Are we asking the right questions? Rethinking post-graduate design education towards sustainable visions for the future

Our society is currently facing complex challenges, such us climate change, loss of biodiversity, ageing population, unemployment, to name but a few. This has created growing expectations on designers and engineers to explore, experiment and implement innovative solutions to such issues. At this critical time, if we want design to be part of the solution, we need to wonder whether we are asking designers suitable and sustainable questions. Both in post-graduate design education and in business, the brief still overwhelmingly requires designers to follow a linear problem-solving approach that focuses on product rather than strategies, services and systems. Traditional design briefs result no longer appropriate to face the challenges of our unsustainable world, as they relate to market, growth economy and human needs rather than society, business models and the needs of nature. Instead, we need to be asking questions about, for example, how we create sustainable business opportunities, how we overcome the barriers for change, or how we facilitate the process of innovation through design methodology. If the role of design is to create new visions and outline strategic directions towards a sustainable future world - for policy makers, businesses, communities and individual citizens – we need those stakeholders to create briefs for designers that allow them to do that. This paper will explain how the reframing of questions has been embedded into SustainRCA’s teaching practice in post-graduate design, art and engineering, leading to the development of new tools and methods, as well as some innovative outcomes

CULTIVATING THE O-SHAPED ENGINEER

With roots in the realm of construction, products and the physical world, it is not surprising that design and engineering education is grounded within the paradigm of consumerism and growth, perpetuating an unsustainable system. With a primary sustainability focus on material improvements, students are rarely asked to question the context into which their designs will fit, or to explore how their designs can promote a different (more sustainable) future rather than just a less unsustainable one. While we remain within this economic paradigm, even the T-shaped designer, with a broad general knowledge and deep expertise in one specific area, at best has potential to reduce negative environmental impact rather than to create positive social and environmental benefit. As such, the T-shaped engineer is allowed little opportunity to creatively explore more sustainable alternatives using systems-level thinking. This paper explores how we can prepare the next generation of designers and engineers to maximise their inherent skills to address the most intractable global issues, currently considered outside of their traditional remit. It questions the notion of the T-shaped designer, and proposes instead the O-shaped designer whose primary concern is circular systems, worldviews, synergies and relationships. The paper examines some of the tools used in depth, explaining some unexpected but essential components. Through two case studies it will show how their application is generating sustainable innovation and delivering new O-Shaped calibre of design engineers, ready to rebuild the future.