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Renewal of Design Teaching Resources by the Practice of Environmental Scanning

Part of: Design Education

Published online by Cambridge University Press:  26 July 2019

Magali Roumy Akue

Abstract

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Teachers' resources renewal is a critical aspect of design education. Design teachers update and renew their resources to keep their lectures and project topics up to date, in line with contemporary issues and societal changes, and to assure their lifelong learning and professional development. Yet, few studies were published on resource renewal process in design education. Researches usually focus on teaching resources and cultural capital qualification. This paper analyses the resource renewal process in design education. Our methodology comprehends the construction of a conceptual framework based on Environmental Scanning, which was studied through a qualitative study involving fifteen design teachers in France. Our results show that design teachers update and renew teaching resources according to their personal areas of interest and students' needs. Their renewal process is different depending on whether they are creating lectures and topics, they are working with other teachers or with external partners. Relationships and networks appear important, teachers rely on their network of colleagues, design practitioners and project partners to access emerging issues.

Keywords

Design educationLife-long learningKnowledge management
Type
Article
Information
Proceedings of the Design Society: International Conference on Engineering Design , Volume 1 , Issue 1 , July 2019 , pp. 559 - 568
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
© The Author(s) 2019

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