A constructivist grounded theory study creating a framework of prominent themes of responsibility within UK-based postgraduate design-led innovation programmes

Bentham, Ashleigh (2022) A constructivist grounded theory study creating a framework of prominent themes of responsibility within UK-based postgraduate design-led innovation programmes. Doctoral thesis, Northumbria University.

Preview

Text (Doctoral thesis) bentham.ashleigh_phd (09012159).pdf - Submitted Version Download (4MB) | Preview

Abstract

This study examines how ethics and responsibility manifest through project-based learning in UK-based postgraduate design education. As design increasingly aims to engage with complex challenges, it is more important than ever that we examine the necessary preparation for practitioners operating in these multi-disciplinary, multi-faceted contexts. In response to this challenge, this research investigates the applicability of Responsible Innovation theory, emerging from the science and technology field, to design education.
The study employed a multiple case study methodology with a qualitative and exploratory approach, to examine four UK-based postgraduate educational programmes. Findings showed that Responsible Innovation concepts hold a high degree of relevance within the design education domain and presented a number of key themes which occurred across the four institutions including the importance of project goals, responsiveness to stakeholder insights, and stakeholder diversity. Resulting from analysis is a Responsible Design-Led Innovation (RDI) framework. This was provided to undergraduate, postgraduate and industrial representatives in order to gain further understanding and show examples of its activation within different contexts. This framework highlights practical guidelines for students undertaking design innovation projects whilst developing pedagogic insights related to authenticity, time constraints, assessment methods that suggest how responsible design practice can be further enhanced and embedded within curriculum. It is suggested that future research further investigates the applicability of the framework from different contextual perspectives including academic levels, institutions and countries as well as opportunities to undertake action research to develop strategies around minimising the effects of some of the pedagogic weaknesses identified.

Actions (login required)

View Item

Downloads