World design capital 2014 opportunities for transforming business studies curricula

Abstract

This research explores whether any better ways of teaching and learning arose out of the interaction of the CPUT Faculty of Informatics and Design (FID) Design Department participation in the World Design Capital, Cape Town 2014 (WDC2014) projects. Activity Theory was the framework and methodology used to collect and analyse data. Semistructured interviews were conducted with nine design lecturers of the Industrial and Graphic Design departments of FID. The thesis was undertaken, as the researcher believes the present professional practice for design curriculum has not kept pace with the socio-economic realities of the 21st century, and that not enough has been done to overcome graduate unemployment and address the creation of one's own employment in the current circumstances. Economic realities and challenges are discussed along with innovative resilient and authentic academic learning ways to promote better learning for transitioning into the world of work. The Activity Theory framework was chosen in order to analyse the various interacting elements within the WDC2014 activity system, and was used for comparison with that of the existing professional practice curriculum activity system. From this analysis the tensions and contradictions within and between these two systems were uncovered, which showed possible areas for expansive learning and possible curriculum-useful learning opportunities that could be incorporated into the curriculum of the future. The work concludes with suggestions for further research into curriculum development for authentic learning, and the inclusion of multi-disciplinary curriculum developers for expansive learning within the classroom. The development of entrepreneurial approaches within any future curriculum also requires further examination.