| Summary: | Thesis (MTech (Design))--Cape Peninsula University of Technology, 2016. === This research study investigates the level of awareness of, and engagement with Design for Sustainability (DfS) among three categories of actors within the Cape Town communication design fraternity: design educators, design students and design professionals. It focuses
specifically on the degree of application of DfS within three selected Higher Education
Institutions (HEIs) in Cape Town, while also interrogating the local industry’s need for
students who are knowledgeable and skilled in this subject.
To successfully practice DfS, communication designers need to be responsive to the
possible environmental, social, cultural and economic impacts of their work. This study
argues for the early incorporation of principles of sustainability into communication design curricula in order to promote the uptake of DfS. An extensive review of literature facilitates the showcasing of practical examples of how
communication designers can positively address sustainability through their design solutions.
Further, it also unpacks the barriers and solutions to integrating DfS into both education and
practice. The study employs a qualitative research approach. Using purposive sampling, rich
data is gathered from the key informants through focus groups and semi-structured
interviews. Activity Theory is used as an analytical lens through which to examine the
dynamics between the three different actors who are involved in the activities of teaching,
learning and practicing DfS in communication design. The findings identify major gaps in the teaching of DfS as the subject is typically considered
to be applicable to environmental issues. There is also limited understanding of how to
practically apply principles of sustainability. Along with proposing appropriate strategies and
tools to enrich the education around DfS in a more holistic manner, the study highlights the
need for proactive re-curriculation so as to effectively sensitise students to the responsibility
of communication designers to tackle sustainability issues. A set of adaptable guidelines is
proffered as a way of making DfS more accessible to students while training them to channel
their unique skill set and enhance attributes of agility and resilience in preparation for
professional practice and an ever changing world. Educators are seen as playing the most
crucial role in effecting the proposed guidelines because they interface with both students
and industry; as well as straddle the critical domains of research, pedagogy and professional
praxis. Additionally, this study recommends establishing more robust, responsive and
meaningful connections between academia and industry in order to develop contextually
relevant industry standards that will promote and advance DfS best practice among the Cape
Town communication design fraternity.
|
|---|
