I recently contributed to a publication celebrating ‘30 years of IDE’ – the Royal College of Art’s MA in Innovation Design Engineering which I studied and later taught on. This contribution request came soon after giving a workshop at CEDIM – Monterrey’s School of Design & Innovation – in Mexico. After being asked to review my postgraduate experience and describe the path that followed, I was increasingly reflecting the values of Design Education.
Moving into a teaching position soon after graduating allowed me to shift perspective on the whole experience. I could discover more at a student project review than at a day in the office, which, back then, was an R&D group at a London architectural firm. What was more valuable to me, personally, was discovering the value of my own education.
IDE began as Industrial Design Engineering, a course which some say worked as a template for future courses such as Stanford’s D-School. Being a solely postgraduate college often allows the RCA to more easily break from convention; the joint course between art college (RCA) and engineering school (Imperial College) was created when convergence and collaboration were less common terminology. An equal mix of designers and engineers were sought for this intense two-year experience.
The course has evolved over the years and I graduated at a time when its very name was changed from Industrial to Innovation Design Engineering. Industry and academia seemed to have understood IDE’s original notions of convergence and collaboration. In the UK especially, design thinking was now valued and applied in a much broader sense with the emergence of Innovation making design more relevant within Business. The course now had a third partner – the MBA at Imperial College.
When it came to teaching, I, like other visiting tutors at the RCA, was to bring a touch of ‘industry reality’ to the class. Of course links between industry and academia are established on most design courses, where teaching, funding, competitions and projects create useful ties between students and future employers. As a student I noticed a change in the nature and implications of these links and as a teacher, and as a designer, this change to begins to concern me.
Many success stories stem from competitions ran by firms to tap into fresh (and free) university talent. These relationships between industry and academia began as voluntary, extra-curricular opportunities. Summer internships then provided contexts for students to gain experience of the ‘real world’ during breaks. However, as a student I watched as these projects began to encroach on the curriculum, becoming larger in scale, more rigid in nature and more essential to the survival of the course itself.
During my time studying, the rise in frequency, size and implications of corporate sponsorship could be felt. Tempted, and grateful for prize money to assist the high costs of London life, at times it could feel creatively stifling. Most students arrived with experience of the ‘real world’ and already understood that clients would be accompanied with constraints. What had actually drawn us to give up the ‘real world’ for the RCA was the chance to explore our passions.
Although funding opportunities and the drive of financial incentives should not be overlooked, many courses are now introducing students to full briefs that benefit a company, rather than simply providing a context which could guide and inspire. In recent years I have increasingly seen a shift towards educational institutions submitting to the limitations of companies.
It was still possible to succeed on the course whilst experimenting with our thoughts and skills, but it took continual resistance. Looking back, we maybe learnt our most valuable lessons through this resistance, and in creating the work resulting from these efforts. It would provide more drive and design direction to help carve our future careers than any of the more corporate collaborations.
Hard financial times lead to an increasing need by schools and their students to evaluate the ‘monetary’ value of courses. Schools display the ‘return on investment’ of taking their courses, with charts depicting how many graduates went on to gain employment. Students, aware that jobs are scarce, are looking for opportunities to connect with potential employers as early as possible, networking and marketing themselves before they are even out of school.
Overlooking the need for space, thought and independence in academia threatens the very creativity of the future designers we are looking to educate and later employ.
During my recent workshop at CEDIM (Mexico), I felt the need to use ‘real-world’ constraints to guide my class and engage them with the topic. Using an educational NGO based in Mexico City – Ednica – as a case-study, I saw that this sort of ‘reality’ can both ground students within situational context, and allow them to work freely, developing interests and passions in important areas – areas which are less easy to find work in once they graduate.
Both the school and the organization deemed the project successful, and both look to build on the relationship. What is missing, from this ‘reality-check’ is the financial benefit schools are often in need of. Though challenging, I now see the opportunity of even greater collaboration and am hopeful of finding an industry partner that could benefit from the outcome of these two ambitious institutions working together.
At CEDIM, Innovation is taught as a foundation course, integrated across all disciplines to ensure all students can address the business aspects of their designs. I believe this way of thinking is, and will be, an increasingly essential part of design education. As I look back on 30 years of IDE, and my own much shorter time on the learning curve, I believe industries and institutions which rely on innovation should realize the importance of detaching funding from limitations that lack imagination; promoting instead, models that balance finance, reality and inspiration. We need funding that preserves the creative freedom of design education, needed to produce truly innovative future thinkers.