Abstract
A “changing paradigm” with a focus on design for social innovation (SI) has emerged over the last decade. (DESIS, 2012) The title of this article refers to a perception of design schools and design students as potential “agents of sustainable change” adding new design-domains to the existing traditional design domains. (Chick, 2012, Emilson, 2010, Manzini, 2008, 2012, 2014). The study finds it is hard for the design-students to establish their “roles” as designers and have a natural “authority” working in complex and time-limited process’. The paper produces recommendations for other educators in terms of preparing, planning and doing a SD for SI course and discusses the critics views on future requirements for Design-educations. (Bason, 2013, Mulgan, 2014, Norman, 2010) The empirical basis for the article is a case used as part of the collaboration between VIA Design; Design for Change (DFC) in 2014-18 and four external partners; Teknologi i Praksis (TiP), the City of Aarhus, BorgerDesign and CareWare (CaT).
Keywords
service design, design for social innovation, social innovation, design for change, welfare innovation, service design for social innovation
DOI
https://doi.org/10.21606/servdes2018.66
Citation
Østergaard, T.(2018) The designer as agent of community, in Anna Meroni, Ana María Ospina Medina, Beatrice Villari (eds.), ServDes 2018: Service Design Proof of Concept, 18–20 June, Milan, Italy. https://doi.org/10.21606/servdes2018.66
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Papers
The designer as agent of community
A “changing paradigm” with a focus on design for social innovation (SI) has emerged over the last decade. (DESIS, 2012) The title of this article refers to a perception of design schools and design students as potential “agents of sustainable change” adding new design-domains to the existing traditional design domains. (Chick, 2012, Emilson, 2010, Manzini, 2008, 2012, 2014). The study finds it is hard for the design-students to establish their “roles” as designers and have a natural “authority” working in complex and time-limited process’. The paper produces recommendations for other educators in terms of preparing, planning and doing a SD for SI course and discusses the critics views on future requirements for Design-educations. (Bason, 2013, Mulgan, 2014, Norman, 2010) The empirical basis for the article is a case used as part of the collaboration between VIA Design; Design for Change (DFC) in 2014-18 and four external partners; Teknologi i Praksis (TiP), the City of Aarhus, BorgerDesign and CareWare (CaT).