The Role of Design Education in Designers’ Pursuit of Entrepreneurial Opportunities

As the life sciences have become more data intensive, the pressure to incorporate the requisite training into life-science education and training programs has increased. To facilitate curriculum development, various sets of (bio)informatics competencies have been articulated; however, these have proved difficult to implement in practice. Addressing this issue, we have created a curriculum-design and -evaluation tool to support the development of specific Knowledge, Skills and Abilities (KSAs) that reflect the scientific method and promote both bioinformatics practice and the achievement of competencies. Twelve KSAs were extracted via formal analysis, and stages along a developmental trajectory, from uninitiated student to independent practitioner, were identified. Demonstration of each KSA by a performer at each stage was initially described (Performance Level Descriptors, PLDs), evaluated, and revised at an international workshop. This work was subsequently extended and further refined to yield the Mastery Rubric for Bioinformatics (MR-Bi). The MR-Bi was validated by demonstrating alignment between the KSAs and competencies, and its consistency with principles of adult learning. The MR-Bi tool provides a formal framework to support curriculum building, training, and self-directed learning. It prioritizes the development of independence and scientific reasoning, and is structured to allow individuals (regardless of career stage, disciplinary background, or skill level) to locate themselves within the framework. The KSAs and their PLDs promote scientific problem formulation and problem solving, lending the MR-Bi durability and flexibility. With its explicit developmental trajectory, the tool can be used by developing or practicing scientists to direct their (and their team’s) acquisition of new, or to deepen existing, bioinformatics KSAs. The MR-Bi is a tool that can contribute to the cultivation of a next generation of bioinformaticians who are able to design reproducible and rigorous research, and to critically analyze results from their own, and others’, work.

As the life sciences have become more data intensive, the pressure to incorporate the requisite training into life-science education and training programs has increased. To facilitate curriculum development, various sets of (bio)informatics competencies have been articulated; however, these have proved difficult to implement in practice. Addressing this issue, we have created a curriculum-design and -evaluation tool to support the development of specific Knowledge, Skills and Abilities (KSAs) that reflect the scientific method and promote both bioinformatics practice and the achievement of competencies. Twelve KSAs were extracted via formal analysis, and stages along a developmental trajectory, from uninitiated student to independent practitioner, were identified. Demonstration of each KSA by a performer at each stage was initially described (Performance Level Descriptors, PLDs), evaluated, and revised at an international workshop. This work was subsequently extended and further refined to yield the Mastery Rubric for Bioinformatics (MR-Bi). The MR-Bi was validated by demonstrating alignment between the KSAs and competencies, and its consistency with principles of adult learning. The MR-Bi tool provides a formal framework to support curriculum building, training, and self-directed learning. It prioritizes the development of independence and scientific reasoning, and is structured to allow individuals (regardless of career stage, disciplinary background, or skill level) to locate themselves within the framework. The KSAs and their PLDs promote scientific problem formulation and problem solving, lending the MR-Bi durability and flexibility. With its explicit developmental trajectory, the tool can be used by developing or practicing scientists to direct their (and their team's) acquisition of new, or to deepen existing, bioinformatics KSAs. The MR-Bi is a tool that can contribute to the cultivation of a next generation of bioinformaticians who are able to design reproducible and rigorous research, and to critically analyze results from their own, and others', work.

Exploring employer perceptions of pharmacy technician certification in the community pharmacy setting.

Technological innovations have strongly influenced our routines. Instructional activities have been also reshaped in parallel to the latest developments in Information and Communication Technologies (ICTs). For the adaptation to those indispensable changes, Faculty of Education in Higher Education Institutions must be reformed fundamentally. What is essential and initial for Education Faculties is to comprehend the technological perception of stakeholders within their organizations. These stakeholders are managers, teacher educators and preservice teachers who require certain knowledge, skills and abilities (KSAs) in relation to educational sciences and ICTs. This chapter offers “3 X 3 two-dimensional matrix” framework for Faculties of Education concerning the technology perception of the stakeholders. In the first dimension the authors reveal the KSAs as software, hardware and peopleware, in the second dimension stakeholder groups are listed. In each intersection of the dimensions, the authors provide adaptable hints and factors to increase the possibility of favorable technology perception in Faculties of Education.

