The document outlines several key challenges affecting design education. Internally, design programs in the UK face increasing student-teacher ratios that hamper creativity, restrictive international student policies, and rising tuition fees. Externally, the emergence of a design-based economy is leading to new competitors and programs, requiring collaboration with business. Design education must also broaden curricula and help graduates thrive in this new economy by developing business skills and marketable design knowledge to ensure future prosperity and competitiveness.

1. KEYNOTES
TO PRESENTATION “KEY CHALLENGES AFFECTING DESIGN EDUCATION”
At School of Design, Northumbria University, UK
October 2011
Maxim Titorenko, PhD
I classified challenges into internal challenges and external challenges. Internal challenges relate to
government regulations and other legislation as regards HE, design education, students, and staff. These
challenges are different in different countries and are technical in nature.
The other cluster is external challenges which are determined by socio-economic factors that happen
globally. These challenges are strategic because they define the directions and priorities for design
education to move forward.
Slide 3.
One of the key internal challenges for design education in the UK is that students are required to be
taught in greater numbers. In 1980 the student-to-staff ratio was 9 students per 1 teacher, in 2011 it is
28 students per 1 teacher. This is hardly acceptable for design education where the educating process
builds around an individual and developing their practical skills and creativity. Delivering Design to a
large audience can kill creativity and affect the quality of design education.
Slide 4.
International recruitment is another challenge. The UK government have stopped the automatic two
year post study work permit. Now the graduate has to show they can earn £20,000 to permit the
employer to apply for a work permit for three to five years. Furthermore, there are plans to limit visas
for overseas students by 25%. Meanwhile competitor countries (Canada, Australia, NZ) provide more
generous post study options, - Canada grants immigrant status to graduates and Australia may follow
the example. Very attractive to many international students families.
Slide 5.
Another challenge lies with UK students who will have to pay tuition fee in full from Sept. 2012. It is
expected that some students will look to study in the Eurozone where fees can be minimal and courses
are taught in English. (Italy, France, Germany). According to UCAS, the universities admission service,
already there is a 12% drop in applicants from the UK compared to this time last year.
Slide 6.
Another matter that is high on the agenda is that the money per EU/UK student from government will
drop by about £1000 per student, so the question is how to maintain at least 90% satisfaction in the
National Student Survey?
Currently, the score for NU is 78% which is not good enough. The average score is 82%.
Such are the internal challenges for design education in the UK. Now let me pass onto external strategic
challenges.
Slide 7.
Strategic challenges for design education on the global scene are predetermined by the emergence of
the design-based economy. This means new markets and new competitors for design education
institutions. New design schools are established especially in the emerging markets and new
competitive programmes are introduced. Importantly, new business opportunities for design education
1

2. are explored by business schools. An example is the Rotman School of Management in Toronto , one of
the top 20 schools in the world, which has been trying to introduce a new design-based curriculum for
business professionals shifting from teaching MBA to MBD (Master of Business Design).
For now, different experiments are being tried in schools around the world to grasp new markets and
win in the competition. Some programs are co-taught by professors from design, business, and other
departments, such as at the d.school at Stanford. Others, such as a partnership between three schools
in Helsinki, bring together students from various universities for cross-disciplinary project work. Another
approach is to offer dual degrees in business administration and design, such as the MBA and Master’s
in Design program from IIT in Chicago.
Slide 8.
A further challenge in order to ensure prosperity for design education in future is that along with
collaboration with other design academia design schools should establish relations with business
schools and companies. Directions which can be promising can be developing Affiliate programmes and
carrying out consumer research in design for business companies, and collaborating in research and
student exchange programmes with business schools.
Slide 9.
With a crucial role of design-thinking in the new economy another challenge for design education
presents development of CPD short-term programmes meant for various audiences. Together with
designers and creative people who continuously seek further professional development, other targets
are business people and people from the HR sector. The latter can be taught what skills and thinking
should be accrued by design job applicants to meet the needs of businesses.
Slide 10.
UK Art & Design education has been hailed as the best in the world. One of the reasons is that it had a
very narrow subject related curriculum compared to very broad curriculums in the majority of the rest
of the world. This was good in the manufacturing and services economy; however, to thrive in the
design-based economy a design graduate should have a breadth of knowledge and should be prepared
for multi-track careers, even for jobs that do not yet exist.
Designers such as Jeff Banks have been increasingly critical about the traditional narrow curriculum
considering it the 'dumbing down' of education as too many graduates who enter the industry do not
have the proper skillbase to help them function effectively in business from the first day they start their
job.
Slide 11.
To thrive in the design-based economy design graduates should think less like artists led by inspiration
and more like insightful professionals who can predict the needs of consumers.
With knowledge and skills in marketable design they will be be able to articulate to business executives
the reasons for using this or that design, - as a result they will win respect, recognition and influence,
and it will help them move up the career ladder. Designers need to make themselves indispensable. The
knowledge of marketable design is a way to make the entrepreneurs and technologists believe in
investing in their talents.
2