to provide horizontal skills for allowing young students to understand complexity and manage knowledge of the reality? This article will discuss the case study of the perception among design of a newly generation admitted at the Innovation and Design Engineering Degree of the Universidad Panamericana – Guadalajara Campus. As expected, in this new generation we can especially observe a resistance to consider the sociocultural, business, technological and territorial dimensions as systems that strategically characterized and affected plural aspects of the design innovation processes. The contribute then proceed in analyzing case studies of didactic activities for creating skills and sensibility able to develop this capability to observe, select and manage the intangible in order to optimize the design of the tangible in the young generations.DOI: http://dx.doi.org/10.4995/IFDP.2016.3328
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Colopy, Andrew. "(Digital) Design-Build Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.25.
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Architectural education is often held up as an exemplar of project-based learning. Perhaps no discipline devotes as much curricular time to the development of a hypothetical project as is found in the design studio model prevalent in US architecture schools. Whether the emphasis is placed on more ‘classical’ design skills—be they typological, tectonic, or aesthetic—or on more ‘socio-political or eco-cultural aims,’ studios generally include the skills and values we deem instrumental to practice.1 The vast majority of such studios, therefore, emphasize the production of drawings, images and models of buildings, i.e., representation.2 This is not altogether surprising, as these are, by definition, the instruments of p ractice.3 But the emphasis on drawings and models also reflects the comfortable and now long-held disciplinary position that demarcates representation as the distinct privilege and fundamental role of the architect in the built environment. That position, however, continues to pose three fundamental and pedagogical challenges for the discipline. First, architectural education—to the degree that it attempts both to simulate and define practice—struggles to model the kind of feedback that occurs only during construction which can serve as an important check on the fidelity and efficacy of representation in its instrumental mode. Consequently, design research undertaken in this context may also tend to privilege instrumentation (representation) over effect (building), reliant on the conventions of construction or outside expertise for technical knowledge. This cycle further distances the process of building from our disciplinary domain, limiting our capacity to effect innovation in the built world.4 Second, and in quite similar fashion, the design studio struggles to provide the kind of social perspective and public reception, i.e., subjective political constraints, that are integral to the act of building. Instead, we approximate such constraints with a raft of disciplinary experts—faculty and visiting critics—whose priorities and interests seldom reflect the broad constituency of the built environment. The third challenge, and a quite different one, is that the distinction between representation and construction is collapsing as a result of technological change. In general terms, drawing is giving way to modeling, representation giving way to simulation. Drawings are increasingly vestigial outputs from higher-order organizations of information. Representation, yes, but a subordinate mode that remains open to modification, increasingly intelligent in order to account for direct translation into material conditions, be they buildings or budgets.
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Forget, Thomas, William Philemon, Radnia Noushin, and Dean Crouch. "A Lesson in Abstraction." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.20.
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The digital model is both a simple tool of intuitive design thinking used to devise spatial compositions and the base layer of increasingly complex computational practices imbued with layers of contingent information. It has replaced paper as the primary venue of architectural communication, regardless of a user’s level of experience, specific purpose, or degree of sophistication. The ubiquity of the digital model begets complacency toward its implications, which include a significant threat to the logic of the traditional architectural design process established in the Renaissance and upheld throughout centuries of disciplinary change. The extent to which the threat poses a crisis is an open question, and architectural education today has an opportunity (if not a responsibility) to confront that question head-on, so as to produce a generation of practitioners cognizant of the stakes. After a generation of adaptation, and amid a steady stream of innovation that continually (and productively) destabilizes day-to-day practice, the logic of the digital model itself—the framework onto which innovations are applied—is taken for granted. Despite the persistence of increasingly tiresome digital-verses-analog debates, the discipline has yet to reflect critically on the basic nature of the digital model. That inquiry must begin at the most foundational level—the first year of the education of the architect. The project outlined in this paper is a central component of a new foundation design pedagogy currently under development at the University of North Carolina at Charlotte. It introduces students to the digital model in a manner that lays bare how contemporary design tools are both alike and unlike traditional ones, and it challenges students to wrestle with the relevance of historical practices in an era of relentless innovation. The description of the project included here is to be deployed in the second iteration of the new program in academic year 2019/2020. Illustrations are drawn from the first iteration in academic year 2018/2019. This is an ongoing experiment in architectural education being conducted in a transparent manner. Students understand that the curriculum is dynamic, not settled, and that their work is contributing to pedagogical and disciplinary research.
