How to Be a Design Academic: From Learning to Leading

Starting OutSection 1. Crafting Your Unique Career PathBeing a Design Academic: From Beginning to WinningWhy Do You Need This Book?How to Read This BookHow to Be a Design Academic: Starting OutHow to Be a Design Academic: Becoming a LeaderConclusionReferencesBeing a Design Academic: Design Process, Practice, ThinkingThe Role of Design AcademicsDesign Process, Practice and ThinkingDefining Design ProcessDefining Design PracticeDefining Design ThinkingOrientation as a Design AcademicDesign Academic PersonasPersona 1: Design Academic (Practice-Focused)Persona 2: Design Academic (Process and Practice)Persona 3: Design Translation AcademicDesign Academic Teaching VignettesEmerging Design Technology (Taught within the Design School)Design Thinking (Taught within the Design School)Problem Framing for Creative Action (Taught outside the Design School)DiscussionConclusionReferencesIndustry to Academia: The Enhanced AcademicBeing a Practitioner-AcademicRevisiting the Fashion ArchiveA Solar Collecting Evening Dress?Past Mistakes Make Good LessonsThe Stolen Denim Halter NeckFinal Assessment – Hanger Appeal and the Retail WindowOutside the Comfort Zone for AssessmentA Day at the RacesShoppingReflections of Managing My TeamSee You Later!Fashion, Capitalism and Design DNA in the StudioGlobal Fashion – Contemporary ContextsConclusionReferencesA “Non-Designer” in a Design SchoolBeing a Non-Designer in a Design SchoolThe Context – Understanding and Crossing Tribal BoundariesHow Did a Non-Designer End Up in a Design School?Learning from Early Missteps in Tribal TerritoriesMy Transition – From Experimental Social Psychology to Design PsychologyAcknowledging and Overcoming “Imposter Syndrome” – And the Impact of GenderFinding My Disciplinary HomeFrom Imposter to ProfessorReferencesSection 2. Being an Effective Design ResearcherGetting a PhD - "How Hard Can It Be?"Getting That PhD While Working Full Time in AcademiaBackgroundMethodFindingsDiscussionConclusionReferencesThe Mindset of a New Design AcademicIntroduction“I Can Probably Do That” – Swann’s Career So FarA Case for the GeneralistAdaptabilityExploring the Experiences of New Design AcademicsResultsDesign ExperienceAcademic ExperienceTransition from Design to AcademiaDiscussionGroup One: CuriosityGroup Three: SynthesisGroup Four: Problem SolvingMindset of a New Design AcademicConclusionReferencesSection 3. Being an Effective Design EducatorA Guide to Design IntensivesDesigning IntensityLocationOn-Campus VenuesNear-Campus VenuesRemote VenuesLocation ChoicesCommunicationsFormatTimingResidential or Not?ActivitiesSingle-Project Design IntensivesMulti-Project Design IntensivesAdjusting for ContextBuilding CollaborationManaging Team IssuesIntensive Planning and SupportConclusionReferencesUsing Video and Blended LearningHow to Share Professional Viewpoints with Large ClassesThe Importance of Industry Perspectives in the First-Year ClassroomThe Benefits of Capturing Perspective on VideoA Question of QualityStructured InterviewsUsing Episodic Video in the ClassroomWhy YouTube?Why Unlisted?Teaching ObservationsVideo Production NotesProduction PersonnelProduction SchedulePreparing to ShootConducting the InterviewPacking UpPost-ProductionLessons LearntCosts of Production: Time and MoneyConclusionsReferencesReframing Learning via Technology COVID-19- Hacks and ReflectionsGetting Our Teaching Online, in Two WeeksThe Case StudiesNick Kelly, a First-Year Interaction Design Unit (200 students, Equivalent 1-Hour Lecture, 2-Hour Tutorial)Heather McKinnon, a Second-Year Design Studio (60 Students, Equivalent 3-Hour Studio)Brett Fyfield and Richard Evans, Third-Year Design Studio (15 Students, Equivalent 2.5 Hour Studio)Leo Rezayan, Second-Year Design Unit, (75 Students, Equivalent 1-Hour Lecture and 2-Hour Tutorial)Jeremy Kerr, First-Year Design Unit (400 Students, 1-Hour Lecture and 2-Hour Tutorial) and Third-Year Design Unit (30 Students, 1-Hour Lecture and 2-Hour Tutorial)Anastasia Tyurina, Second-Year Studio Unit (90 Students, 1-Hour Lecture and 2-Hour Tutorial)Jen Seevinck, Third-Year Studio Unit (170 