Design education is of value to creative education which contributes to economic and cultural development of society. Nurturing creative design talents is, however, hampered by diverse interpretations of design. Few education researches into this problem have been conducted. This study integrates a design curriculum framework among the diverse interpretations, contributing to examining various values of design education in higher education. The data collected with interviews of experts, educators and practitioners of designer were unpacked with grounded theory methods. The findings indicate that design education is compartmentalized with different emphases. The significance of this study sheds new light on what and how education research as public good can do to reframe a balanced curriculum for further development of design education.
|Publication status||Published - 2011|