Purpose of the Investigation. The purpose of this investigation was to determine whether a treatment of design-related heuristics would affect the judged value of student design products. Procedures. Subjects consisted of 38 foundation-level design students at Ball State University, Muncie, Indiana. Following five weeks of basic design instruction, a pretest, constructed to measure design problem-solving performance in relation to two problem-types (a Baseline Problem and a Conceptual Problem), was issued to two groups. Thereafter, a treatment of design-related heuristics was administered to one group; the other group served as a control. After a period of four weeks, in which both groups worked an identical series of problems, a post-test was issued.Evaluation of pre-test and post-test designs was performed by five designer/educators using a Design Evaluation Rating Scale, an instrument used to quantify judgments regarding six discrete evaluative criteria (i.e., General Impression, Completion, Figural Originality, Conceptual Originality, Aesthetic Value, and Functionalness). Two null hypotheses were tested which maintained that no significant interaction effects would occur for either the Baseline Problem or the Conceptual Problem between factors of (a) time-of-test (pre-test, post-test) and (b) group (experimental, control) for seven dependent variables (i.e., Overall Score, General Impression, Completion, Figural Originality, Conceptual Originality, Aesthetic Value, Functionalness). The .05 level of confidence was set as the critical level for rejection of hypotheses. Inter-rater reliability was computed, and found to be high for three of the four test problems.Results and'Conclusions1. Null Hypothesis Number one was rejected, suggesting that the heuristics treatment aided the experimental group in their performance on the Baseline Problem. Null Hypothesis Number Two was not rejected, suggesting that the treatment failed to aid the experimental group in their performance on the Conceptual Problem.2. Problem structure apparently affected the design problem-solving behavior and performance of the foundation-level design students, suggesting that highly complex or abstract problems are best reserved for more advanced design courses.3. A measured construct of "design value" can be operationally defined and expert judgments thereby quantified to validly measure the real-world value of design products

This study explored the current status of Turkish basic art education and the objectives of the first year art program at the university level in Turkey. Also, the researcher attempted to explore the objectives and expectations of Turkish art professors and to examine the applicability of certain concepts of American basic design education in the teaching of studio foundation courses in Turkish art schools. The study included the literature review concerning changes in educational philosophy related to the history of design education in the West and in Turkey.

Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2018. / Rapid advances in information technology and the Internet continue to create higher education learning solutions for the networked-world learner. Given the potential of these resources, opportunities and initiatives must be seized to promote the enhancement of student learning in higher education. The promise of faster communication networks and changes in students’ expectations have rendered urgent the understanding of technology and online learning for use in studio-based teaching and learning spaces in the networked global village of the 21st century. Paradoxically, however, the use of e-learning solutions in design-related education remains limited. In studio-based courses such as graphic and architectural design, for example, the facilitation of learning through electronic media at South African universities ranges from the minimal to the non-existent. A hands-on approach to studio-based teaching and learning is preferred, supported by the argument that it is hard to facilitate experiential learning through semi-synchronous online tools. The danger of this unsubstantiated model of thinking is that it is likely to lead to under-usage of Learning Management System (LMS) tools by educators in studio-based teaching and learning spaces. The problem is that no research has been done on this area in South Africa that is capable of providing conclusive evidence on which corrective measures can be based. Hence, the aim of this study is to understand the reasons for the limited adoption and use of LMSs in studio-based teaching and learning in South African higher education design-related disciplines. Within the interpretive epistemological paradigm, a qualitative research approach was adopted to source and analyse interview data from design students and lecturers at the Cape Peninsula University of Technology (CPUT). An Activity Theory (AT) analytical framework was employed. The findings suggest that reservations regarding the use of LMSs are more a function of prevailing perceptions than they are substantive. Unfounded negative assumptions about the functionality, relevance (usefulness), accessibility and ease of use of the systems emerged as the leading constructions of and explanations for the challenges faced. The study provides not only clarity on LMS usage patterns in studio-based educational spaces, but also useful comparative data on how an activity theory-grounded in ActAD framework can enhance the analysis of LMS activities in studio-based teaching and learning within the curricula for subjects like graphic design and architecture.

Database modeling is a complex conceptual topic often taught through the use of project-based teams. One of the problems with the use of project-based teams in university courses is the determination of whether this is the most effective use of instructor and student time involvement and effort level. Therefore, this study investigated the impact of providing team dynamics training prior to the commencement of short-duration project-based team conceptual data modeling projects on individual data modeling task performance (DMTP) outcomes and team cohesiveness. The literature review encompassed conceptual data design modeling, the use of a project-based team approach, team dynamics and cohesion, self-efficacy, gender, and diversity. The research population consisted of 75 university students at a North American University (Canadian) pursuing a business program requiring an information systems course in which database design components are taught. Analysis of the collected data revealed that there was a statistically significant inverse relationship found between the provision of team dynamics training and individual DMTP. However, no statistically significant relationship was found between team dynamics training and team cohesion. Therefore, this study calls into question the value of team dynamics training on learning outcomes in the case of very short duration project-based teams involved in conceptual data modeling tasks. Additional research in this area would need to clarify what about this particular experiment might have contributed to these results.

