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An industry-responsive model of professional practice for industrial design : a work-integrated learning case study at a local University of Technology
Author(s)
Van Niekerk, Johan
Date Issued
2016
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Economic recession and job scarcity has led to a decline in the demand for design
services. Graduates in all fields are faced with the risk of unemployment beyond
graduation, with youth unemployment rates in South Africa and globally at alarming
levels. The evolving social and economic challenges of our times place increasing
pressure on the responsibility of higher education institutions to design learning
experiences that adequately prepare graduates for the world of work, whether in
employment or in entrepreneurial self-employment. However, there is a significant
gap between universities’ supply and industry’s demand for graduates with the
desired attributes, which research shows include not only subject-specific knowledge
and skills, but particularly ‘soft skills’ that make an employee effective at work. The
paradox of students graduating without professional experience can be overcome
through approaches such as work-integrated learning, which embed the lessons of
professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South
African university of technology in order to develop an industry-responsive model of
professional practice in Industrial Design education. The case examined is the “R5K
project”, a year-long group project in BTech Industrial Design in which students are
challenged – simulating the world of work - to design, develop, manufacture, market
and sell a product, and earn at least ZAR 5 000. This research set out to assess the
extent to which the project effectively prepared students for work.
services. Graduates in all fields are faced with the risk of unemployment beyond
graduation, with youth unemployment rates in South Africa and globally at alarming
levels. The evolving social and economic challenges of our times place increasing
pressure on the responsibility of higher education institutions to design learning
experiences that adequately prepare graduates for the world of work, whether in
employment or in entrepreneurial self-employment. However, there is a significant
gap between universities’ supply and industry’s demand for graduates with the
desired attributes, which research shows include not only subject-specific knowledge
and skills, but particularly ‘soft skills’ that make an employee effective at work. The
paradox of students graduating without professional experience can be overcome
through approaches such as work-integrated learning, which embed the lessons of
professional practice into design education curricula. This research project examines a case study of work-integrated learning at a South
African university of technology in order to develop an industry-responsive model of
professional practice in Industrial Design education. The case examined is the “R5K
project”, a year-long group project in BTech Industrial Design in which students are
challenged – simulating the world of work - to design, develop, manufacture, market
and sell a product, and earn at least ZAR 5 000. This research set out to assess the
extent to which the project effectively prepared students for work.
Additional information
Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016.
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197069886-Van niekerk-J-Mtech-Design-FID-2016.pdf
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Thesis
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