Students, Equivalent 1-Hour Lecture and 2-Hour Tutorial)Jane Turner, Fourth-Year Studio (30 Students, 5-Hour Studio) and Second-Year Unit (100 Students, 2-Hour Studio)Discussion and ConclusionReferencesBecoming a LeaderSection 4. Leading YourselfHow to “Dare Greatly” in AcademiaDEVELOPING THE RESILIENCE TO "DARE GREATLY"Strategically Identify and Amplify Your StrengthsDeveloping Support Systems and Sharing FailuresFinding and Maintaining That Elusive Work–Life BalanceWhy Rest, Relaxation and Rejuvenation MatterMental HealthResilience and Growth as an Academic LeaderFinal Reflections on Resilience, Relaxation and GrowthReferencesRunning the Academic Marathon: Planning and Executing as PlannedIntroductionThe Context of Academic Work: Running the Academic MarathonMethodologyExperiences of Running the Academic MarathonEarly Career Academic Journey MapsMid-Career Academic Journey MapsThe Professors’ Experiences: Insights from the InterviewsDiscussion: Energy and Productivity in Running the Academic MarathonStrategies for Planning and Executing as PlannedConclusions: Taking the Next StepsReferencesSection 5. Leading OthersResearch LeadershipIntroductionHow to Build Your Own Research Area InternationallyTheory MakingExpanding the FieldPublicationCollaborateSummaryHow to Become a Research Leader within Your InstitutionSupporting Staff and Research Students in Writing ActivityMentoringPromotion ClubSummaryConclusionReferencesResearch Co-Design: Meaningful Collaboration in ResearchIntroductionFrom Collaboration to Research Co-Design: Introducing a Framework for Deepening Research EngagementUnpacking Co-Design Framework in DetailEngaging StakeholdersCo-Designing Meaningful Partnerships: Three Case StudiesCase Study 1: Co-Designing Research With Services and Young People in Digital Mental HealthCase Study 2: Building Trust and Co-Designing a Vision With a Global CorporateCase Study 3: Co-Determining Research Impact Emerging Over Time in the Education SectorCritical InsightsConclusionAcknowledgementsReferencesDesign Curricula: Navigating Process and PeopleIntroductionOverviewDeveloping a Course Vision and Curricular ArchitectureA Future-Focused FrameworkAnticipating Future NeedsCurricular Domains and Course Learning OutcomesPoints to ConsiderThe Curriculum Development ProcessConnecting and Mapping Curricular ElementsAssessmentScaffolding Students’ Learning and Feedback That Feeds ForwardMapping for Balance and CongruencePoints to ConsiderStudent Engagement and PartnershipsBeyond the “Curriculum Bubble”: Essential Yet Often Forgotten ConsiderationsCurriculum Design as a Site of NegotiationLeadership, Team Building and the Collective EndeavourThe Complex Needs of Design Teaching: Other Enabling Systems and ProcessesCurriculum Development as IterativePoints to ConsiderConcluding ThoughtsAcknowledgementsReferencesStudent Engagement through MentoringIntroduction: Why We Started a Peer Mentoring GroupForming the Peer Mentoring Group in Industrial DesignOur Strategic Focus and How a Peer Mentoring Group Benefits the Community CultureDesign of the ProgramSetting LimitsPositive Outcomes of ID PilotsPositive Outcomes for the Student MenteesPositive Outcomes for the Student MentorsPositive Outcomes for the University and StaffThe Challenges Experienced by the Program and Opportunities for ChangeBurnout and Over-CommitmentDemanding StudentsMental Health Issues in Tertiary EducationOur Ongoing and Evolving StrategyThe Future of the ID PilotsConclusionReferencesSection 6. Leading a Group or SchoolBuilding a Research Group: Urban Informatics 2006 to NowIntroductionGroup FormationBrandingTransdisciplinarityResearch CultureWhat’s Next?AcknowledgementsReferencesLeading a Design School: Practices from Australia and the USAIntroductionBackground of Our Design SchoolsLeadership StyleWhat Is Your Leadership Style and Philosophy?What Leadership Models Do You Subscribe To?How Do You Connect with Your Staff?How Do You Foster Diverse and Inclusive Environments?How Do You Communicate and Facilitate Change in Your School?How Do You Lead in a Crisis?ConclusionsReferences
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