Abstract
This qualitative situational analysis study charted the implications and potentialities of embracing a design culture within contemporary education. Fifteen design philosophers, instructors, and practitioners provided data using situational analysis grounded theory methodology (Clarke, 2005) to examine three levels of inquiry. Data was interpreted using traditional grounded theory coding (Corbin & Strauss, 2008) and charted on three maps: situational, social world arena, and positional. As the study progressed, the “in vivo code” of integrating differences became the most developed concept of the study. The “in vivo code” also addressed the central quest of the study as well as what remains to be learned about how design culture can take education beyond a limited test-centered and skills based system to one that views learning as complex and multidimensional.
Keywords
Keywords:design culture, design thinking, situational analysis, 21st century education
DOI
https://doi.org/10.21606/drs.2016.81
Citation
Uri, T. (2016) Design Culture and Contemporary Education, in Lloyd, P. and Bohemia, E. (eds.), Future Focused Thinking - DRS International Conference 2016, 27 - 30 June, Brighton, United Kingdom. https://doi.org/10.21606/drs.2016.81
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Design Culture and Contemporary Education
This qualitative situational analysis study charted the implications and potentialities of embracing a design culture within contemporary education. Fifteen design philosophers, instructors, and practitioners provided data using situational analysis grounded theory methodology (Clarke, 2005) to examine three levels of inquiry. Data was interpreted using traditional grounded theory coding (Corbin & Strauss, 2008) and charted on three maps: situational, social world arena, and positional. As the study progressed, the “in vivo code” of integrating differences became the most developed concept of the study. The “in vivo code” also addressed the central quest of the study as well as what remains to be learned about how design culture can take education beyond a limited test-centered and skills based system to one that views learning as complex and multidimensional.