Öz
Kaynakça
- [1] Swanzen, R. (2018). Facing the generation chasm: the parenting and teaching of generations Y and Z. International Journal of Child, Youth and Family Studies, 9(2), 125-150. doi: 10.18357/ijcyfs92201818216
- [2] Seemiller, C., and Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26. doi: 10.1002/abc.21293
- [3] Trummer, J., and Lleras, S. (2012). Reflections on design education in a changing world. Design Management Review, 23(4), 14-22.
- [4] Trowler, P. R. (2005). A sociology of teaching, learning, and enhancement: Improving practices in higher education. Papers: revista de sociologia, 13-32.
- [5] Ercömert, Ç., and Güneş, S. (2021). Industrial Design Education: A Research on Generation Theories and Change in Turkey. Design and Technology Education: an International Journal, 26(3), 136-158.
- [6] Ortega y Gasset, J. (1961). The modern theme. (J. Cleugh, Trans.). NY: Harper.
- [7] Mannheim, K. (1952). Essays on the sociology of knowledge. Oxford University Press.
- [8] Zemke, R., Raines, C., and Filipczak, B. (2000). Generations at work: Managing the clash of veterans, boomers, xers, and nexters in your workplace. AMACOM.
- [9] Strauss, W., and Howe, N. (1991). Generations: The History of America’s Future, 1584 to 2069. Harper Collins Press.
- [10] Crumpacker, M., and Crumpacker, J. M. (2007). Succession planning and generational stereotypes: should HR consider age-based values and attitudes a relevant factor or a passing fad?. Public personnel management, 36(4), 349-369.
Öz
According to generational theories, members of the same generation have similar experiences, attitudes, behaviors, and ways of thinking because they have experienced similar social, cultural, and historical events. Thus, each generation has a different perspective on life and exhibits different approaches to work, education, and family. Generation Z, which constitutes the majority of university students today, also shows a unique approach. This unique approach can create differences in design education. To keep up with this difference, to meet the demands of Generation Z, and to transform them into talented designers, design education should be prepared for this new generation. Generation Z, which comes to design education from its perspective, opens the floodgates to review and renew the industrial design curriculum with generational effects that may require changes in educational strategies. In this context, the study aims to discuss the suitability of the current industrial/product design education curriculum for Generation Z and how the attitudes of Generation Z would be beneficial to change the design education curriculum. For this purpose, generation theories and the characteristics of Generation Z are first discussed in the article. Then, the requirements of the design education curriculum to meet the characteristics, attitudes, and expectations of Generation Z students are discussed. To see the place of these requirements in curriculums. According to the ranking determined for the Art and Design title in the QS World University Rankings 2023, the curriculum of the top 20 universities with industrial design and product design departments were analyzed. As a result of the study, the aspects that support and need to support Generation Z in design education are presented.
Anahtar Kelimeler
Design Curriculum Educational Attainment Generation Z Industrial Design Education
Kaynakça
- [1] Swanzen, R. (2018). Facing the generation chasm: the parenting and teaching of generations Y and Z. International Journal of Child, Youth and Family Studies, 9(2), 125-150. doi: 10.18357/ijcyfs92201818216
- [2] Seemiller, C., and Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus, 22(3), 21-26. doi: 10.1002/abc.21293
- [3] Trummer, J., and Lleras, S. (2012). Reflections on design education in a changing world. Design Management Review, 23(4), 14-22.
- [4] Trowler, P. R. (2005). A sociology of teaching, learning, and enhancement: Improving practices in higher education. Papers: revista de sociologia, 13-32.
- [5] Ercömert, Ç., and Güneş, S. (2021). Industrial Design Education: A Research on Generation Theories and Change in Turkey. Design and Technology Education: an International Journal, 26(3), 136-158.
- [6] Ortega y Gasset, J. (1961). The modern theme. (J. Cleugh, Trans.). NY: Harper.
- [7] Mannheim, K. (1952). Essays on the sociology of knowledge. Oxford University Press.
- [8] Zemke, R., Raines, C., and Filipczak, B. (2000). Generations at work: Managing the clash of veterans, boomers, xers, and nexters in your workplace. AMACOM.
- [9] Strauss, W., and Howe, N. (1991). Generations: The History of America’s Future, 1584 to 2069. Harper Collins Press.
- [10] Crumpacker, M., and Crumpacker, J. M. (2007). Succession planning and generational stereotypes: should HR consider age-based values and attitudes a relevant factor or a passing fad?. Public personnel management, 36(4), 349-369.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Endüstriyel Ürün Tasarımı |
| Bölüm | Endüstriyel Tasarım |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Mart 2024 |
| Gönderilme Tarihi | 27 Aralık 2023 |
| Kabul Tarihi | 26 Mart 2024 |
| Yayımlandığı Sayı | Yıl 2024 Cilt: 12 Sayı: 1 |
