Design Education and Institutional Transformation

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Abstract

This chapter aims to develop awareness of the changing characterization of design and design education in response to the impact of global crisis and the ongoing introduction of innovative computational design methods and technologies. This chapter presents a strategic vision that includes a range of major concerns in relation to design education’s learning and teaching needs in higher education. The purpose of the chapter is to reconsider the foundation and consequent assumptions required of a vital relevant design education in the 21st century. It reflects on a general academic reassessment of the nature of design education in the light of the impact of computational methods and technologies and asserts a need for the re-envisioning of design education pedagogies in terms of networked interaction and global issues. Specifically it maintains that computational methods and techniques and the institutional adoption of interaction as a key factor in education has transformed the conception and construction of content as well as the delivery of communications across the broad spectrum of both the arts and sciences. It acknowledges the theory of institutional transformation, explores the evidence for such a theory, and discusses design education’s potential pedagogical strategies for reform of higher education.