Preparing product design students for working in the global production environment through practical learning

Loy, J

Preparing product design students for working in the global production environment through practical learning

Loy, J

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Publication Type:: Conference Proceeding
Citation:: DS 69: Proceedings of E and PDE 2011, the 13th International Conference on Engineering and Product Design Education, 2011, pp. 752 - 757
Issue Date:: 2011-12-01

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Field	Value	Language
dc.contributor.author	Loy, J https://orcid.org/0000-0001-7153-0699	en_US
dc.date.issued	2011-12-01	en_US
dc.identifier.citation	DS 69: Proceedings of E and PDE 2011, the 13th International Conference on Engineering and Product Design Education, 2011, pp. 752 - 757	en_US
dc.identifier.uri	http://hdl.handle.net/10453/119695
dc.description.abstract	Universities have identified the internationalisation of the curriculum as an integral part of higher education. The aim is to prepare students to perform professionally and socially in the global work environment. This ability has been described as 'cultural intelligence', enabling graduates to work positively and productively within culturally diverse work situations that may be very different to those they experience locally. In practical terms this involves engaging students and staff in international based experiences that allow for the exchange of expertise and cultural norms to enhance a common understanding of attitudes and behaviours affecting professional and social practices. In product design there is a discipline specific necessity to effectively communicate complex object ideas, detailed 3D specifications and aesthetic information with clients and manufacturers around the world and work collaboratively to ensure that the integrity of the design is maintained throughout its development. This may involve the designers going overseas but frequently it involves communicating via the web. This paper documents a practical example of introducing students to working with international partners (in this case manufacturers) by commissioning prototypes from a range of overseas suppliers. Consideration of the student experiences and product outcomes suggests how to prepare future students to operate successfully in collaboration with overseas prototype production partners. The aim is to provide a contribution to the internationalisation of the design curriculum supporting the development of the 'cultural intelligence' of the graduate for global professional practice.	en_US
dc.relation.ispartof	DS 69: Proceedings of E and PDE 2011, the 13th International Conference on Engineering and Product Design Education	en_US
dc.title	Preparing product design students for working in the global production environment through practical learning	en_US
dc.type	Conference Proceeding
utslib.for	1203 Design Practice and Management	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

Universities have identified the internationalisation of the curriculum as an integral part of higher education. The aim is to prepare students to perform professionally and socially in the global work environment. This ability has been described as 'cultural intelligence', enabling graduates to work positively and productively within culturally diverse work situations that may be very different to those they experience locally. In practical terms this involves engaging students and staff in international based experiences that allow for the exchange of expertise and cultural norms to enhance a common understanding of attitudes and behaviours affecting professional and social practices. In product design there is a discipline specific necessity to effectively communicate complex object ideas, detailed 3D specifications and aesthetic information with clients and manufacturers around the world and work collaboratively to ensure that the integrity of the design is maintained throughout its development. This may involve the designers going overseas but frequently it involves communicating via the web. This paper documents a practical example of introducing students to working with international partners (in this case manufacturers) by commissioning prototypes from a range of overseas suppliers. Consideration of the student experiences and product outcomes suggests how to prepare future students to operate successfully in collaboration with overseas prototype production partners. The aim is to provide a contribution to the internationalisation of the design curriculum supporting the development of the 'cultural intelligence' of the graduate for global professional practice.

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http://hdl.handle.net/10453/119695