Related items
Showing items related by title, author, creator and subject.
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The relationship between software skills and subject specific knowledge, theory and practice.(University of Wolverhampton, 2004)Previous research (Marshall & Austin, 2003) suggests that there is a need for theory to be integrated with practice in design subjects. There is current concern that the acquisition of software skills is taking priority over subject specific knowledge and skills. This is seen as a source of some tension between design education and industry, as many employers require graduates to have knowledge of software prior to employment. Integrating these skills into the curriculum alongside developing creativity and theoretical/contextual understanding is proving difficult for education. Although technology plays an integral role in the production of designed artefacts, it is an adjunct to the core content of courses which is an understanding of the knowledge and skills associated with design, their application to creative problem solving and contextual/ theoretical understanding of issues related to design and a broader field. There is national and international debate around this issue. Justice (1999) expresses concern about space in the curriculum, stating: ‘Before computers, faculty may have had a full semester to teach a beginning typography course. Now, they have a full semester to teach typography and the several software packages the students will use to complete the typography projects.’ (Justice, 1999, p.54)
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Setting the Stage for Service Experience: Design Strategies for Functional Services(Emerald, 2016-09)Purpose—This research identifies service design strategies to improve outcome-oriented services by enhancing consumers’ emotional experience, while overcoming customer variability. Design/methodology/approach—An abductive, multiple-case study involves 12 service firms from diverse online and offline service sectors. Findings—Six service design strategies represent two overarching themes: Customer empowerment can involve design for typical customers, visibility, and community building, while customer accommodation can involve design for personas, invisibility, and relationship building. Using these strategies helps set the stage for a service to offer an emotional experience. Research limitations/implications—The study offers a first step toward combining investigations of service experience and user experience. Further research can strengthen these links. Practical implications—The six design strategies described using examples from case research offer managerial recommendations. In particular, these strategies can help service managers address the customer-induced variability inherent in services. Originality/value—Extant studies of experience staging have focused on particular sectors such as hospitality and leisure; this study contributes by investigating outcome-focused services and identifying strategies to create unique experiences that offset variability. It also represents a rare effort to combine research from service management and interaction design, shedding light on the link between service experience and user experience. Keywords—Service experience, Customer experience, Service design, Service management, Interaction design, Emotional design
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Creating Sustainable Innovation through Design for Behaviour Change: Summary Report(University of Wolverhampton, CADRE, 2014-09-18)
