DS 80-11 Proceedings of the 20th International Conference on Engineering Design (ICED 15) Vol 11:Human Behaviour in Design, Design Education; Milan, Italy, 27-30.07.15

Year: 2015
Editor: Christian Weber, Stephan Husung, Gaetano Cascini, Marco Cantamessa, Dorian Marjanovic, Monica Bordegoni
Author: Hamat, Basyarah; Badke-Schaub, Petra; Eris, Ozgur
Series: ICED
Institution: 1: TU Delft, The Netherlands; 2: Universiti Teknologi Malaysia, Malaysia
Section: Human Behaviour in Design, Design Education
Page(s): 341-350
ISBN: 978-1-904670-74-2
ISSN: 2220-4334


It is postulated that students have prevailing mind-sets which influence the performance of their design learning during their university education. These mind-sets - when identified - can be influenced appropriately to augment students design learning capabilities. In light of this assumption, this paper intends to present insights towards characterizing design learning mind-sets. This will be based on a theoretical framework that involves two main constructs: pedagogy and student's learning approaches. These two constructs are explored through the Approaches and Study Skills Inventory for Students (ASSIST survey) and semi-structured interviews administered to industrial design students. This paper presents the results obtained from one university. Based on examining the ASSIST survey and transcripts of the semi-structured interviews conducted, insights were obtained regarding: 1) the learning approaches that industrial design students deployed; and 2) how learning approaches that industrial design students deployed and pedagogy administered by teachers informs the state of students design learning mind-sets.

Keywords: Design Education, Design Learning, Mind-Set


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