Developing Professionals in Design Entrepreneurship - Assignment Example

Developing Professionals in Design Entrepreneurship Summary The examination of design entrepreneurship is one which is currently opening into new methods of creativity and education, specifically because of the educational opportunities which are available. When examining the concepts of design entrepreneurship, it can be seen that the different cultures and expectations in society are allowing this profession to continue to expand while providing different outlooks and influences which one can be a part of. The main component which is associated with this is based on the educational fields in different regions. UK and Saudi Arabian schools are now offering specific teaching methodologies that allow students to work into design entrepreneurship in a different manner. The methodologies which are used can be examined from a variety of perspectives, all which pertain to how it is influencing the field of design as well as how this relates specifically to the levels of being an entrepreneur in society with the new levels of education and technology available. Introduction Different professions require specific approaches and focuses within the industry. One of the professions which continue to offer substantial opportunity is design entrepreneurship. This particular field is one which is noted to provide a high level of creativity and opportunity within the studies and professional opportunities. The design entrepreneurship that is available is one which differs according to culture and expectations in society, all which creates the ability to use skills and processes through defined training. When exploring the concept of design entrepreneurship, it can be seen that the educational studies as well as the approach in which most take to the study is able to provide significant opportunities to those interested in the field. This paper will examine the ideology of design entrepreneurship as well as how it associates with UK and Saudi Arabian art and design universities, all which lead to specific outcomes in how students approach design after their education. Design Entrepreneurship Design entrepreneurship is known as a service oriented architecture field. Those who move into design are interested in creating architecture or a framework for graphics, technology or for the implementation of a product. Designers can work in fields such as architecture, interior design, graphic design or fashion, all which are based on providing specific innovations and designs which can then be created and sold in the marketplace. The basic techniques employed are a combination of understanding the process of creating designs while moving into the development of shapes, colors and specific types of construction. The design is required to move through a process of idea, process and innovation, which is followed by analysis and drafting of new designs (Friedman 507: 2003). Becoming a design entrepreneur is one which is known to continue to grow, specifically because those who are in the field are able to monitor and control their own work while continuing to gain prestige within the community. Designers which work in a corporate structure are also known to work independently as well, specifically because it provides more opportunities to being an entrepreneur and offers control over the works which are being considered for different products or digital enhancements. The concept of being a design entrepreneur incorporates the capacity of carrying through with designs that are desired by those in the market while creating recognition as a business that is able to create graphics. The creative process of designing is followed by control over several clients and the ability to exchange the designs with business transactions and trade agreements (Heller, 3: 2002). The design entrepreneurs that move into the field and become successful are required to build specific steps to reach the goal of being a successful business. The first part of the process is to gain experience and an understanding of graphic designs with a specific emphasis on the field of interest. For instance, if one is interested in creating graphics for the Internet and computers, then understanding imaging software, ways to work with digital materials and other components that are related to this can provide a stronger basis. This is typically done through educational programs that allow individuals to be driven forward with the learning that is a part of their field. The entrepreneur field is followed by having a business basis, which includes being registered as a business, offering a portfolio of work to potential clients and working with specific business transactions to ensure that the designs are traded for money value. The process which is required in terms of business are based on contractual agreements, communication and the organizational set-up of various businesses (Heller, 3: 2002). The design entrepreneurs in the UK are known specifically for providing specific types of designs and become a main focus in the graphic arena. The designers are noted as an informal economy base. The current informal economy base is one which is significantly growing. The first reason is because of economic instability. Younger generations are noting that corporations and other arenas are not able to provide stability of income or promises for a substantial future. At the same time, the growth of graphics and the Internet are allowing younger generations to move into various fields of design while finding new ways to develop a business and to work into the creativity of graphic design. It is also noted that cultural shifts and the need to have better business education is required to ensure that the entrepreneurship continues to move forward with those interested in starting their own business (Crawford, 1: 2010). UK and Saudi Arabian Art and Design Universities The main focus of art and design universities is to define a specific focus on the materials and needs for those that are interested in design entrepreneurship. The main concept is to create a sense of design thinking, which inspires individuals to understand creativity while enabling the individuals with the right software tools and applications for working into the design field. The main focus of those that are in the university arena is to offer design thinking with projects that move through inspiration, ideation and implementation (Brown, 4: 2008). This is combined with the need to develop an understanding of systematic thinking specifically which helps individuals to develop the entrepreneur focus which is a part of the need of starting a business. The curriculum which is developed has to include a sense of understanding the business and creative culture as well as responding to socio – economic conditions to move into another arena of success (Brown, 5: 2008). The materials that are required for teaching have to follow the perspective of providing innovation, tools and business components that can respond to the socio – economic environment. The main materials which have to be provided are based on the concept of research for design. Students have to grow in their understanding of how to respond to different clients and needs which are a part of