Industrial design schools have typically functioned as training grounds in which future
designers are skilled into becoming proficient creators of more ‘stuff’, many of which prove
to be unnecessary and unsustainable. Several research publications examine the
integration of sustainability in industrial design education, but most of these focus on
ecological aspects, especially because environmental improvement has been the focus of
government policymaking and product innovation in the last two decades or so. The social
pillar of sustainability has received less attention; in fact there is no accepted definition in
the design industry about what constitutes this area.
This research investigates whether industrial design education institutions present
themselves as being concerned about socially responsible and ethical design aspects, and if
there is evidence in their curricula, syllabi and descriptive text regarding coverage of these
issues, either as theory-type courses or as studio learning activities. A comprehensive
content analysis of the websites of 39 industrial design programs, was conducted, including
both undergraduate and postgraduate levels, in 17 universities in Australia and New
Zealand.
This work in progress is the first phase of a project which aims to measure the extent of
inclusion of environmental and social responsibility in the curriculum of industrial design
degree programs. This initial stage covers the Oceania region; an expansion of the study
would include design universities in other developed countries. The second phase would
include analysis of curricula and course outlines collected from around the world.
DRS 2012 Bangkok
designers are skilled into becoming proficient creators of more ‘stuff’, many of which prove
to be unnecessary and unsustainable. Several research publications examine the
integration of sustainability in industrial design education, but most of these focus on
ecological aspects, especially because environmental improvement has been the focus of
government policymaking and product innovation in the last two decades or so. The social
pillar of sustainability has received less attention; in fact there is no accepted definition in
the design industry about what constitutes this area.
This research investigates whether industrial design education institutions present
themselves as being concerned about socially responsible and ethical design aspects, and if
there is evidence in their curricula, syllabi and descriptive text regarding coverage of these
issues, either as theory-type courses or as studio learning activities. A comprehensive
content analysis of the websites of 39 industrial design programs, was conducted, including
both undergraduate and postgraduate levels, in 17 universities in Australia and New
Zealand.
This work in progress is the first phase of a project which aims to measure the extent of
inclusion of environmental and social responsibility in the curriculum of industrial design
degree programs. This initial stage covers the Oceania region; an expansion of the study
would include design universities in other developed countries. The second phase would
include analysis of curricula and course outlines collected from around the world.
DRS 2012 Bangkok
