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The study discusses the limitations of current course-choice processes and proposes a framework for an online platform to help students match suitable degrees to their aptitudes and aspirations, improving career opportunity alignment.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the paper aim to assess regarding Industrial Design education?","Question",{"text":62,"@type":63},"It assesses industry views of Industrial Design as a discipline from the perspective of those employing university graduates, linking these views to changes in educational practice and course choices for entrants.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the paper argue that course choice is currently difficult for prospective students?",{"text":67,"@type":63},"It argues that applicants receive a haphazard information stream and that existing educational processes and course pathways do not reliably equip students to choose among a varied and evolving subject.",{"name":69,"@type":60,"acceptedAnswer":70},"What solution does the paper propose to support students applying for Industrial Design courses?",{"text":71,"@type":63},"It proposes developing an online facility and a consistent, comparable guidance platform that helps potential students identify and match 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Mike Goatman and Dr Louise Moody, Department of Industrial Design, Coventry University, UK  \nAbstract  \nThere 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.  \nKey words  \nindustrial design, design thinking, learning style categorization, university applicant  \nIntroduction  \nIndustrial design as a profession emerged when competition in the market place gave consumer choice, and is generally dated to the beginning of the 20th century (Heskett 1980) . The idea of Industrial Design as a mingling of form and function and the need to meet business expediencies is well established and quoted in its history (Ulrich and Eppinger 2000) . Traditionally, Industrial Design has been seen as an applied art, and applied science, aimed at improving the aesthetics, ergonomics, functionality, and/or usability of a product (de Noblet, 1993) . Industrial designers’ have required knowledge and skill in aesthetic design practice informed by ergonomicsand engineering. An understanding of technical processes and requirements for manufacture; marketing opportunities and economic constraints; and distribution sales and servicing processes have also been important (IDSA 2013) . At undergraduate level, the subject has therefore incorporated material from different discipline areas, and different teaching and learning approaches  \nhave been adopted. This paper argues that prospective students of industrial design are not well equipped to make course choices for a subject that is varied and evolving.  \nThe National Curriculum Design and Technology program as taught in secondary schools and regarded as the educational pathway at secondary school level for Industrial Design focuses on the skills/manufacturing aspect of the discipline, and three core areas of developing, planning and communicating ideas; evaluating processes and products; and knowledge and understanding of materials and components. This paper is interested in exploring how well this maps to modern definitions of industrial design as a discipline, and how well students are able to identify a suitable degree course in the area to which they are well suited.  \nProduct design at undergraduate degree level  \nThere are different ways of teaching design; Wang (2010) identifies and compares the ‘positivist’ science based teaching of design, sometimes referred to as the ‘roadmap’ approach; and the ‘atelier’ system based on free creativity. The atelier approach has been the usual system of design teaching for over a hundred years. Degree-level design education is largely studio based and experiential (Lawson 2006) . Generally, designers’ learning tends to be exploratory and flexible and is well matched t","cbCainTzFYDTkEBP","https://ap.wps.com/l/cbCainTzFYDTkEBP","pdf",352080,"English","# Abstract\n# Introduction\n# Product design at undergraduate degree level\n# Research\n## Applying for a design course","[{\"question\":\"What does the paper aim to assess regarding Industrial Design education?\",\"answer\":\"It assesses industry views of Industrial Design as a discipline from the perspective of those employing university graduates, linking these views to changes in educational practice and course choices for entrants.\"},{\"question\":\"Why does the paper argue that course choice is currently difficult for prospective students?\",\"answer\":\"It argues that applicants receive a haphazard information stream and that existing educational processes and course pathways do not reliably equip students to choose among a varied and evolving subject.\"},{\"question\":\"What solution does the paper propose to support students applying for Industrial Design courses?\",\"answer\":\"It proposes developing an online facility and a consistent, comparable guidance platform that helps potential students identify and match appropriate degree courses to their aptitudes and aspirations.\"}]","The Changing Nature and Definitions of Industrial Design and Implications for Prospective Undergraduate Students | PDF",1792091233,23]