A systematic literature review on co-design education and preparing future designers for their role in co-design
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| Název: | A systematic literature review on co-design education and preparing future designers for their role in co-design |
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| Autoři: | Örnekoğlu Selçuk, Melis, Emmanouil, Marina, Hasirci, Deniz, Grizioti, Marianthi, Van Langenhove, Lieva |
| Zdroj: | CODESIGN-INTERNATIONAL JOURNAL OF COCREATION IN DESIGN AND THE ARTS ; ISSN: 1571-0882 ; ISSN: 1745-3755 |
| Rok vydání: | 2024 |
| Sbírka: | Ghent University Academic Bibliography |
| Témata: | Social Sciences, Technology and Engineering, co-design education, designers' role in co-design, design education, co-designing mindset, PARTICIPATORY DESIGN, FACILITATOR |
| Popis: | As emphasised by various researchers, the role of designers is now less about ‘designing for’ and more about ‘designing with’ users and other stakeholders. The main reason behind this shift relates to the importance of the active involvement of ‘people with lived experience’ in co-design. Now, designers are also expected to facilitate the active participation of non-designers in co-design processes. However, it is noted that the importance of co-design and the role of designers in co-design have not been widely integrated into design education. Thus, a systematic literature review is conducted to find out the necessity and prevalence of co-design education in higher education programmes and its instructional methods. This paper presents the outcomes of the review of seventeen (n = 17) studies, published between 2007 and 2021, analysed through thematic analysis via NVivo. The findings of this study shed light on the necessity, structure, and challenges of co-design education, as well as evaluation, gaps, and opportunities in this area. Specifically, the significance of motivating students to acquire the necessary mindset for co-designing, which can potentially initiate a meaningful co-design process through game-based approaches and self-learning, is underlined. |
| Druh dokumentu: | article in journal/newspaper |
| Popis souboru: | application/pdf |
| Jazyk: | English |
| Relation: | https://biblio.ugent.be/publication/01H6X93GZC5D2GTENTB3GZ9TVA; http://doi.org/10.1080/15710882.2023.2242840; https://biblio.ugent.be/publication/01H6X93GZC5D2GTENTB3GZ9TVA/file/01HA7D48TFQBEFH9ABR6MCE306 |
| DOI: | 10.1080/15710882.2023.2242840 |
| Dostupnost: | https://biblio.ugent.be/publication/01H6X93GZC5D2GTENTB3GZ9TVA http://hdl.handle.net/1854/LU-01H6X93GZC5D2GTENTB3GZ9TVA https://doi.org/10.1080/15710882.2023.2242840 https://biblio.ugent.be/publication/01H6X93GZC5D2GTENTB3GZ9TVA/file/01HA7D48TFQBEFH9ABR6MCE306 |
| Rights: | No license (in copyright) ; info:eu-repo/semantics/openAccess |
| Přístupové číslo: | edsbas.C71BB15F |
| Databáze: | BASE |
Nájsť tento článok vo Web of Science | Abstrakt: | As emphasised by various researchers, the role of designers is now less about ‘designing for’ and more about ‘designing with’ users and other stakeholders. The main reason behind this shift relates to the importance of the active involvement of ‘people with lived experience’ in co-design. Now, designers are also expected to facilitate the active participation of non-designers in co-design processes. However, it is noted that the importance of co-design and the role of designers in co-design have not been widely integrated into design education. Thus, a systematic literature review is conducted to find out the necessity and prevalence of co-design education in higher education programmes and its instructional methods. This paper presents the outcomes of the review of seventeen (n = 17) studies, published between 2007 and 2021, analysed through thematic analysis via NVivo. The findings of this study shed light on the necessity, structure, and challenges of co-design education, as well as evaluation, gaps, and opportunities in this area. Specifically, the significance of motivating students to acquire the necessary mindset for co-designing, which can potentially initiate a meaningful co-design process through game-based approaches and self-learning, is underlined. |
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| DOI: | 10.1080/15710882.2023.2242840 |