An Interdisciplinary Education Model For Design Education At The Salzburg University Of Applied Sciences

M. Ebner; K. Gaubinger; A. Petutschnigg; B. Rothbucher

An Interdisciplinary Education Model For Design Education At The Salzburg University Of Applied Sciences

M. Ebner
, K. Gaubinger
, A. Petutschnigg
, B. Rothbucher

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The design courses at the Salzburg University of Applied Sciences focus on the development of interdisciplinary education to prepare students for professional life and to enrich their curriculum with a wider knowledge of methods than is found in traditional design education. The concept described is based on the educational theories of Jerome Brunner. His concept of learning is based on representative steps. These steps are: enactive, iconic, and symbolic. When an issue relating to design is worked out with these steps, the design tasks can be defined, analysed, discussed and finally solved on different levels. As different fields of knowledge are involved in these processes, interdisciplinary working knowledge is taught.

Original language	English
Title of host publication	Proceedings of E&DPE 2006, the 8th International Conference on Engineering and Product Design Education, Salzburg, Austria, 07.-08.09.2006
Pages	21-26
Number of pages	6
Publication status	Published - 2006
Event	8th International Conference on Engineering and Product Design Education, E&DPE 2006 - Salzburg, Austria Duration: 7 Sept 2006 → 8 Sept 2006

Conference

Conference	8th International Conference on Engineering and Product Design Education, E&DPE 2006
Abbreviated title	E&DPE 2006
Country/Territory	Austria
City	Salzburg
Period	7/09/06 → 8/09/06

Keywords

Design education
Global competition
Interdisciplinary collaboration
Product development
Applied science
Design course
Design Education
Design tasks
Educational theory
Interdisciplinary collaborations
Interdisciplinary education
Professional life
Curricula
Product design
Education computing

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Ebner, M., Gaubinger, K., Petutschnigg, A., & Rothbucher, B. (2006). An Interdisciplinary Education Model For Design Education At The Salzburg University Of Applied Sciences. In Proceedings of E&DPE 2006, the 8th International Conference on Engineering and Product Design Education, Salzburg, Austria, 07.-08.09.2006 (pp. 21-26) https://www.designsociety.org/publication/28255/An+Interdisciplinary+Education+Model+For+Design+Education+At+The+Salzburg+University+Of+Applied+Sciences

@inproceedings{bb6c70ac415b4cf98de34cac0c25d9b0,

title = "An Interdisciplinary Education Model For Design Education At The Salzburg University Of Applied Sciences",

abstract = "The design courses at the Salzburg University of Applied Sciences focus on the development of interdisciplinary education to prepare students for professional life and to enrich their curriculum with a wider knowledge of methods than is found in traditional design education. The concept described is based on the educational theories of Jerome Brunner. His concept of learning is based on representative steps. These steps are: enactive, iconic, and symbolic. When an issue relating to design is worked out with these steps, the design tasks can be defined, analysed, discussed and finally solved on different levels. As different fields of knowledge are involved in these processes, interdisciplinary working knowledge is taught.",

keywords = "Design education, Global competition, Interdisciplinary collaboration, Product development, Applied science, Design course, Design Education, Design tasks, Educational theory, Interdisciplinary collaborations, Interdisciplinary education, Professional life, Curricula, Product design, Education computing",

author = "M. Ebner and K. Gaubinger and A. Petutschnigg and B. Rothbucher",

note = "Conference code: 89040 Export Date: 14 December 2023 Correspondence Address: Rothbucher, B.; Salzburg University of Applied Sciences, Markt 136a, A-5431 Kuchl/Salzburg, Austria; email: [email protected] References: Kahn, K.B., Department status: An exploratory investigation of direct and indirect effects on product development performance Journal of Product Innovation Management, 22 (6), pp. 515-526; Welsch, W., (1998) {\"A}sthetisches Denken, p. 215. , Philipp Reclam jun Stuttgart; Weinstein, C., (2000) 2000 Directory of Industrial Designers, p. 15. , Industrial Designers Society of America, VA; Margolin, V., Buchanan, R., (1989) Design Discourse, History Theory Criticism, p. 91. , The University of Chicago Press, Chicago and London; Brunner, J., (1990) Acts of Meaning, , Harvard University Press, Cambridge; Sherman, J.D., Berkowitz, D., Souder, W.E., New product development performance and the interaction of cross-functional integration and knowledge management Journal of Product Innovation Management, 22 (5), pp. 399-411; 8th International Conference on Engineering and Product Design Education, E\&DPE 2006, E\&DPE 2006 ; Conference date: 07-09-2006 Through 08-09-2006",

year = "2006",

language = "English",

pages = "21--26",

booktitle = "Proceedings of E\&DPE 2006, the 8th International Conference on Engineering and Product Design Education, Salzburg, Austria, 07.-08.09.2006",