Information technology education is in high demand, including a significant and fast-growing workforce shortage of and demand for well trained and qualified cybersecurity professionals. Postsecondary education institutions are expected to play a key role in relieving the shortage and meeting the workforce demand. The information technology and cybersecurity industry and professional task areas need comprehensive academic, technical and professional competencies and knowledge, skills and abilities (KSAs) that may not be adequately addressed by the traditional college classroom activities. This study proposes close collaborations and partnerships between information technology (IT) education providers, programs and industry organizations to improve cyber defense education and serve the needs of the industry. There could be various types of collaborations between the industry and education providers, and this research proposes a taxonomy of activities for collaborations. The proposition in this study is based on an established cybersecurity industry competency model with multiple tiers of competencies expected for the cybersecurity workforce. This research study uses sample case discussions of industry collaborations and partnerships at a selected cyber defense education program from a National Center of Academic Excellence in Cyber Defense Education (CAE-CDE) designated by the United States National Security Agency and Department of Homeland Security. Experienced IT and cybersecurity industry professionals and educators participate in this study and share their experiences and insights on the benefits, challenges and strategies for establishing and maintaining partnerships and collaborations between higher education and cybersecurity industry organizations.

This study examines the linkage between HRM practices and individual research performance in the higher education context. Guided by AMO theory, we identify ability-, motivation- and opportunity-enhancing HRM bundles specifically for the higher education context and we hypothesize their positive influence on both proximal HRM outcomes (research-oriented knowledge, skills and abilities (KSAs) and self-efficacy to conduct research) and distal HRM outcomes (individual research performance). We tested our hypotheses on a sample of 243 academics from European higher education institutions, matching survey and archival data using the Scopus database of scientific publications. The results of the study show that HRM strengthens self-efficacy to conduct research, which, in turn, affects research performance. Ability and opportunity-enhancing HRM practices positively affect individual research performance. Opportunity-enhancing HRM practices increase self-efficacy, which in turn has a positive effect on individual research performance. The study reveals the importance of self-efficacy to conduct research as a mediating mechanism in the relationship between HRM and research performance. We discuss the implications for theory and practice, note the limitations and suggest future research directions.

This study aims to map the thematic development of research on Problem-Based Learning (PBL) in the context of Visual Communication Design (VCD) education linked to critical thinking and visual/creative thinking over the period 2015–2025, while identifying potential areas for research novelty. A bibliometric approach was employed by retrieving data using Publish or Perish (PoP) with Google Scholar as the data source and the following query: ("problem-based learning" OR "PBL") AND ("critical thinking") AND ("visual thinking" OR "creative thinking") AND ("visual communication design" OR "graphic design education" OR "design education"). Retrieved metadata were exported in .RIS format and analyzed using VOSviewer to generate term-mapping visualizations, including density, network, and overlay maps. The results indicate a corpus of 500 documents with 11,988 citations, an average of 23.98 citations per paper, and impact indices of h-index = 52 and g-index = 99. VOSviewer mapping shows “critical thinking” as the most dominant and central node, surrounded by pedagogical implementation and design terms such as implementation, model, and effect, as well as educational context terms including teaching, teacher, and higher education. The terms technology and collaboration also appear connected within the network, while visual-creative outcome terms such as creative thinking ability and students' creative thinking emerge as part of the thematic structure. Overall, these findings suggest that the retrieved research landscape is strongly centered on critical thinking and pedagogical implementation, with notable links to higher-education contexts and technology–collaboration supports.

Creativity is a significant element in design education, and frequently a significant competency during recruitment for design professions. Group work and individual work are widely employed in higher education. Many studies have highlighted the merits of employing group work in design education, cultivating collaborative design abilities and fostering sought-after employability skills. Although the benefits of group work in design practice and education are widely recognised, few studies have shown evidence that group work outperforms individual work regarding creative design activities in higher education contexts. Therefore, the aim of this research is to explore whether group or individual work is more beneficial for fostering students in generating creative designs in STEM design education. A case study, involving two cohorts of second-year undergraduate students studying a UK Engineering degree Industrial Design programme, is reported. The case study compares the design outputs produced by the two cohorts tackling the same design challenge in a product design module but employing individual and group work, respectively. The case study results show that no significant differences have been found between the design outputs produced by group work and individual work, considering novelty, usefulness and overall creativity. Further analysis reveals that a student’s academic performance is not significantly related to the level of creativity of the design produced. This research indicates design educators should employ both group and individual work to complement each other in design education, and suggests potential solutions to enhance students’ design creativity.

