CONFERENCE THEME:

“DESIGN CULTIVATION”

“DEVELOPING
“DEVELOPING DESIGN
DESIGN CURICULLUM
CURICULLUM TO
TO
MEET
MEET THE
THE CHANGING
CHANGING DESIGN
DESIGN
ENVIRONMENT”
ENVIRONMENT”
Assoc. Prof. Dr. Dzulkifli Awang
Department of Design
Faculty of Mechanical Engineering
University Technology of Malaysia
 CONFERENCE THEME:
“DESIGN CULTIVATION”

PRESENTATION CONTENT:-

•INRODUCTION
•DESIGN ISSUES
•DESIGN EDUCATION –
•CURRICULLUM DEVELOPMENT
•TEACHING & LEARNING METHOD
•FACULTY
•RECOMMENDATION
CONFERENCE THEME: “DESIGN CULTIVATION”

INTRODUCTION

• Design Education in Malaysia – Started in the 1970’S

• Pioneered by MARA INST. OF TECH (NOW UITM)
• Produce designers to meet country’s industrial development
and to promote awareness on the importance of design.
• Vision 2020 – become industrialized country.
• More designers demanded by industries.
• More institutions higher learning (IHL) offering design
programmes.
Other IHLs, apart from Universiti Teknologi MARA (UiTM),

•Universiti Technologi Malaysia (UTM)

•Universiti Putra Malaysia (UPM)
•Universiti Malaysia Sarawak (UNIMAS)
•Universiti Sains Malaysia (USM)
•Universiti Islam Antarabangsa (UIA)
•Universiti Darul Iman (UDIM)
•LimKokWing Universiti of Creative Technology (LUCT)
•Universiti Kuala Lumpur (UniKL)

+
•Private Colleges
CONFERENCE THEME: “DESIGN
CULTIVATION”

Current Issues

• Design mainly involve with either private or public sector.

• It is either highly technical (engineering) or purely art-
based (aesthetics)
• This division is reinforced by current educational practices.
• Technological advances in design have knock down this
separation.
• Ever increasing scope of design – concurrent design, design
for manufacture, design for assembly design for recycling,
etc
• Demand for new breed of designers – multi-disciplinary
designers with integrative capabilities.
• Design programme – intended to meet the needs of existing
and future.
CONFERENCE THEME: “DESIGN CULTIVATION”

THEREFORE!

• To fulfill this requirement, We need:-

1. A multi-disciplinary undergraduate design curriculum is

required.
2. Design Programme intended to provide designers with
knowledge that promotes flexibility of both in:-
- design capabilities, and
- design tools or methods.
• Three major aspects of design
education will be looked into:
– 1. Curriculum
– 2. Teaching & Learning, and
– 3. Faculty
CONFERENCE THEME: “DESIGN CULTIVATION”

DESIGN Recipient
EDUCATION
Public
sector
Institution of
Higher Learning
Private
sector
graduates
OR

Self
employed
CONFERENCE THEME: “DESIGN CULTIVATION”

Institution of
Higher Learning Recipient

supply Employ
Education: Graduate:
•Prepared •Ready for job
graduates •Suited for job
demand

Outcome-based
Education
(OBE)

Program
Specifications
CONFERENCE THEME: “DESIGN CULTIVATION”

Outcome-based Education
Expertise in knowledge

Positive attitude

Good generic/soft skills Student-centered

Teaching & Learning
The Washington Accord
The Washington Accord, signed in 1989, is an international agreement
among bodies responsible for accrediting engineering degree
programs. It recognizes the substantial equivalency of programs
accredited by those bodies and recommends that graduates of programs
accredited by any of the signatory bodies be recognized by the other
bodies as having met the academic requirements for entry to the practice
of engineering.

•Australia -
•Canada –
•Chinese Taipei –
•Hong Kong China –
•Ireland –
•Japan –
•Korea –
•New Zealand -
•Singapore –
•South Africa –
•United Kingdom -
•United States -

Organisations holding provisional status

•Germany –
•India –
•Malaysia - Represented by Board of Engineers Malaysia
•Russia –
•Sri Lanka -
CONFERENCE THEME: “DESIGN CULTIVATION”

Design education

Outcome-based
Education
Philosophy

Focus on
OUTCOMES

Curriculum Design
Assessment
Teaching &
Learning
•Design Knowledge-
•Design Skills –
Theoretical/technical
Generic skills

Conventional
Student
Centered
CONFERENCE THEME: “DESIGN CULTIVATION”

Design education

Outcome-
based
Education

Curriculum
Design

•Design Skills –
Generic skills •Design Knowledge-
Theoretical/technical
Generic skills -What are
they?
•Communication Skills
•Team working
•Problem Solving
•Adaptability
•Lifelong Learning
•Self Esteem
•Ethics & Integrity
 Design knowledges?
• Fundamental theories
• Basic/intermediate
Art-based
• Advance

+
• Others - relevant to own design areas. E.g
technical/engineering based.
CONFERENCE THEME: “DESIGN CULTIVATION”

Design education

Outcome-
based
Education

Teaching & learning

Student
Conventional
Centered
CONFERENCE THEME: “DESIGN CULTIVATION”

Design education

Outcome-based
Education
Philosophy

Focus on
OUTCOMES

Curriculum Design
Assessment
Teaching &
Learning
 Learning outcomes assessment

Example 1
Research Sketches & Engineering
Reports Drawings Drawing

THEORITICAL POL Practical

KNOWLEDGE Assessment ability

Project Mock-up, Presentation

Reports Model/Prototype, (Oral & Visual)
other artifacts

Example 2
Graded artifacts Examination
e.g. video tapes

PBL
Assessment

Term Test
Papers/assignment
s
CONFERENCE THEME: “DESIGN CULTIVATION”

Teaching & Learning

Student-
Centered Conventional
Learning

Active

Collaborative Lectures,
tutorial,
Cooperative labs,
Problem-based learning studios
(PBL) etc.
Project-oriented learning
(POL)
E-learning
CONFERENCE THEME: “DESIGN CULTIVATION”

Design
education

University/Faculty
Governance Policies

Facilities Staffing

Administration
CONFERENCE THEME: “DESIGN CULTIVATION”

Recommendation
• IHL should revise and update curriculum from
time to time to meet the changing design
situations.
• The recipients of design graduates should provide
feedbacks to IHL in order to facilitate curriculum
revision.
• Design curriculum should be geared and focus to
produce integrative, multi-discipline and multi-
talented design graduates.
• Outcome-based education (OBE) should be
implemented to enhance teaching & learning in
design programme in Malaysia.
CONFERENCE THEME: “DESIGN CULTIVATION”

•THANK YOU

“DEVELOPING DESIGN CURICULLUM TO MEET THE

CHANGING DESIGN ENVIRONMENT”