Reforming Industrial Design Education in Mainland China

Industrial Design in China seldom addresses the
issue of sustainability in mass production. Failure
to incorporate sustainable design as a core
principle will result in long term environmental and
economic loss for both business and society. This
research studies the current Industrial Design
educational system in Mainland China and proposes a
new educational framework to engage sustainability
as a design objective. Literature related to
sustainability is collected and
overlaid with educational constraints identified
through the interviews with educators, students, and
practitioners of Industrial Design in four major
cities of China. A new educational framework is
proposed. It categorizes courses in a
four year undergraduate Industrial Design
educational program into four domains and
suggestions for the appropriate timeline, content,
and pedagogical approaches for curriculum are also
provided. This book provides first-hand data of
the current Industrial Design education system in
Mainland China to help educators and researchers
understand the larger context of this system and
challenges it is facing.

Autorentext

Tao Huang, PhD: Studied Industrial Design in Virginia Tech, Guangzhou Academy of Fine Arts, and Beijing Institute of Technology. Practicing Designer and Assistant Professor at the Art + Design Department of Columbia College Chicago.

Klappentext

Industrial Design in China seldom addresses the issue of sustainability in mass production. Failure to incorporate sustainable design as a core principle will result in long term environmental and economic loss for both business and society. This research studies the current Industrial Design educational system in Mainland China and proposes a new educational framework to engage sustainability as a design objective. Literature related to sustainability is collected and overlaid with educational constraints identified through the interviews with educators, students, and practitioners of Industrial Design in four major cities of China. A new educational framework is proposed. It categorizes courses in a four year undergraduate Industrial Design educational program into four domains and suggestions for the appropriate timeline, content, and pedagogical approaches for curriculum are also provided. This book provides first-hand data of the current Industrial Design education system in Mainland China to help educators and researchers understand the larger context of this system and challenges it is facing.