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Transitioning from Technical Communication to User Experience (UX): A Case Study of a Collaborative Curriculum Redesign

Transitioning from Technical Communication to User Experience (UX): A Case Study of a Collaborative Curriculum Redesign

Tammy Rice-Bailey, Nadya Shalamova
Copyright: © 2016 |Volume: 8 |Issue: 3 |Pages: 14
ISSN: 1941-6253|EISSN: 1941-6261|EISBN13: 9781466690103|DOI: 10.4018/IJSKD.2016070101
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MLA

Rice-Bailey, Tammy, and Nadya Shalamova. "Transitioning from Technical Communication to User Experience (UX): A Case Study of a Collaborative Curriculum Redesign." IJSKD vol.8, no.3 2016: pp.1-14. http://doi.org/10.4018/IJSKD.2016070101

APA

Rice-Bailey, T. & Shalamova, N. (2016). Transitioning from Technical Communication to User Experience (UX): A Case Study of a Collaborative Curriculum Redesign. International Journal of Sociotechnology and Knowledge Development (IJSKD), 8(3), 1-14. http://doi.org/10.4018/IJSKD.2016070101

Chicago

Rice-Bailey, Tammy, and Nadya Shalamova. "Transitioning from Technical Communication to User Experience (UX): A Case Study of a Collaborative Curriculum Redesign," International Journal of Sociotechnology and Knowledge Development (IJSKD) 8, no.3: 1-14. http://doi.org/10.4018/IJSKD.2016070101

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Abstract

This article details a collaboration between a Technical Communication (TC) academic program at Milwaukee School of Engineering and its User Experience (UX) industry and community partners. This collaboration resulted in rethinking a TC degree program and establishing a new UX and Communication Design B.S. degree program. This article responds to TC scholarship calling for increased collaboration between academia and industry. The authors further explain how this particular collaboration was guided by Stakeholder Theory, enabling the program to identify its stakeholders and balance their differences while establishing new partnerships with the UX professional community. This article presents a case study of academia/industry collaboration and details both the challenges and successes that emerged during a program redesign. It concludes with models, a tools, and preliminary lessons that can assist other academic programs considering or undergoing similar curriculum or programmatic changes.

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