This paper argues that in an increasingly complex technological and
sociocultural environment, designers have to have both explicit and tacit
knowledge to enable them to prioritise critical problems and opportunities in
order to judiciously propose solutions. Ideal design education must instill in
its graduates the ability to carry out data capture, analysis, synthesis,
ideation, design and evaluation of system complexity, not only to answer
materialistic and technical questions, but also to master human behavioural
sciences. This would enable them to transform technology into empirical and
experiential meanings that would make products safer, functional, usable
and even pleasurable. Designers who are knowledgeable and armed with a
hybrid ‘ logic-emotion’ methodology can contribute as scientist, designer, as
well as change-agent, while playing a vital role in solving ‘wicked’ problems,
creating value, designing and ensuring successful functionality, usability and
viability of systems, products, services and brand innovations. The main
focus of this paper is a five-year case study of a Master of Design
programme to nurture a range of mid-career designers from across the
creative industries with these attributes.
DesignED Asia 2012 Conference
