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An investigation into the alignment of illustration in higher education practices and the visual communications industry
Author(s)
Dumville, Stuart Lloyd
Date Issued
2012
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
University graduates entering the graphic design, advertising and publishing industries do so
with the hand and digital illustration knowledge and skills that they acquired during their time
of study. As a result of the ever-changing developments in technology, the parameters of
hand-generated illustration within the visual communications industry have increasingly
progressed toward digitally generated artwork. This thesis investigates the alignment or nonalignment
between illustration teaching and learning practices in higher education and
professional practice in the visual communications industry, with a view to identifying the
gaps, and their causes, in the knowledge and skills of graduates entering the workplace.
The study uses the lens of Activity Theory (Enqestrorn, 1987) to investigate practices in
higher education and industry sites. Both the higher education and workplace investigation
was guided by the research questions: 1) What comprises an activity system in the training
of illustrators in higher education? 2) What comprises an activity system in professional
illustrators' practice? and 3) How can the higher education and professional activity systems
be aligned for their mutual benefit? The comparative study uses both quantitative questionnaire data and qualitative data derived
from interviews conducted in both higher education and workplace sites, including the
analysis of samples of illustration at both sites. The research reveals areas where there is
both alignment and non-alignment and recommendations are made with a view to ensuring
that illustration programmes in higher education are aligned as closely as possible to the
needs of the workplace.
The contribution made by this research is both theoretical and practical. The theoretical
knowledge framework that has been developed outlines academics' and practitioners' of
illustration theorising of current trends in both hand and digital illustration curricula in higher
education and current trends and needs of digital and hand illustration in the visual
communication industry. In broad terms, there is alignment with regard to technical skills and
the tools used across both sites, while there is non-alignment with regard to knowledge of
and preparation for the workplace and self employment, for example, time management,
interpersonal skills and the acceptance of critique. The practical contribution is in the form of
recommendations to curricula, which when applied should better prepare graduates with the
practical and skills required of illustrators in the unpredictable, demanding world of work,
which they encounter on leaving their academic institutions.
with the hand and digital illustration knowledge and skills that they acquired during their time
of study. As a result of the ever-changing developments in technology, the parameters of
hand-generated illustration within the visual communications industry have increasingly
progressed toward digitally generated artwork. This thesis investigates the alignment or nonalignment
between illustration teaching and learning practices in higher education and
professional practice in the visual communications industry, with a view to identifying the
gaps, and their causes, in the knowledge and skills of graduates entering the workplace.
The study uses the lens of Activity Theory (Enqestrorn, 1987) to investigate practices in
higher education and industry sites. Both the higher education and workplace investigation
was guided by the research questions: 1) What comprises an activity system in the training
of illustrators in higher education? 2) What comprises an activity system in professional
illustrators' practice? and 3) How can the higher education and professional activity systems
be aligned for their mutual benefit? The comparative study uses both quantitative questionnaire data and qualitative data derived
from interviews conducted in both higher education and workplace sites, including the
analysis of samples of illustration at both sites. The research reveals areas where there is
both alignment and non-alignment and recommendations are made with a view to ensuring
that illustration programmes in higher education are aligned as closely as possible to the
needs of the workplace.
The contribution made by this research is both theoretical and practical. The theoretical
knowledge framework that has been developed outlines academics' and practitioners' of
illustration theorising of current trends in both hand and digital illustration curricula in higher
education and current trends and needs of digital and hand illustration in the visual
communication industry. In broad terms, there is alignment with regard to technical skills and
the tools used across both sites, while there is non-alignment with regard to knowledge of
and preparation for the workplace and self employment, for example, time management,
interpersonal skills and the acceptance of critique. The practical contribution is in the form of
recommendations to curricula, which when applied should better prepare graduates with the
practical and skills required of illustrators in the unpredictable, demanding world of work,
which they encounter on leaving their academic institutions.
Additional information
Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2012.
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Thesis
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