the environment. For instance, if a design is required that wants an old style combined with the new components, than knowing how to find the materials is required. The materials which are designated to the field of design are furthered by the designation of certain designs and the way in which they are approached. Materials that are based on graphics and which create a deeper understanding of how to approach the field of design with various materials and formal applications is required to be taught to students. The end results are that students are prepared to build different types of designs while using creativity, while having a strong basis in entrepreneurship (Laurel, 45: 2003). There are significant differences in the approach to developing materials and curriculum. Two types of schools which show this alteration is from Saudi Arabian and UK universities. The gaps are seen in the association of the socio – economic status as well as the available resources and materials. Teachers further create a difference by philosophies and other implications that are a part of the learning process. An example seen is in the Saudi Arabian university, King Saud University. There is a specific college designated to the arts from the main branch university. There is a focus on providing international students and local students with resources for both technology and innovation of creativity. The curriculum includes a focus on research of the arts, historical implementation, social studies and communication skills. The applications include information on the Islamic culture and Arabic heritage. The academia part of the art curriculum also includes advanced methods for business applications, such as financing, communication skills, marketing and management of information systems. The focus is to combine the socio – economic concepts of Saudi Arabia with business applications, technology and innovation (King Saud, http://colleges.ksu.edu.sa/Arts/, 2010). Another example of a Saudi Arabian University is the King AbulAziz University. This particular school is divided by the type of design which one is interested in, including drawing and arts, fashion design, internal design and general courses. Research is also a primary component that is associated with the university degree. Each one of these segments has developed a curriculum that is developed on understanding the processes used for design, such as creating lines and colors that fit within the specific field. This is followed by different curriculum objectives that show specific types of graphic tools and new technologies which can be used. The supplement to this degree field is from the general studies, which includes the basic skills required for working into the desired degree of being an entrepreneur. The funding for the colleges come specifically through the government and programs are developed through the affiliations with the government (King AbulAziz University, www.kau.edu.sa). The Saudi Arabian colleges can be combined with the UK curriculum that shows specific objectives. A UK college which provides this is the Higher Education Academy. The main objectives include teaching in art, design, media, history of art and the history of design. This is combined with events, media publications and projects that are able to push those in the art curriculum forward. Since the curriculum combines media, there is a strong emphasis on programs to learn design while having a set objective in terms of finding the right tools for technology. The funding of this college comes from sponsorships in the school as well as sector funding from organizations, all which are outside organizations that decide to affiliate with the school (HEA, http://www.adm.heacademy.ac.uk/). Other reflections of the UK universities can be seen from the organizations which provide support, funding and curriculum programs to the school. Funding councils that are interested in artistic works and development of graphic design are known to affiliate and develop the different programs within the schools. This influences the school development by adding in components of technology and through finding alternative means to stimulate the socio – economic environment of the given country. More important, organizations such as the Higher Education Funding Council for England (HEFCE), provides a different outlook on opportunities within the given environment. Resources, learning and teaching programs, economic and social workshops and assistance for development of students is considered a branch of several schools and provides assistance to those that are within the economy (HEFCE, http://www.hefce.ac.uk/). The comparison of these different schools shows how the difference in organization and implementation is related directly to the expectations from government, social and economic standards. The Saudi Arabian universities all carry a curriculum which combines general courses with specific types of design and art courses that will stimulate the economy and move individuals into the given field of the country. More important, the designs that are approached are based on the culture of Saudi Arabia, which defines the type of work which may be represented by the universities. The UK universities have little to no affiliations with the government, specifically because of required separation. However, the funding from other organizations changes the curriculum to offering more events, projects and resources that link the artistic environment to business and specific ways to stimulate the economy. The development of programs comes specifically from the funding of sponsors and those interested in implementing specific types of art and technology programs within the UK schools. The different components that are related to both schools directly influence the way in which design entrepreneurship is approached as well as what students begin to associate with after leaving school. The main focus that both types of schools carry is the ability to create an environment which stimulates innovation and growth. Both schools are focused on technology and creative programs which can help with the development of students understanding how the design field works. Entrepreneurship management; however, is one which should be considered and which is not a direct part of the schools. The government and organizational funding of both UK and Saudi Arabian schools may be a component of this. However, the approaches of both schools don’t develop an understanding of what is needed only for entrepeneurship with the focus specifically on social, cultural and economic standings within the countries (LEED Programme, 5: 2008). Design Management and Entrepreneurship The use of university education for design entrepreneurship is one which is able to create a different set of skills for students interested in design. The main focus is to provide a space in which students can explore different concepts of design and how this applies to the field while building a portfolio of works which can help to build the career in which one has in design. The basis of the graphic design that is used is based on research of various methods used for graphic design, combined with the ability to work toward innovation from this research. When researching in the field of