The Why and How of Design-led Multidisciplinary Innovation Education: Context and Curriculum

Bailey, Mark and Spencer, Nick (2019) The Why and How of Design-led Multidisciplinary Innovation Education: Context and Curriculum. The International Journal of Design Education, 13 (4). pp. 89-109. ISSN 2325-128X

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Abstract

This study charts the design and development of a pioneering design-led multidisciplinary innovation Master’s degree; a degree in Design Thinking. It reviews a decade of delivery of the programme and considers the contextual factors that influenced its original design and subsequent iterations. The study uses a critical participatory action research methodology and draws on previous research conducted on and through the programme in question, together with stakeholder surveys and interviews. The programme in question has evolved from its original manifestation as a teaching programme to an entity that acts as a locus for education, research and practice in design-led innovation. As such, the study identifies four essential stakeholders; students, partner organisations, society and academia, whose priorities have formed the contextual elements that have driven the programme’s introduction and development. It considers their influence on the programme design and the values derived by each from the programme. Furthermore, the study reveals the underlying pedagogic principles and aspects of delivery that have ensured that these values are delivered.

Item Type: Article
Uncontrolled Keywords: Design Thinking Education, Multidisciplinary Innovation, Design-led Innovation, Critically Reflective Design Thinking
Subjects: W200 Design studies
X300 Academic studies in Education
Department: Faculties > Arts, Design and Social Sciences > Design
Depositing User: Paul Burns
Date Deposited: 05 Jul 2019 12:32
Last Modified: 11 Oct 2019 13:37
URI: http://nrl.northumbria.ac.uk/id/eprint/39876

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