What skills do designers need and how can they get them?

Jeremy Haines said on 10/09/07

If the design industry is the fastest growing sector in industry why is it felt the government intervention will help?  Is this initiative not driven by government desire to develop skills rather than a client or customer driven requirement. Will introducing acreditation foster entrepreneurism or hinder it?

Mike Bradshaw, Dean of Graphic Design LCC UAL, said on 23/7/07

I have read the Higher Skills for Higher Value document  - at last a report that talks with an honest understanding about design and gets to grips with real issues that can shape the future of the subject in relation to its importance within the UK and linked to Global economy. There have been so many papers in the recent past that have referred to the importance of 'design' without any explanatory context ie more about the 'cool' associations to the word and 'spin' rather than a real understanding of the importance of what the subject is about.

David Ardley said on 17/7/07

To be honest I am disappointed by the way the UK education sector has 'embraced' CAD/CAM and 'computer' based technology at the (apparent) expense of the pencil sketch and hands on manufacturing skills. Key foundation stones and 'designing' skills are being lost and this is wrong. Appropriate action by schools, tertiary education and professional bodies (such as the Design Museum and Design Council) must happen NOW if we are going to avoid truck loads of supposed 'designers' hitting society without having the ability or basic skills to 'design'.

S Paxford said on 17/7/07

I feel design education should have a holistic feel although delivering single discipline. This would allow students to gain transferable skills thus allowing them to be adaptable within the work place. This may be accomplished through conceptually biased briefs that utilise professional industry standard production techniques.

Sarah Moriarty said on 03/07/07

I am a lecturer in Product Design at Liverpool John Moores University and have been following with great interest the recommendations for HE in your 'High Level Skills for Higher value' report. I have also recently read about the CSD Course Recognition Programme and was wondering whether there will be any partnering of the two ventures as there are obvious cross-overs, particularly with the promotion/design of multidisciplinary programmes. Are there any plans to develop regional teams to support the HE change agenda?

Aviv Katz, Campaign Manager, replied on 05/07/2007

Thank you for your comment. As you rightly point out, there are existing programmes and activities out there that address many of the recommendations, albeit in a limited capacity - some are run by professional bodies, some by educational institutions and some by private companies. We will work with as many of these as possible to avoid duplication and strengthen existing initiatives. At present we are working with a steering group that is working on the college & university set of recommendations, with representatives from different regions and nations. As plans develop it is possible that we will decide to focus on particular regions / nations, which will be reflected in the steering group’s representation.

Paula Thornton said on 26/06/2007

The report has a valid description of design and then the supporting evidences limit the 'realm' of design (e.g. predominantly visual/physical). Maybe you need to start with the problem statement first... For me, the reverse is true...wanting to engage in business programs that need design thinking focus, but no design courses are included.

Caroline Norman said on 25/06/2007

David Worthington says we don't have university courses that take on board project management, account management, research, semiotics, consumer behaviour, finance, etc.  I would like David to find out more about the MA Design Management at UCE Birmingham. The course explores the strategic role of design whilst collaborating with companies and organisations involved in design. We work with designers wanting to develop their business skills, and non-designers involved in design. Students are able to study full time or part time whilst remaining in design practice. Isn't this what is needed?

Stephen Yates said on 24/06/2007

At the end of a career of 30 years in teaching art, and design technology, I feel that there needs to be secondment opportunitites for young newly qualified teachers to go into industry.  Also teachers like me need constant redirection to keep pace with an ever-changing need for skills to be different. How about businesses having to adopt a school or teacher to recieve a reduction in tax or VAT! It has to be a two way process.

Marcela Leon, Designer and Associate Professor at the Art Institute of Tampa said on 20/06/2007

Designers acquire through training have the ability to absorb information, organise it and decide what goes where. Organisations that use the most of their resources and increase communication increase their chances of playing in 'blue oceans'; the oceans of innovation. If designers were to become the centre wheel of the project development process, they would infuse creativity and innovation into the process and thus into the organisation. This process needs to start at the school level.

Gjoko Muratovski said on 20/06/2007

With the lack of business skills or understanding of basic social anthropology, it is not surprising why many designers act as artists, rather than designers, forgetting that the focus of design is not self-expression or an expression of personal issues. To be a professional designer means to solve business and societal problems by providing expert advice and strategic services to clients and helping them to succeed in a competitive environment.

Ned Hoste said on 04/06/2007

I first participated in Designers into Schools 3 years ago - I am about to go back and run the workshop for a fourth year. I thoroughly enjoy the experience and would value the opportunity to do more working with this scheme. I think that the real world sensibilities that a practising designer can give to students in schools is invaluable and must be part of a structured development of design education in the UK if we are to grow our creative reputation and economy.

Carla Boulton said on 01/06/07

I would welcome a way that as an experienced and busy designer I could apply through a funded national scheme to broaden my own skills. It is nearly impossible to be able to afford to take part in creative personal development whilst also generating sufficient income to support my family.

Stuart Clitherow said on 31/05/07

I agree with your proposals and I would be happy to help implement the changes - if I could.
1) Schools need to review work experience, it is not a genuine experience and needs to be reviewed
2) Teachers and lecturers - too many of them have been entrenched in academic life and have lost touch with developments in the design industry - and are by default a little bit cynical on certain issues
3) Students, particularly at school - do not have access to relevant hardware and software.

Jack Ruscoe said on 30/05/07

Too much emphasis is placed on generation of new ideas and products that do little to benefit the society and world we live in. Students need exposure to the issues that face the world and need to work with innovative people and tools that help solve these problems. We shouldn't be launching more designers into the marketplace, but more creative individuals  who are prepared enough - and angry enough to do something about poverty, poorly designed public services and housing, unsafe public transport, etc. Fewer 'design leaders' , more capable and aware problem solvers, the rest will follow.

Andy Bird said on 24/05/2007

I fully support the plan that hopefully ensures schools play an active role in the development of design. We must overcome the 'traditional' mind set that Design and Technology is all about making and implement quality, meaningful support for the staff that teach the subject, most being from a background of either handicrafts or woodwork/metalwork. Only then will we see our creative children flourish and achieve the 'thing' outside the box.