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Technology-driven design process: teaching and mentoring technology-driven design process in industrial design education.

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Title: Technology-driven design process: teaching and mentoring technology-driven design process in industrial design education.
Authors: Kim, Byungsoo1 byungsoo@ksu.edu, Joines, Sharon2, Feng, Jing3
Source: International Journal of Technology & Design Education. Apr2023, Vol. 33 Issue 2, p521-555. 35p.
Subject Terms: *Technology education, *Industrial design education, *Teaching, *Educators, Mentoring, Grounded theory
Abstract: The Industrial Design (ID) education offers numerous opportunities for students to learn the market and user-centered approach; however, in cases in which design students lack technical knowledge, they can have difficulty and lack confidence in technology-driven design projects. The purpose of this study is to answer a research question "how are design students and recent graduates currently educated to contribute their design ability to the technology-driven NPD process?" A grounded theory approach was used to understand how design educators and practitioners teach, guide, and mentor ID students and novice industrial designers. Primary (semi-structured interviews and surveys) and secondary (syllabi and class activities about technology-driven design process) data were collected and reviewed to understand (1) ID educators' and practitioners' teaching/mentoring experience in technology-driven design projects and (2) ID students' and recently graduated students' experience in technology-driven design projects. Synthesizing both primary and secondary data led to the development of a technology-driven process model that will help to guide how to teach and mentor ID students and novice designers within a technology-driven context. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Apr2023, Vol. 33 Issue 2, p521-555. 35p.
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  Data: The Industrial Design (ID) education offers numerous opportunities for students to learn the market and user-centered approach; however, in cases in which design students lack technical knowledge, they can have difficulty and lack confidence in technology-driven design projects. The purpose of this study is to answer a research question "how are design students and recent graduates currently educated to contribute their design ability to the technology-driven NPD process?" A grounded theory approach was used to understand how design educators and practitioners teach, guide, and mentor ID students and novice industrial designers. Primary (semi-structured interviews and surveys) and secondary (syllabi and class activities about technology-driven design process) data were collected and reviewed to understand (1) ID educators' and practitioners' teaching/mentoring experience in technology-driven design projects and (2) ID students' and recently graduated students' experience in technology-driven design projects. Synthesizing both primary and secondary data led to the development of a technology-driven process model that will help to guide how to teach and mentor ID students and novice designers within a technology-driven context. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10798-022-09739-0
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      – Code: eng
        Text: English
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        PageCount: 35
        StartPage: 521
    Subjects:
      – SubjectFull: Technology education
        Type: general
      – SubjectFull: Industrial design education
        Type: general
      – SubjectFull: Teaching
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      – SubjectFull: Educators
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      – SubjectFull: Mentoring
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      – SubjectFull: Grounded theory
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      – TitleFull: Technology-driven design process: teaching and mentoring technology-driven design process in industrial design education.
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            – D: 01
              M: 04
              Text: Apr2023
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              Y: 2023
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