The Design Science Journal Thematic Collection is a collection of articles around a particular theme which appears in the journal within a calendar year. Accepted articles prior to the deadline go through production and are published online as usual (one at a time so there is no delay), but they are reviewed following the standard processes.
Design Science aims to facilitate communication across diverse fields and to serve as a bridge across several communities, publishing original quantitative and qualitative research but with a strong emphasis on accessibility by scholars across diverse disciplines. Design Science articles typically include comprehensive introductory materials to facilitate such accessibility.
Design Schools Theme: Empowering Creativity for Social Good
Deadline for submissions: 31st January 2018
This thematic collection considers design education from a wider perspective than only artifact design:
How have design schools and "d-" programs reshaped our traditional learning frameworks? What pedagogical approaches have been effective and in which contexts? How can we characterize the designers, engineers, and scientists that have graduated? What are those graduates doing in the workforce? What kind of intended and unintended outcomes have been observed? What is the current impact trajectory of design education, and should it be different?
These questions are deeply rooted in a broader social discourse regarding how recent cutting-edge technologies have changed our attitudes and behaviors toward work and life. The twenty-first century has already produced significant socially disruptive technological, social, and economic transformations. Technologies such as artificial intelligence and automation will most likely impact our lifestyles even more profoundly in the future.
We need to find a sustainable balance between technological advancement and social cohesion. Design education is being increasingly viewed as a foundational approach for for cultivating human creativity for social good. How can we ensure that today's design programs and schools enhance creativity in a manner that delivers value to society?
Sample papers in preparation for this thematic collection
"A review of design schools education programs used for social creativity" (Kim and Nagai) and "Lessons from innovation design class" (Miyata, Nagai, and Yuizono) are in production now. Links will be provided upon publication.
- Curriculum evaluations of design programs or interdisciplinary design education collaborations
- Curriculum development in design programs for enhancing social creativity
- Pedagogical models for teaching design or design thinking skills
- Pedagogical practices of improving design learning and their effectiveness on social creativity
- Investigation of industry practices and roles of design program graduates
- Impact of design programs on the creativity of students
- Theoretical aspects of design education for social creativity
- Implications of design programs for promoting social creativity and innovation
- Perspective and commentary on the future of design education
For additional topics and other questions regarding this collection, please contact the Guest Editors.
Professor Yukari Nagai, Human Life Design Area, Japan Advanced Institute of Science and Technology, Japan
Professor Martin Steinert, Department of Mechanical and Industrial Engineering, Norwegian University of Science and Technology, Norway
Doctor Ozgur Eris, Chief Scientist for Collaboration and Social Computing, The MITRE Corporation, Bedford, Massachusetts, USA
Professor Eunyoung Kim, Human Life Design Area, Japan Advanced Institute of Science and Technology, Japan
For all questions about the Design Science journal please contact Panos Y. Papalambros, Editor-In-Chief (firstname.lastname@example.org) or John S. Gero, co-Editor-in-Chief (email@example.com).