ObjetivoO objetivo deste estudo é an analisar as estratégias que permitem semear iniciativas de empreendedorismo social entre jovens universitários da América Latina. Permitirá conhecer as diferentes necessidades e expectativas atualmente tratadas no ensino superior no desenvolvimento do seu papel de promotor do empreendedorismo nos alunos.Desenho/metodologíaO estudo utiliza um método de análise de regressão logística multinomial baseado em dados coletados por meio de uma pesquisa on-line, aplicada a uma amostra de 599 estudantes avançados de administração de empresas em cinco países latino-americanos.ResultadosOs resultados mostram que três das variáveis independentes em estudo são relevantes como estratégia para incutir nos estudantes universitários a iniciativa de criar empreendedorismo social: ter ligações com comunidades sociais, proporcionar educação empreendedora com orientação social e fornecer educação financeira.ImplicaçõesOs resultados desta investigação indicam o papel que as universidades devem ter na promoção do empreendedorismo social nos estudantes universitários. Portanto, as estratégias propostas são fundamentais para melhorar esse tipo de empreendedorismo.OriginalidadeA principal contribuição deste estudo é analisar temas tão importantes quanto o empreendedorismo social nos universitários latino-americanos, e ampliar o conhecimento das principais estratégias que as universidades desta região devem adotar, para que os estudantes se lancem na área social.

In the era of new media, digital media art and design plays a significant role in higher education. Digital media art and design refers to the creation of artistic, innovative, and interactive works through the use of digital technology and media platforms. It encompasses various forms of media such as images, sounds, videos, animations, and interactive interfaces, integrating knowledge and skills from multiple disciplines including art, design, technology, and media. In the context of the new media era, teaching digital media art and design in higher education exhibits characteristics of diversity, practice-oriented approaches, and alignment with industry demands. This paper explores and investigates the concept of digital media art and design in higher education under the backdrop of the new media era, the current state of teaching digital media art and design in higher education, the significance of innovation in teaching digital media art and design in the new media era, as well as strategies for innovative teaching in digital media art and design in higher education in the new media era.

The essence of the development of the sphere of professional training of specialists in multimedia design is to increase the efficiency of the work of multi-level, specialized and multifunctional educational institutions that provide professional training of design specialists, improve the qualifications of teaching staff of such educational institutions, and develop social partnership of educational institutions with business. The purpose of the academic paper lies in determining the standpoint of specialists in the sphere of computer design and practising teachers of graphic and computer design specialities regarding the features of using multimedia technologies when working with visual communications and in design education. Methodology. In the course of the research, the analytical and bibliographic method has been used to study the scientific literature on the application of multimedia technologies when working with visual communications and in design education, as well as a questionnaire survey for the practical clarification of certain aspects of multimedia tools in the field of visual communications and in design education. Results. Based on the results of the research, the development process, the role and features of the use of multimedia technologies in the sphere of visual communications and in design education have been studied, and the practical aspects of the using multimedia tools in the educational process and practical activities of specialists in the field of computer design have been clarified.

Higher education has recently experienced significant disruptions from the COVID pandemic to the rise of generative AI. In addition, a focus on inclusion and accessibility have required thoughtful and intentional responses to the design of quality learning. Technology plays a significant role in designing these responses and contributing to innovative learning experiences that prepare students for the real world (Pelletier et al., 2022). While these disruptions and changes are challenging, they provide opportunities to spotlight the valuable role of education and learning designers in supporting transitions to online learning, redesigning assessment and creating engaging online learning activities and environments (Bellaby et al., 2020). These (predominantly) professional staff are critical to the design and development of technology enhanced learning experiences (D’Souza, Luu & Cui, 2022, Altena et al., 2019, Halupa, 2019). However, despite their valuable contribution to this work, the contribution of education and learning designers remains largely hidden, undocumented and unacknowledged in the sector. Bisset (2018, p. 18) noted that “Educational designers themselves need support and professional development to identify and articulate the way in which their professional interactions at the personal, relational, and institutional level bring different dimensions to the role” and D’Souza et al. (2022) similarly highlighted the need for future research to identify the influence of educational designers. To address these identified needs, the Learning Design Evidence Framework has been developed to assist learning designers to support their value proposition in collaborations with academic teams, guide them to be more intentional in those collaborations, and provide a means to evidence to institutions the impact of good design in promoting quality teaching and learning. It is a means by which learning designers can ‘show’ what they ‘know and do’. (Boreland, Henry & Sharpe, 2025). This makes it an invaluable resource for leaders and managers of project teams or learning design units who can use the Framework to showcase the value, impact, and contributions of these teams or units in meeting the challenges currently faced in higher education and/or in advancing institution-wide goals. This session provides a brief overview of the Framework and a case study of how it is being implemented at one university. The session will challenge other team leaders and managers to think about how they can evidence and promote the value learning designers bring to the creation of quality learning for successful student outcomes in an era of continuous change.

