An integrated curriculum model for industrial design programs at the undergraduate level

Industrial design education is a form of professional education to prepare graduates enter the industrial design profession. However, there is a common problem within design education which involves mismatch between the capabilities of design graduates and the needs and expectations of practice in industry. This problem can not be solved without a critical analysis and subsequent revision of curriculum. The purpose of this study is to develop an integrative curriculum model for undergraduate industrial design programs by first analyzing current curriculum content in leading industrial design programs in the United States, and secondly, investigating and comparing viewpoints of faculty, graduates, and employers of industrial designers pertaining to: (1) the role and performance of bachelor-level industrial design practitioners, and (2) the curriculum that will best prepare graduates for enactment of this role.; Among the 69 competencies of industrial designers identified in this study, 35 and 25 items were categorized to be the “most essential” and “important” competencies respectively. In addition, baccalaureate industrial design graduates were evaluated to be strong in 22 and weak in 16 competency areas; the current curricula of industrial design programs were perceived to be strong in 9 and weak in 14 curriculum areas in preparing graduates for professional. Findings indicated that all three subject groups thought that both industrial design curriculum and industrial design graduates failed to meet their performance expectations.; A total of 66 curriculum topics/competencies was included in the proposed curriculum model which covered seven competence categories sought by professions. These items were categorized into four curriculum domains and two curriculum modules based on their needed competent levels for industrial designers and priorities in preparing graduates for professional employability. Implications and applications of the new curriculum model in industrial design education were discussed.; In conclusion, the new model is designed to reflect various needs and expectations of current and future industrial design education. It is a data-based and future-oriented curriculum which consists of required competencies. It is flexible, dynamic, and clearly articulated. Thus, application of the new model should result in stronger curriculum content than found in current practice.