{"product_id":"contemporary-design-education-in-australia-creating-transdisciplinary-futures-9781789388671","title":"Contemporary Design Education in Australia:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis book offers a range of approaches to teaching higher education design students to learn to design collaboratively and creatively, through transdisciplinary, multidisciplinary, cross-disciplinary and interdisciplinary learning experiences.\u003cbr\u003e  \u003cbr\u003e It highlights that the premise of traditional disciplinary silos does little to advance the competencies needed for contemporary design and non-linear career paths. It makes the point that higher education should respond to the impacts of a changing society, including fluctuating market demands, economic variations, uncertainties, and globalization.\u003cbr\u003e  \u003cbr\u003e Chapters highlight approaches that address this changing landscape, to meet student, industry and societal needs and reflect a range of design education contexts in which the authors have taught, with a focus on experiences at the Queensland University of Technology, Australia, but also including collaborations and comparative discussions elsewhere in Australia and globally, spanning Europe, Asia, the Middle East, and the United States.\u003cbr\u003e  \u003cbr\u003e The book is positioned not as a definitive theoretical model for transdisciplinary design education but instead as a collective of chapters in which many forms of learning are explored through overarching themes of curriculum design and experiential and authentic learning and collaboration, transforming professional identities, and design cultures.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eList of Figures\u003c\/strong\u003e\u003cbr\u003e \u003cstrong\u003eList of Tables\u003c\/strong\u003e\u003cbr\u003e \u003cstrong\u003eForeword \u003c\/strong\u003e– \u003cem\u003eDr Brandon Gien\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003eAcknowledgements\u003cbr\u003e \u003c\/strong\u003e\u003cbr\u003e \u003cstrong\u003eIntroduction:\u003c\/strong\u003e Design and the Changing Educational Landscape – \u003cem\u003eLisa Scharoun, Deanna Meth, Renata Lemos Morais, and Philip Crowther\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Exploring transdisciplinarity\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Introducing our Australian design education context and collective learnings\u003cbr\u003e \u003cstrong\u003e- \u003c\/strong\u003eOverview of chapters\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 1: DESIGNING EFFECTIVE CURRICULA: TOWARDS TRANSDISCIPLINARITY\u003c\/strong\u003e\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e1.\u003c\/strong\u003e Curriculum Design and Development to Enhance Transdisciplinary Skills Development – \u003cem\u003eSheona Thomson, Andrew Scott, and Philip Crowther\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e The changing role of universities\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Building a new faculty framework\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Transdisciplinary units\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Transdisciplinary elected studies\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Discussion\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Conclusion\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e2.\u003c\/strong\u003e Developing Twenty-First-Century Design Professionals through Impactful Curricula – \u003cem\u003eDeanna Meth and Dean Brough\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Background and context\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e The Bachelor of Design Program, 2019 Onwards\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Concluding thoughts\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e3.\u003c\/strong\u003e Making Things Online: Transforming an Interdisciplinary Design Fabrication Unit for Online Delivery – \u003cem\u003eLevi Swann\u003c\/em\u003e\u003cbr\u003e - Introducing Design Fabrication\u003cbr\u003e - Shifting online, shifting perspective\u003cbr\u003e - Discussion\u003cbr\u003e - Conclusion \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 2: TRANSFORMING PROFESSIONAL IDENTITIES THROUGH TRANSDISCIPLINARY AND AUTHENTIC LEARNING\u003c\/strong\u003e\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e4.\u003c\/strong\u003e Identifying Opportunities and Barriers for Transdisciplinary Work-Integrated Learning (WIL) Experiences for Future Design Professionals – \u003cem\u003eSarah Briant, Philip Crowther, and Lindy Osborne Burton\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e What is WIL? \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Study context\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Research methods \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Discussion\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e5.\u003c\/strong\u003e Transforming Engagement through Authentic Collaboration: Transdisciplinary Learning for Design Students and Preservice Teachers – \u003cem\u003eLindy Osborne Burton and Lyndal O’Gorman\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Contextual background\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Transdisciplinarity and teamwork\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Transformational pedagogy, authentic learning, and WIL\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Professional identity and interactions\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Method\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Findings \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Implications for practice\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e6.\u003c\/strong\u003e I Am Not the Expert: Indigenous Perspectives and ‘Transdisciplinary Education’ – \u003cem\u003eAlayna Renata, Scott Parlett, Jackie Kauli, Verena Thomas, \u003c\/em\u003e\u003cem\u003eOwen Cafe, and Melanie Finger\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Case Study 1: Design for social good: Aboriginal perspectives in an intensive Impact Lab context – First-year unit\u003cbr\u003e \u003cstrong\u003e- \u003c\/strong\u003eCase Study 2: People and Place: Positionality, constraints, and opportunities in design education\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Case Study 3: Transdisciplinarity in social research with Indigenous communities\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Discussion and conclusion \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 3: STRATEGIES FOR INCORPORATING EXPERIENTIAL LEARNING IN DESIGN PROGRAMS\u003c\/strong\u003e\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e7.