Cross-Cultural UX Pedagogy: A China–US Partnership

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This document describes a partnership between Purdue University and Beijing Normal University to establish dual degree programs in user experience (UX) design. It discusses the timeline of establishing the partnership from initial conversations in 2017 to welcoming the first dual degree student in 2020. Interviews with students and faculty from both programs revealed cultural differences that impact the educational experience, such as expectations of instructor roles and communication styles. Differences were also found in industry partnerships, course structures, and career expectations between the two programs. The partnership aims to advance cross-cultural UX education and identify opportunities to decolonize and pluralize HCI knowledge and practices.

Education

Cross-Cultural UX Pedagogy:
 
A China–US Partnership
Ziqing Li1, Colin M. Gray1,2,Austin L.Toombs1,2,
 
Kevin McDonald1, Lukas Marinovic1, & Wei Liu2,1

1Purdue University, West Lafayette, Indiana, USA

2Beijing Normal University, Beijing, P.R.China

2018
 
SUMMER ‘17
 
 
Conversations
about a dual
degree
 
FALL‘17
 
 
BNU & Purdue
signed an MOU to
begin the process
 
SPRING ‘18
 
 
Purdue visited
BNU to formalize
the curriculum
 
SPRING ‘19
 
 
Purdue approved
the dual degree
arrangement
 
SPRING ‘20
 
 
Purdue welcomed
the
fi
rst dual
degree student

NEWCASTLE +

EDINBURGH
MAY 12-27, 2020
BEIJING
MARCH 14-22, 2020

OUR CONTRIBUTION
Depict two recently
implemented
programs with a
focus on UX
education
Identify
characteristics of
pedagogical
experiences across
dimensions

Demonstrate the
complexity of
international design
education
partnerships
O
ff
er a program-level
view of UX
educational structure

Envision innovation
opportunities in
design and UX
education

METHODS | PROGRAM CONTEXTS
Beijing Normal University
 
MAP UX Program

Founded in 2015
 
65 student cohort
Purdue University
 
BS and MS UX Programs

Founded in 2015
 
15 student cohort
Envisioning Undergraduate UX
Education in the United States

Creating the First Graduate
 
UX Presence in China

Interview Study
Goal: Describing the pedagogical experience, cultural expectations and norms, societal
positioning of the programs, and educational outcomes from the perspective of the students

Approach: Critical interview

Sample: 7 student participants; 2 faculty from Purdue UX; 1 faculty from BNUX

METHODS | DATA COLLECTION

METHODS | DATA COLLECTION
Studio Pedagogy

Aesthetic Learning Experience

Comparative Education
Sensitizing Concepts Identi
fi
ed Themes
Impact of Culture on Experience

Interaction with Industry Partners

Program and Course Expectations

Potential Job Roles
Re
fl
exive Thematic Analysis Approach (Braun & Clarke, 2019)

FINDING | STUDENT EXPERIENCE IN CROSS-CULTURAL UX EDUCATION
Impact of Culture on Experience
High and low power
distance cultures
Expectations
based on
instructor role
Communication styles
in collaborative working
The nature of
work-life balance
and work ethic

BNUX Industry Partnership PUX Industry Partnership
“working”
leadership and team work
“business perspectives”
“learning”
“win-win” vertically-integrated course
experiences
Interaction with Industry Partners
FINDING | STUDENT EXPERIENCE IN CROSS-CULTURAL UX EDUCATION

Program and Course Expectations
Light focus on
visual design
Applied  
psychology

roots
Integrated studio
sequence
Consecutive
course sequence
taught by core  
UX faculty
Courses taught  
by design
professionals
International  
partnerships
FINDING | STUDENT EXPERIENCE IN CROSS-CULTURAL UX EDUCATION
Purdue UX
BNUX
Collaborative
industry  
projects

Program career outcomes
Di
ff
ering industry exceptions of “UX Design” “UX Research” “Product
Manager” in the two di
ff
erent cultural contexts
FINDING | STUDENT EXPERIENCE IN CROSS-CULTURAL UX EDUCATION
Potential Job Roles