humanities, those who are in the arts are able to practice from the research while work toward new ideas which fit with their design style and the implementation which is created from the arts. The scholarship and research combined with this can create a foundation for expression in graphic design, reflections that are appropriate for given material and exploration of what works within the field of design entrepreneurship (Archer, 7: 1995). The design management review that is then required for those that are going to a university or are working into design entrepreneurship is based on creating specific skill sets when moving into the field. The resources that students gather when going into design are based first on innovation and research. However, teachers are required to optimize the experience of learning for students, specifically by triggering different ways in which students can work into a desired career field. For instance, if one wants to move into design management or entrepreneurship, then basic skill sets based on building a business and working with the practical aspects of managing the designs which are required should be a part of the curriculum. The optimized teaching is one which doesn’t just incorporate the socio – economic and culturel aspects. More important, there is the ability to stimulate students into considering what is needed in terms of creating a business or moving into the specific career field. Providing practical applications with the research and innovation process can then assist students in moving forward with the design management field (Gurung, Schwartz, 20: 2009). From the different skills which teachers can provide is also design thinking methods which can be processed, specifically with the desired field in which one is going into. The design thinking is one which is based first on the level of communication that one can use when working into the field. The communication and business processes which are a part of each program can assist in the development of those that are working toward specific skill sets. The design thinking methods are then followed by processes of innovation, specifically which identify a specific need with the graphic design and meet this through the type of graphic which is created. The technological resources and the ability to combine the practical with the innovative is able to assist in the development of the correct types of graphic designs while allowing those moving into this skill set having the capability of using specific skills. The combination of drawing, illustration, 3D imaging and other components further combine with this to create a change in the graphic communication which is used when working in the field of designs (Lindlof, Taylor, 17: 2002). The methodologies which are acquired through the educational skills also lead into specific design processes that are a component of the art and design. When students graduate with an understanding of design, there are also acquired skills that pertain to becoming an entrepreneur in this field. The design process is one which begins with research, specifically which develops an association with the different graphics and how they associate with a company or innovative feature with the graphics. The design process continues with affiliating the research methodologies and understanding with the ability to create a specific graphic which links to this. For instance, if there is the need to have a specific type of design, than illustration may work more effectively then graphics. The process continues with the ability to manipulate colors, looks and the overall shapes that are used. The end process is one which accumulates into the ability to create a different identity and association with the graphic designs that are used. This is followed by the communication and business process that helps to support the graphics that one has created (Frayling, 7: 1993). Conclusion and Recommendations The ability to move into a field of design entrepreneurship is one which requires several types of skills. Higher education which is now focused on design entrepreneurship is focused on different types of graphic design which can be implemented in various fields with a focus on both innovative application and research. The universities combine this with an understanding of social, cultural and economic affiliations, which is specifically associated with the government and organizational affiliations and funding that is required by the school. The different associations with graphic entrepreneurship through an educational program are then implemented specifically because of outside influences and standard expectations for graduation. While many of the design processes can be implemented for those that are within the educational field, further processes are required to ensure that design entrepreneurship produces effective means of building designs. The higher education schools that are now in existence are specifically focused on providing professionalism in terms of graphic design. The focus is on research, specific agendas in terms of the curriculum that associates with the socio – economic status and the development of specific graphic design skills. However, those that are in the university can have a stronger opportunity if there are skills that are required in terms of entrepreneurship and management. Since it is expected that a large number of graphic designers involve themselves in entrepreneurship, even when working for a company, there is the need to provide this skill set as a part of the educational system. This is not only important because of the expectations for designers but is also associated with the fact that several entrepreneurs have difficulty in sustaining a graphics business. Altering this and working toward the creation of stronger skill sets among graphic designers can ensure that more graphics professionals are able to move into the field and work into a successful establishment while working with specific skills. References Archer, B, (1995), 'The Nature of Research', Co-Design, Vol 2, p5-13. Brown, Tim. (2008). “Design Thinking.” Harvard Business Review (June). Crawford, Angus. (2010). “Will Tough Times Create Young Entrepreneurs?” BBC News (November). Frayling, C. (1993). “Research in Art and Design”. Humanities, Psychology and Social Sciences (5). Friedman, Ken. (2003). “Theory Construction in Design Research: Criteria: Approaches, and Methods.” Design Studies 24 (6). Gurung, Regan, Beth Schwartz. (2009). Optimizing Teaching and Learning UK: John Wiley and Sons. HEA. (2010). ADM – HEA Website. Retrieved from: http://www.adm.heacademy.ac.uk/. HEFCE. (2010). About HEFCE. Retrieved from: http://www.hefce.ac.uk/. Heller, Steven. (2002). The Education of a Design Entrepreneur. New York: Allworth Press. King Abulaziz University. (2010). College of Arts.. Retrieved from: http://www.kau.edu.sa/. King Saud University. (2010). College of Arts. Retrieved from: http://colleges.ksu.edu.sa/Arts/Pages/default.aspx#. Laurel B. (2003). Design Research: Methods and Perspectives. Cambridge, Mass: MIT Press. LEED Programme. (2008). Entrepreneurship and Higher Education. Center for Entrepreneurship. Lindlof, Thomas, Bryan Taylor. (2002). Qualitative Communications Research Methods. UK; Sage. Read More