She Ji-The Journal of Design Economics and Innovation最新文献

This article presents a comprehensive review of existing literature covering the topic of mood-focused design. It delves into how designers and design researchers currently address mood in the context of experience-driven design. Using a scoping review methodology, we identified and thematically analyzed sixty-six highly relevant articles. Our findings are categorized into four themes: (1) diverse features and impacts of mood that have been comprehended and explored in design; (2) mood-focused design innovations that support mood monitoring, expression, and regulation; (3) potential issues and considerations related to mood-focused design; and (4) methodological resources that support empathizing and ideation within a mood-focused design process. This scoping review advances our understanding of mood as a distinct facet of human experience in design and outlines the current state of mood-focused design as an emerging field. To facilitate progress in the field, we propose four avenues for further exploration, underscoring the need to expand mood-centric theoretical understanding, artifact creation, opinion sharing, and method development.

Scholars have advocated for the importance of evaluation in service design, proposing comprehensive frameworks for such integration in design processes. This research seeks to complement existing theoretical studies by providing empirical insights into the utilization of metrics by practicing service designers. Our study presents findings derived from a global survey and in-depth interviews conducted with service designers from eleven countries. Our results highlight the value of using metrics in service design practice and a gap in systematic knowledge. We also underscore that organizational context can either foster or challenge the utilization of metrics in practice. This article contributes to ongoing service design evaluation research by providing data pertaining to the perceived benefits of metric usage within the service design process and in organizational collaboration, as well as insights into the perceived difficulties.

Ignited by the transformative impact of technoscience, diverse alternative design practices have emerged, each distinct from prevailing norms. Within this heterogeneous landscape, a common theme emerges: an inclination toward ethical considerations, closely tied to or stemming from these novel approaches and practices, warranting thorough investigation. This article adopts a dual strategy. First, it introduces technoscience as the catalyst behind this transition, framing the contextual backdrop. Second, based on Jürgen Habermas’s knowledge-interest theory and its tripartite structure, this article focuses on those emerging design practices which deal with ethical and social design, a category that has become especially significant since 2000. The subsequent analysis explores the significant ethical turn within diverse disciplines and these emerging design practices, illustrated across domains. This transformation unfolds in ontological, epistemological, and methodological dimensions, signifying a renewal of design ethics. The article establishes a fundamental framework to comprehend a field without rigid boundaries, facilitating future critique and ongoing design research progress.

This article presents a segmentation analysis that categorizes industrial design firms based on levels of design orientation. It could serve as a useful framework for designers to tailor their marketing strategies to specific groups or companies. We conducted both qualitative research involving experts, and quantitative research using a sample of 201 small and medium-sized enterprises (SMEs) in the Spanish furniture and lighting industries. The design capacity building approach of design orientation, which was determined by evaluating scores across seven dimensions of the design orientation scale, was adopted based on: 1) awareness of the benefits of design; 2) design sensibility; 3) basic design skills; 4) specialized design skills; 5) involving others; 6) design organization; and, 7) innovation skills. The results identified three clusters with different behaviors: “full design orientation” (Cluster 1), “design orientation from the top down” (Cluster 2), and “operational design orientation” (Cluster 3). This research provides a pragmatic tool for design service providers, linking design skills, design impact, and organizational performance.

The Future of Design Education working group on systems outlines the growth of professional practice from a focus on designing artifacts to also include designing systems and designing in the context of systems. They describe a holistic approach to design, one grounded in systems theory and recognition that systems intersect with all aspects of design. They acknowledge that systems are social constructions and can be framed in many ways. They assert that systems exhibit structural and behavioral patterns across instances, and they advocate for the development of models (proxies) that forefront these patterns and make it possible to align views of situations and possible future ways of being with teams and stakeholders under participatory design processes. The working group also notes that systems are never complete and that even small changes may have large effects. This article lists a series of recommendations aimed at design students regarding the knowledge that they should have and the actions that they should take when working around systems, and it provides an overview through which to consider more specific recommendations related to natural, social, and technical systems by other Future of Design Education working groups.

The Future of Design Education described forces influencing degree study in higher education as a credential for design practice. Student debt and the challenges of increasingly diverse learners are two factors that determine college degree attainment. Paired with increasing consumerist interests by students, institutions, and governments for job preparedness and gainful employment, a college degree is viewed by many as a credential. By contrast, alternative credential programs offer design study that is shorter, more flexible, less expensive, and fit-to-purpose rather than one-size-fits-all. As credentials, they vary in standards for competency validation and how employers perceive them. Statistics show that most alternative credential students already hold a degree and are employed, suggesting that reskilling and upskilling are among the primary motivations for enrollment. At the same time, national and state governments show interest in micro-credentialling as the number of non-traditional learners grows and the nature of work changes rapidly. The article argues that although both types of credentialling respond to similar economic and social conditions, they have unique roles as educational pathways to work in design.

The Future of Design Education working group on pluriversal design—with members from Latin America, the Caribbean, Africa, South and Southeastern Asia, North America, Oceania, and Europe—developed recommendations for higher education design curricula. The group addresses the dominance of a Eurocentric design canon and worldwide colonization by a twentieth-century design monoculture grounded in the concept of universal human experience. Curricular recommendations honor Indigenous worlds and place-based ways of being, and chime with anthropologist Arturo Escobar’s premise that every community practices the design of itself, through participatory processes that are independent of experts. The authors posit that rather than a Cartesian rationalist perspective, the group advocates a relational view of situations in which the design responses to interdependent natural, social, economic, and technical systems, are specific to places and cultures. The recommendations assert a pluriversal design imperative in which multiple worldviews thrive and diverse lived experiences inform the entire field, as well as individual projects.