\u003c\/strong\u003e The Travelling Professional in New York: A Study of an Experiential Transdisciplinary Study Tour – \u003cem\u003eDean Brough, Sarah Briant, and Melanie Finger\u003c\/em\u003e\u003cbr\u003e - Benefits and challenges of short-term international study tours \u003cbr\u003e - Australian international short-term study tours \u003cbr\u003e - QUT Creative Industries New York short-term study tour \u003cbr\u003e - Future opportunities \u003cbr\u003e - Conclusion \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e8.\u003c\/strong\u003e Transforming Perspectives: Fostering Cross-Cultural and Transdisciplinary Competencies through Industry Engagement in a Short-Term Study Tour – \u003cem\u003eLisa Scharoun, Rafael Gomez, and Tim Williams\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Towards an understanding of design and the role of a designer\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e The importance of cross-cultural experiences in design education\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Towards an understanding of differences in workplace cultures in Asia and Australia\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Overview of the Immersive Asia Study Tour program\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Vision and aims (industry, cultural, institutions) \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Overview of workshops\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Reflections and evaluation \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Conclusion\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e9.\u003c\/strong\u003e Authentic Project-Based Learning: Designing a Pavilion for the Botanica Festival – \u003cem\u003eKirsty Volz and Sarah Briant\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Background: Pavilions in Australia\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Transdisciplinary design approaches \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Comprehending an iterative design process through authentic project-based learning\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Conclusion\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003ePART 4: GLOBAL TRANSDISCIPLINARY EDUCATION\u003cbr\u003e \u003c\/strong\u003e\u003cbr\u003e \u003cstrong\u003e10.\u003c\/strong\u003e Understanding Design Culture from East to West: A Transdisciplinary Approach to Teaching – \u003cem\u003eLisa Scharoun, Müge Belek Fialho Teixeira, Danny Hills, Frederico Fialho Teixeira, Daphne Flynn, and Raghavendra Gudur\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Transdisciplinary mindset \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Context: Experiential learning and transvergence \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Reflection on teaching and learning practices \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Cross-cultural collaboration\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Application of teaching and learning practices to a global learning experience\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Case studies\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Conclusion\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e11.\u003c\/strong\u003e Approaching Global and Local Issues through Design: Examples of Transdisciplinary Projects in the United States, Indonesia, China, and Australia – \u003cem\u003eGjoko Muratovski, Lisa Scharoun, Nina Hansopaheluwakan,\u003c\/em\u003e\u003cbr\u003e \u003cem\u003eMengyu Chen, and Camilo Potocnjak-Oxman\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Exploratory learning through a furniture design project in the United States\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Understanding the evolution of creative industries in China through project-based learning\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Informing sustainable design solutions in Indonesia through \u003cem\u003ePBL \u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e An approach to designing healthy futures in Australia through problem-oriented project-based learning\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Conclusions and reflections \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e12.\u003c\/strong\u003e Transdisciplinarity in Design Education: A Review of Design Programs with a Focus on Australia and the United Arab Emirates – \u003cem\u003eCarlos Montana, Lisa Scharoun, Hani Asfour, and \u003c\/em\u003e\u003cem\u003eRenata Lemos Morais\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Preparing design students for unknown future challenges and jobs\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Comparative review and discussion of DIDI and QUT\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e School of Design\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Comparative review and conclusion\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eCONCLUSION\u003c\/strong\u003e \u003cbr\u003e \u003cbr\u003e \u003cstrong\u003e13.\u003c\/strong\u003e Working towards Transdisciplinary Futures: Complexities and Concepts in Education – \u003cem\u003eDeanna Meth, Lisa Scharoun, Philip Crowther, Müge Belek Fialho Teixeira, Dean Brough, and Lindy Osborne Burton\u003c\/em\u003e\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Complexities in aiming for transdisciplinary education\u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Conceptual frameworks for transdisciplinary education \u003cbr\u003e \u003cstrong\u003e-\u003c\/strong\u003e Concluding points\u003cbr\u003e \u003cbr\u003e \u003cstrong\u003eNotes on Editors \u003c\/strong\u003e\u003cbr\u003e \u003cstrong\u003eNotes on Other Contributors \u003c\/strong\u003e\u003cbr\u003e \u003cstrong\u003eIndex\u003c\/strong\u003e\u003c\/p\u003e","brand":"Intellect Books","offers":[{"title":"Default Title","offer_id":51042580496727,"sku":"9781789388671","price":98.96,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781789388671.jpg?v=1750954725","url":"https:\/\/bookcurl.com\/products\/contemporary-design-education-in-australia-creating-transdisciplinary-futures-9781789388671","provider":"Book Curl","version":"1.0","type":"link"}