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Wang, Xue, and Yuanming Ding. "Index screening model construction of discipline evaluation based on combination of discrimination degree and importance." In International conference on Management Innovation and Information Technology. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/miit130401.
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Wu, Ping. "Design Discipline Construction Based on Subliminal Theory." In 2017 2nd International Seminar on Education Innovation and Economic Management (SEIEM 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/seiem-17.2018.71.
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Lasaosa, Virginia Espa, María José Gutiérrez Lera, María Cañas Aparicio, and María Adelaida Gutiérrez Martín. "Veinte años de docencia de la fotografía. Estudio de caso: Escuela de Arte de Huesca (España), Twenty years teaching photography. Case study: The Art School of Huesca (Spain)." In I Congreso Internacional sobre Fotografia: Nuevas propuestas en Investigacion y Docencia de la Fotografia. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/cifo17.2017.6741.
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ResumenEl Ciclo Formativo de Grado Superior en Fotografía pertenece a la familia profesional artística de Comunicación Gráfica y Audiovisual y forma parte del sistema educativo español público.Esta comunicación presenta un panorama de la evolución de los estudios sobre fotografía en las Escuelas de Artes Plásticas y Diseño, exponiendo, a través del ejemplo de la Escuela de Arte de Huesca, el caso de la Comunidad Autónoma de Aragón.La implantación del grado superior de fotografía en Huesca se incardinó en la estructura propicia que aportaba una ciudad acostumbrada a valorar este modo de expresión icónica: el Festival Huesca Imagen en su día, una Fototeca pionera en medios y procedimientos, o actualmente el programa Visiona demuestran un interés particular por la imagen fotográfica.Nuestra sólida trayectoria ha pasado necesariamente por cambios tecnológicos y legislativos que han marcado la adaptación de la docencia a continuos retos. Aspectos como la aplicación de metodologías activas; el aprendizaje basado en proyectos; las constantes referencias a cuestiones teóricas e históricas, así como a los debates contemporáneos en torno a la fotografía; la innovación en los procesos de evaluación y el seguimiento individualizado basado en tutorías se incorporan a nuestra didáctica cotidiana y facilitan la adquisición de competencias de acuerdo a las nuevas exigencias curriculares, profesionales y artísticas.La formación que impartimos insiste en la reflexión sobre el proceso fotográfico como un hecho consustancial a la sociedad actual. A través de la acreditación en el Programa Erasmus+, nuestros estudiantes tienen además la posibilidad de relacionarse con el espacio formativo europeo y ven favorecida su futura inserción en el mercado laboral.A lo largo de estos años hemos logrado contar con la presencia de figuras de reconocido prestigio en diversos campos de la fotografía, personalidades que han aportado su visión y su saber a la Escuela. Desde nuestra perspectiva, la fotografía no sólo es una disciplina artística o una ocupación profesional, sino que constituye globalmente un modo de vida. Eso es lo que intentamos transmitir año tras año en nuestras aulas.AbstractThe Professional studies of Higher Degree in Photography belongs to the artistic professional family of Graphic and Audiovisual Communication and it is part of the Spanish state educational system. This paper presents an overview of the evolution of these studies on photography in the Arts and Design Schools and explains the example of Aragón, through the case of the School of Art of Huesca.The implementation of the higher degree in Photography in Huesca took place in a suitable background provided by a city used to value this iconic mode of expression: The former Festival “Huesca Imagen”, an innovative Fototeca in procedures and resources; or nowadays, the program “Visiona”, all of them show a particular interest on the photographic image.Our well stablished professional career has necessarily come across technological and legislative changes that have marked the adaptation of teaching to continuous challenges. Aspects such as the application of active methodologies; Project-based learning; Constant references to theoretical and historical issues as well as to contemporary debates on photography; Innovation in evaluation processes and individualized monitoring based on personal tutoring are incorporated into our everyday teaching and facilitate the acquisition of competences according to upcoming curricular, professional and artistic requirements.The training we provide stresses thinking about photography as a process consubstantial to our current society. Through the accreditation in the Erasmus + Program, our students have also the possibility to take part of the European training space and facilitate their future insertion in the labor market.Throughout these years we have had the opportunity to count on the presence of personalities of recognized prestige in various fields of photography, who have cast their vision and their knowledge to the School. From our own perspective, photography is not only an artistic discipline or a professional occupation, but conforms a whole way of life. That is what we try pass on in our classrooms year after year. Palabras clave: metodologías, evaluación, evolución, proyectos, experiencia docente, competencias, pública, Erasmus+, arte, tecnología.Keywords: methodology, assessment, progress, projects, teaching experience, skills, state school, Erasmus+, arts, technology.