“I can’t draw” are three simple words, yet they formulate a statement that might conceal students’ feelings of drawing inability and powerlessness. These words also represent the major concern perceived among lecturers in design, that many students lack the necessary drawing abilities to transform ideas into representations. Discussions about this problem occur where drawing is the main language of communicating ideas, particularly in the classroom where the problem reveals its (harsh) reality. What are the roots of the design students’ lack of drawing abilities? In an attempt to formulate an answer to this research question, this paper presents a literature review within the lens of contemporary design production and education. Based on a systematic literature search of conceptual works and empirical studies, this paper employed a narrative approach to discuss the results, with particular attention to design praxis and design education. The main findings revealed that the problem of drawing ability has its roots in a) the use of the computer and loss of design thinking process, as well as the decline of hand-drawing practice; b) reduced drawing tuition and change of the meaning of drawing in higher education. All these factors tend to contribute, explicitly or implicitly, to the lack of drawing ability of design students. The aim of this paper is to invite educators to a critical reflection on drawing ability and its practices in design education and to provide an opportunity where drawing debates are not only encouraged but a necessary part of the learning-teaching paradigm.

PurposeThis study aims to explore how female leadership contributes to corporate innovation through a systematic literature review. The authors provide a framework based on empirical studies to provide a broader perspective of corporate innovation based on female leadership.Design/methodology/approachTo understand the most recent developments in leadership, a thorough literature study is carried out to discover the antecedents of women’s leadership and their contribution to corporate innovation, with an emphasis on literature published between 2013 and 2022. An intensive research plan was developed, and 1,120 outcomes were obtained. Finally, 35 studies met the criteria for inclusion in the study. A comprehensive and systematic approach is followed, with the goal of not just summarizing current empirical studies on the subject, but also including an aspect of analytical critique besides organizational policies.FindingsThe findings show that organizations with female chief executive officers (CEOs) are more likely to innovate. When female CEOs come on board, organizations are more likely to engage in creative activities. Research also reveals that female CEOs who head organizations are more likely to engage in new and creative business practices that are environment friendly. Moreover, developing nations are encouraged to accelerate the adoption of structural transformation initiatives that would provide women with access to information and technologies.Research limitations/implicationsThis research is limited to literature published between 2013 and 2022.Practical implicationsIt is important to select the organizational response to board female representation institutional logic to reflect the intended sort of performance. Organizational stakeholders were unfavorable to female leadership, implying that such perceptions harm women but benefit men. Prior research emphasizes distinctions in leadership effectiveness between males and females, diverting attention elsewhere from examining the reasons that generate differences among executives in organizations. For policymakers to promote more women in top positions based on female knowledge, skills and abilities (KSAs), they need to understand how firms deviate from traditional standards. In addition, it is crucial to pay attention to how male and female leaders are supported by their followers.Social implicationsThis research offers organizations a holistic view regarding female leadership and helps them understand their contribution in innovation.Originality/valueIn modern, dynamic and technological landscapes, female participation is one of the key aspects that corporates consider to sustain and drive growth. That is why, modern societies without women’s contribution to economic growth and innovation are deemed incomplete. The current study highlights their contribution to the economy. Literature also indicates that the presence of female leadership on boards impacts corporate innovation, as well as financial performance and contextual factors.c

Productivity improvement is essential for the significant growth of the construction industry. Low performance of labour has been a major impediment to productivity improvement in many developing countries. This study aims to develop a guide model to train labourers through systematic approaches at construction sites. Both qualitative and quantitative research approaches were adopted to identify the significant knowledge, skills and abilities (KSAs) of labourers affecting the productivity of construction activities. Meetings, discussions, workshops and surveys were conducted among construction experts to develop the training guide model based on the identified critical KSAs, and the industry’s current practices and future needs. The guide model includes a set of labour training exercises with relative weights, delivery methods, assessment guidelines, performance score systems, worker grading scheme and training reinforcement practices. The developed model will be very useful to the skill development authorities and training providers for their training and curriculum development process. The study outcomes can be significant to the industry to upgrade its practices related to technology education, literacy, work-integrated learning and skills sets development. Although the scope of the study has been limited to the Sri Lankan context, the findings may also be tested in other developing countries.