DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016

Year: 2016
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Christian Tollestrup, Kaare Eriksen, Nis Ovesen
Author: Mulder-Nijkamp, Maaike; Eggink, Wouter
Series: E&PDE
Institution: University of Twente, The Netherlands
Section: Research in Design Education
Page(s): 192-197
ISBN: 978-1-904670-62-9


The pressure of publishing becomes more and more important, while on the other hand we have to
deal with hard deadlines when it comes to education. In achieving the difficult balance between a good
research track record and appropriate education we are condemned to see how we can implement
design research in education. Performing such research can however have a benefit for both worlds.
Students can learn from the developments in research and can also take part of it. On the other side we
can use those students to test certain principles like a new developed design method, which can also
improve the learning experience of the student. Best of both worlds you would think. Nevertheless,
there are also some pitfalls that we came across. Especially with regard to evaluating different
approaches, because normally it is deemed unethical to teach separate groups of students differently.
This paper will share insights about performing design research in education. We will discuss a case
where design research in education is used and we will evaluate the benefits, the pitfalls and the
results for students as well as researchers.

Keywords: Design research in education, design education, comparing design methods, brand extensions.


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