}

Ebner, M, Gaubinger, K, Petutschnigg, A & Rothbucher, B 2006, An Interdisciplinary Education Model For Design Education At The Salzburg University Of Applied Sciences. in Proceedings of E&DPE 2006, the 8th International Conference on Engineering and Product Design Education, Salzburg, Austria, 07.-08.09.2006. pp. 21-26, 8th International Conference on Engineering and Product Design Education, E&DPE 2006, Salzburg, Austria, 7/09/06. <https://www.designsociety.org/publication/28255/An+Interdisciplinary+Education+Model+For+Design+Education+At+The+Salzburg+University+Of+Applied+Sciences>

An Interdisciplinary Education Model For Design Education At The Salzburg University Of Applied Sciences. / Ebner, M.; Gaubinger, K.; Petutschnigg, A. et al.
Proceedings of E&DPE 2006, the 8th International Conference on Engineering and Product Design Education, Salzburg, Austria, 07.-08.09.2006. 2006. p. 21-26.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - An Interdisciplinary Education Model For Design Education At The Salzburg University Of Applied Sciences

AU - Ebner, M.

AU - Gaubinger, K.

AU - Petutschnigg, A.

AU - Rothbucher, B.

N1 - Conference code: 89040 Export Date: 14 December 2023 Correspondence Address: Rothbucher, B.; Salzburg University of Applied Sciences, Markt 136a, A-5431 Kuchl/Salzburg, Austria; email: [email protected] References: Kahn, K.B., Department status: An exploratory investigation of direct and indirect effects on product development performance Journal of Product Innovation Management, 22 (6), pp. 515-526; Welsch, W., (1998) Ästhetisches Denken, p. 215. , Philipp Reclam jun Stuttgart; Weinstein, C., (2000) 2000 Directory of Industrial Designers, p. 15. , Industrial Designers Society of America, VA; Margolin, V., Buchanan, R., (1989) Design Discourse, History Theory Criticism, p. 91. , The University of Chicago Press, Chicago and London; Brunner, J., (1990) Acts of Meaning, , Harvard University Press, Cambridge; Sherman, J.D., Berkowitz, D., Souder, W.E., New product development performance and the interaction of cross-functional integration and knowledge management Journal of Product Innovation Management, 22 (5), pp. 399-411

PY - 2006

Y1 - 2006

N2 - The design courses at the Salzburg University of Applied Sciences focus on the development of interdisciplinary education to prepare students for professional life and to enrich their curriculum with a wider knowledge of methods than is found in traditional design education. The concept described is based on the educational theories of Jerome Brunner. His concept of learning is based on representative steps. These steps are: enactive, iconic, and symbolic. When an issue relating to design is worked out with these steps, the design tasks can be defined, analysed, discussed and finally solved on different levels. As different fields of knowledge are involved in these processes, interdisciplinary working knowledge is taught.

AB - The design courses at the Salzburg University of Applied Sciences focus on the development of interdisciplinary education to prepare students for professional life and to enrich their curriculum with a wider knowledge of methods than is found in traditional design education. The concept described is based on the educational theories of Jerome Brunner. His concept of learning is based on representative steps. These steps are: enactive, iconic, and symbolic. When an issue relating to design is worked out with these steps, the design tasks can be defined, analysed, discussed and finally solved on different levels. As different fields of knowledge are involved in these processes, interdisciplinary working knowledge is taught.

KW - Design education

KW - Global competition

KW - Interdisciplinary collaboration

KW - Product development

KW - Applied science

KW - Design course

KW - Design Education

KW - Design tasks

KW - Educational theory

KW - Interdisciplinary collaborations

KW - Interdisciplinary education

KW - Professional life

KW - Curricula

KW - Product design

KW - Education computing

M3 - Conference contribution

SP - 21

EP - 26

BT - Proceedings of E&DPE 2006, the 8th International Conference on Engineering and Product Design Education, Salzburg, Austria, 07.-08.09.2006

T2 - 8th International Conference on Engineering and Product Design Education, E&DPE 2006

Y2 - 7 September 2006 through 8 September 2006

ER -

An Interdisciplinary Education Model For Design Education At The Salzburg University Of Applied Sciences

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Keywords

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