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How to Be a Design Academic: From Learning to Leading

Starting OutSection 1. Crafting Your Unique Career PathBeing a Design Academic: From Beginning to Winning Why Do You Need This Book?How to Read This Book How to Be a Design Academic: Starting Out How to Be a Design Academic: Becoming a Leader Conclusion References Being a Design Academic: Design Process, Practice, Thinking The Role of Design Academics Design Process, Practice and Thinking Defining Design Process Defining Design Practice Defining Design Thinking Orientation as a Design Academic Design Academic Personas Persona 1: Design Academic (Practice-Focused)Persona 2: Design Academic (Process and Practice)Persona 3: Design Translation Academic Design Academic Teaching Vignettes Emerging Design Technology (Taught within the Design School)Design Thinking (Taught within the Design School)Problem Framing for Creative Action (Taught outside the Design School)Discussion Conclusion References Industry to Academia: The Enhanced Academic Being a Practitioner-Academic Revisiting the Fashion Archive A Solar Collecting Evening Dress?Past Mistakes Make Good Lessons The Stolen Denim Halter Neck Final Assessment – Hanger Appeal and the Retail Window Outside the Comfort Zone for Assessment A Day at the Races Shopping Reflections of Managing My Team See You Later!Fashion, Capitalism and Design DNA in the Studio Global Fashion – Contemporary Contexts Conclusion References A “Non-Designer” in a Design School Being a Non-Designer in a Design School The Context – Understanding and Crossing Tribal Boundaries How Did a Non-Designer End Up in a Design School?Learning from Early Missteps in Tribal Territories My Transition – From Experimental Social Psychology to Design Psychology Acknowledging and Overcoming “Imposter Syndrome” – And the Impact of Gender Finding My Disciplinary Home From Imposter to Professor References Section 2. Being an Effective Design ResearcherGetting a PhD - "How Hard Can It Be?"Getting That PhD While Working Full Time in Academia Background Method Findings Discussion Conclusion References The Mindset of a New Design Academic Introduction “I Can Probably Do That” – Swann’s Career So Far A Case for the Generalist Adaptability Exploring the Experiences of New Design Academics Results Design Experience Academic Experience Transition from Design to Academia Discussion Group One: Curiosity Group Three: Synthesis Group Four: Problem Solving Mindset of a New Design Academic Conclusion References Section 3. Being an Effective Design EducatorA Guide to Design Intensives Designing Intensity Location On-Campus Venues Near-Campus Venues Remote Venues Location Choices Communications Format Timing Residential or Not?Activities Single-Project Design Intensives Multi-Project Design Intensives Adjusting for Context Building Collaboration Managing Team Issues Intensive Planning and Support Conclusion References Using Video and Blended Learning How to Share Professional Viewpoints with Large Classes The Importance of Industry Perspectives in the First-Year Classroom The Benefits of Capturing Perspective on Video A Question of Quality Structured Interviews Using Episodic Video in the Classroom Why YouTube?Why Unlisted?Teaching Observations Video Production Notes Production Personnel Production Schedule Preparing to Shoot Conducting the Interview Packing Up Post-Production Lessons Learnt Costs of Production: Time and Money Conclusions References Reframing Learning via Technology COVID-19- Hacks and Reflections Getting Our Teaching Online, in Two Weeks The Case Studies Nick 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 Conclusion References Becoming a LeaderSection 4. Leading YourselfHow to “Dare Greatly” in Academia DEVELOPING THE RESILIENCE TO "DARE GREATLY"Strategically Identify and Amplify Your Strengths Developing Support Systems and Sharing Failures Finding and Maintaining That Elusive Work–Life Balance Why Rest, Relaxation and Rejuvenation Matter Mental Health Resilience and Growth as an Academic Leader Final Reflections on Resilience, Relaxation and Growth References Running the Academic Marathon: Planning and Executing as Planned Introduction The Context of Academic Work: Running the Academic Marathon Methodology Experiences of Running the Academic Marathon Early Career Academic Journey Maps Mid-Career Academic Journey Maps The Professors’ Experiences: Insights from the Interviews Discussion: Energy and Productivity in Running the Academic Marathon Strategies for Planning and Executing as Planned Conclusions: Taking the Next Steps References Section 5. Leading OthersResearch Leadership Introduction How to Build Your Own Research Area Internationally Theory Making Expanding the Field Publication Collaborate Summary How to Become a Research Leader within Your Institution Supporting Staff and Research Students in Writing Activity Mentoring Promotion Club Summary Conclusion References Research Co-Design: Meaningful Collaboration in Research Introduction From Collaboration to Research Co-Design: Introducing a Framework for Deepening Research Engagement Unpacking Co-Design Framework in Detail Engaging Stakeholders Co-Designing Meaningful Partnerships: Three Case Studies Case Study 1: Co-Designing Research With Services and Young People in Digital Mental Health Case Study 2: Building Trust and Co-Designing a Vision With a Global Corporate Case Study 3: Co-Determining Research Impact Emerging Over Time in the Education Sector Critical Insights Conclusion Acknowledgements References Design Curricula: Navigating Process and People Introduction Overview Developing a Course Vision and Curricular Architecture A Future-Focused Framework Anticipating Future Needs Curricular Domains and Course Learning Outcomes Points to Consider The Curriculum Development Process Connecting and Mapping Curricular Elements Assessment Scaffolding Students’ Learning and Feedback That Feeds Forward Mapping for Balance and Congruence Points to Consider Student Engagement and Partnerships Beyond the “Curriculum Bubble”: Essential Yet Often Forgotten Considerations Curriculum Design as a Site of Negotiation Leadership, Team Building and the Collective Endeavour The Complex Needs of Design Teaching: Other Enabling Systems and Processes Curriculum Development as Iterative Points to Consider Concluding Thoughts Acknowledgements References Student Engagement through Mentoring Introduction: Why We Started a Peer Mentoring Group Forming the Peer Mentoring Group in Industrial Design Our Strategic Focus and How a Peer Mentoring Group Benefits the Community Culture Design of the Program Setting Limits Positive Outcomes of ID Pilots Positive Outcomes for the Student Mentees Positive Outcomes for the Student Mentors Positive Outcomes for the University and Staff The Challenges Experienced by the Program and Opportunities for Change Burnout and Over-Commitment Demanding Students Mental Health Issues in Tertiary Education Our Ongoing and Evolving Strategy The Future of the ID Pilots Conclusion References Section 6. Leading a Group or SchoolBuilding a Research Group: Urban Informatics 2006 to Now Introduction Group Formation Branding Transdisciplinarity Research Culture What’s Next?Acknowledgements References Leading a Design School: Practices from Australia and the USA Introduction Background of Our Design Schools Leadership Style What 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?Conclusions References

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