The Changing Nature and Definitions of Industrial Design and Implications for Prospective Undergraduate Students

Main Article Content

Mike Goatman Louise Moody

Abstract

There are currently a wide range of Higher Education
Industrial Design courses available in the UK. In the
present era, a wider breadth of narrative has developed
within the subject, and as a result the content of industrial
design educational offerings varies considerably. The paper
assesses the industry view of Industrial Design as a
discipline from the perspective of those employing
university graduates. These views illustrate a change in the
discipline, and this is considered in respect to current
education practice. The choice of entry courses for the
student wishing to embark on a career in the subject has
also widened. It is argued that at present, the access to
courses offers a haphazard informational stream to the
potential applicant. An approach to developing an online
facility to enable potential students to apply for the right
course is discussed. It is suggested that a consistent and
comparable platform of guidance is needed by which
potential students can identify and match the course
offering against their aptitudes and aspirations.
A framework for such a system is proposed. Given that
course choice will ultimately define the nature of their
career opportunities it is argued that this would be a
useful and productive asset.

Article Details

How to Cite
GOATMAN, Mike; MOODY, Louise. The Changing Nature and Definitions of Industrial Design and Implications for Prospective Undergraduate Students. Design and Technology Education: an International Journal, [S.l.], v. 19, n. 1, jan. 2014. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/1922>. Date accessed: 01 july 2022.
Keywords
industrial design, design thinking, learning style categorization, university applicant
Section
Research