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
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Vakrilov, Nikolay, Nadezhda Kafadarova, and Diana Stoyanova. "OUR EXPERIENCE IN STUDENTS TRAINING IN THE ENGINEERING DISCIPLINE "THERMAL DESIGN OF ELECTRONIC EQUIPMENT" UNDER LOCKDOWN." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1959.
Full textReports on the topic "Degree Discipline: Design Innovation"
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Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, July 2019. http://dx.doi.org/10.46850/sofia.9783941627727.
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20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the barriers and impediments can be provided. An analysis addressing these questions has to take into account the institutional context for the relevant actors involved in the issue. And it has to reflect the problem perception of the different stakeholders. The supply chain into which the chemicals are distributed are of pivotal importance since they create the demand pull for chemicals designed in accordance with the “Green Chemistry Principles”. Consequently, the scope of this study includes all stages in a chemical’s life-cycle, including the process of designing and producing the final products to which chemical substances contribute. For each stage the most relevant legislative acts, together establishing the regulatory framework of the “chemicals policy” in the EU are analysed. In a nutshell the main elements of the study can be summarized as follows: Green Chemistry (GC) is the utilisation of a set of principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacture and application of chemical products. Besides, reaction efficiency, including energy efficiency, and the use of renewable resources are other motives of Green Chemistry. Putting the GC concept in a broader market context, however, it can only prevail if in the perception of the relevant actors it is linked to tangible business cases. Therefore, the study analyses the product context in which chemistry is to be applied, as well as the substance’s entire life-cycle – in other words, the six stages in product innovation processes): 1. Substance design, 2. Production process, 3. Interaction in the supply chain, 4. Product design, 5. Use phase and 6. After use phase of the product (towards a “circular economy”). The report presents an overview to what extent the existing framework, i.e. legislation and the wider institutional context along the six stages, is setting incentives for actors to adequately address problematic substances and their potential impacts, including the learning processes intended to invoke creativity of various actors to solve challenges posed by these substances. In this respect, measured against the GC and Learning Process assessment criteria, the study identified shortcomings (“delta”) at each stage of product innovation. Some criteria are covered by the regulatory framework and to a relevant extent implemented by the actors. With respect to those criteria, there is thus no priority need for further action. Other criteria are only to a certain degree covered by the regulatory framework, due to various and often interlinked reasons. For those criteria, entry points for options to strengthen or further nuance coverage of the respective principle already exist. Most relevant are the deltas with regard to those instruments that influence the design phase; both for the chemical substance as such and for the end-product containing the substance. Due to the multi-tier supply chains, provisions fostering information, communication and cooperation of the various actors are crucial to underpin the learning processes towards the GCP. The policy options aim to tackle these shortcomings in the context of the respective stage in order to support those actors who are willing to change their attitude and their business decisions towards GC. The findings are in general coherence with the strategies to foster GC identified by the Green Chemistry & Commerce Council.