This research investigated Computer Aided Design (CAD) education in the interior design. program focusing on educators' opinions about creativity aspects including computer application, teaching materials and teaching methods as well as other trends in CAD education. A questionnaire was sent to one hundred eighty-two members of the Interior Design Educators Council (IDEC). A frequency distribution was used on 69 usable returned surveys to describe the sample characteristics and to determine the teaching materials and support. Means and T-tests were employed to examine if a significant difference of opinions toward CAD integration existed between designers based on creativity, teaching materials, and teaching approaches. Findings indicate that educators are thinking positively regarding the creativity aspects of teaching CAD. There was no significant difference between IBM educators and Apple Macintosh educators in terms of opinions concerning creativity and teaching approaches and also no significant difference in the educators who are using more flexible teaching approaches and the educators who are using more rigid teaching approaches in terms of creativity. Educators thought CAD courses are most helpful for students' future careers. Educators remarked that their college, department, and other faculties are generally very supportive. Overall the educators had fewer than 4 years of experience in teaching CAD. One or two CAD educators were teaching in each interior design program. IBM personal computer, AutoCAD software, instructor prepared tutorials were the most used teaching materials. / Master of Science

This study develops and applies a conceptual framework that can be used to evaluate dynamic Web platforms in order to determine a platform for teaching Web application development in tertiary institutions. The framework is specific, yet comprehensive and supported with theory and empirical experimental programming results. We first identify the concepts of Web application development and the constraints to be satisfied by a platform for teaching identified concepts. Then we establish various criteria that will enhance the teaching of the concepts. We also establish qualities and experiment that will ensure that a selected platform is easy to use, fast, portable and affordable. A spreadsheet tool is developed to apply the framework and enable users to customize the framework by varying the criteria's weights. The developed framework is tested by the evaluation of the suitability of Java Servlets, JSP, ASP and PHP with PHP emerging as a suitable platform. / Computing / M.Sc. (Information Systems)

This study develops and applies a conceptual framework that can be used to evaluate dynamic Web platforms in order to determine a platform for teaching Web application development in tertiary institutions. The framework is specific, yet comprehensive and supported with theory and empirical experimental programming results. We first identify the concepts of Web application development and the constraints to be satisfied by a platform for teaching identified concepts. Then we establish various criteria that will enhance the teaching of the concepts. We also establish qualities and experiment that will ensure that a selected platform is easy to use, fast, portable and affordable. A spreadsheet tool is developed to apply the framework and enable users to customize the framework by varying the criteria's weights. The developed framework is tested by the evaluation of the suitability of Java Servlets, JSP, ASP and PHP with PHP emerging as a suitable platform. / Computing / M.Sc. (Information Systems)

Industrial design is recognised for the value-oriented benefits it offers to businesses. Industrial design ensures that new products are more efficient, usable, convenient and safe to use within the evolving business environment. One of the important factors for the continuous achievement of high product quality and general economic growth and stability in countries such as West Germany, Korea and Japan is their sound industrial design base. Industrial design programmes can be instrumental to ignite an entrepreneurial and innovation spirit to assist in curbing the high unemployment rate and very low levels of entrepreneurial intentions in South Africa. The core of tertiary industrial design students has unique capabilities that can assist the South African economy to stimulate manufacturing, job creation and economic growth. The purpose of this study was to investigate the entrepreneurial intentions among industrial design students enrolled for the programme in Three-Dimensional Design, at Universities of Technology in South Africa. In addition, this study investigates the relationship between entrepreneurial intentions and actual business formation by graduates of the programme. Studies have been carried out in South Africa on entrepreneurial intentions, but not on the formation, occurrence and implementation of entrepreneurial intentions amongst industrial design students, specifically. To test the links between business education and entrepreneurial intentions, a research model based on Ajzen’s (1985) Theory of Planned Behaviour was adopted and tested using quantitative empirical data collected from students in industrial design at two Universities of Technology. Quantitative data were collected from a sample of 161 participants using a validated self-administered questionnaire. IBM SPSS and STATA were used to conduct descriptive statistics, Chi-square tests, factor analysis, reliability and structural equation modelling on the primary quantitative data. The empirical evidence partially supports the effectiveness of the Theory of Planned Behaviour in predicting entrepreneurial intentions. Although perceived social norms and self-efficacy is positively related to entrepreneurial intentions, results failed to reach statistical significance. However, personal attitude was found to mediate the relationship between these variables and entrepreneurial intention. Whilst business education is positively related to self-efficacy, entrepreneurial knowledge is positively related to higher levels of personal attitude and self-efficacy. The transformation of entrepreneurial intentions into actual business start-ups were investigated using qualitative empirical data collected from past graduates of the Three-Dimensional Design programme. Qualitative data were collected from a sample of 22 graduates through structured interviews. ATLAS.ti version 7.5.9 was used to analyse the qualitative data. The researcher provided evidence that there is a relationship between entrepreneurial intentions and the actual start-up of a business, as 45.5 per cent of graduates started businesses. Furthermore, business education positively influenced the actual start-up of businesses. However, graduates experienced many challenges to business start-up, with implications for the teaching of business subjects and for policy makers. / Business Management / D. Com. (Business Management)