Collaborative international project 'Kitchen of the World' : a case study in multi-national groups undertaking design studio activity

• Main Authors: Coxon, Selby, Allen, Jonathon (R13609), De Bono, Arthur
• Other Authors: International Conference on Engineering and Product Design Education (Event place)
• Format: Conference Object
• Language: English
• Published: U.K., Hadleys 2007
• Subjects: XXXXXX - Unknown; Luleå
• Online Access: http://handle.uws.edu.au:8081/1959.7/532729

This case study describes an undergraduate Industrial Design project involving three Universities from three different countries that have been brought together to experience the creative and working relationships concerning the design of a conceptual kitchen, its environment and the products within it. The project took place in three distinctive phases. Firstly an initial research investigation within the bounds of the students’ home institutions and countries. A second synthesis phase hosted by Luleå Technical University in Sweden and finally a third phase concerning the configuration of physical design outcomes hosted by Monash University at its centre in Prato, Italy. The project is indicative of the ‘studio’ mode of teaching and learning where students engage in knowledge and skills acquisition through creating and evaluating under the guidance of a lecturer. This studio project had a heightened level of experience in placing the student within an alien, but stimulating environment rich in cultural heritage, and with other students from a country other than their own. It was speculated that this period overseas might have the most influence upon the learning experience during activities requiring a great deal of creativity. The project also explored team based cooperative learning at an international level that hopefully would prove central to a young designer’s education. The project exposed both flawed and effective pedagogic strategies in the refinement of the Industrial Design studio experience, especially across international design cultures. These findings have implications upon the development of studio practice, modes of creativity, and teaching.