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

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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Jun 17th, 12:00 AM

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.

 

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