IMPLICATIONS AND FUTURE WORK
Opportunities for
educational
partnerships
Recognize culturally
and locally bounded
student experience,
and the role of
subverting or extending
institutional support

Decolonize HCI  
and design
Identify the cultural
boundedness and
situatedness of HCI
knowledge,
instructional
strategies, and
pedagogical
philosophies.
Pluralistic HCI and
UX practices
Further investigate
both the role and
value of local and
indigenous
pedagogies

Design research has historically focused upon collocated design practices where the production of artefacts, collaboration between designers, and designers’ learning practices are geographically bounded. Information and communication technologies are rapidly transforming this territorial context of designing and making by supporting designers to share experiential knowledge with peers online. But it is unclear how experiential design knowledge should be characterized, and how it may be different from academic design knowledge. In this study, we present a mixed-methods analysis to compare experiential design knowledge communicated in two online practitioner-oriented venues and two leading design research journals. We found that the articulation of experiential academic knowledge unsurprisingly differs in multiple linguistic measurements such as patterns of word usage and language formality. However, we also found that these distinctions are not absolute; in certain instances of online argumentation, practicing designers are able to effectively discipline their language use with the purpose of articulation and accuracy. We argue for increased attention to the ways in which online discussions regarding design practices contribute to the construction of design knowledge.

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Expert designers determine what problem needs to be solved—framing the design space, and not just designing an appropriate solution. In this study, undergraduate and graduate industrial design students at a large Midwestern university were engaged in a one-day workshop, focusing on designing products for natives of Sub-Saharan Africa to sell in their home nations. Participants worked in teams to generate a range of constraints and problem statements. Teams struggled to identify specific use contexts and users, even though these elements were present in provided research materials. They appeared to build distance between their own experiences and that of the users they were designing for, potentially bifurcating their sense of ethics and normative commitments that were actively being reified in problem statements and solutions.

Creativity "Misrules": First Year Engineering Students’ Production and Percep...

colin gray

We report four cases from a larger study, focusing on participants’ self-identified “most creative” concept in relation to their other concepts. As part of an ideation session, first-year engineering students were asked to create concepts for one of two engineering design problems in an 85-minute period, and were exposed to one of two different forms of fixation. Participants worked as individuals, first using traditional brainstorming techniques and generating as many ideas as possible. Design Heuristics cards were then introduced, and students were asked to generate as many additional concepts as possible. After the activity, participants ranked all of the concepts they generated from most to least creative. Representative cases include a detailed analysis of the concept that each participant rated as “most creative,” idea generation method used, and relative location and relationship of the concept to other concepts generated by that participant. Across four cases, we identified a number of characteristic “misrules” or misconceptions, revealing that first-year students judge creativity in their concepts in ways that could inhibit their ability to produce truly novel concepts. We present Design Heuristics as a tool to encourage the exploration of creative concept pathways, empowering students to create more novel concepts by rejecting misrules about creativity.

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1. Cross-Cultural UX Pedagogy:   A China–US Partnership Ziqing Li1, Colin M. Gray1,2,Austin L.Toombs1,2,   Kevin McDonald1, Lukas Marinovic1, & Wei Liu2,1 1Purdue University, West Lafayette, Indiana, USA 2Beijing Normal University, Beijing, P.R.China

2. 2018   SUMMER ‘17     Conversations about a dual degree   FALL‘17     BNU & Purdue signed an MOU to begin the process   SPRING ‘18     Purdue visited BNU to formalize the curriculum   SPRING ‘19     Purdue approved the dual degree arrangement   SPRING ‘20     Purdue welcomed the fi rst dual degree student

3. NEWCASTLE + EDINBURGH MAY 12-27, 2020 BEIJING MARCH 14-22, 2020

4. OUR CONTRIBUTION Depict two recently implemented programs with a focus on UX education Identify characteristics of pedagogical experiences across dimensions Demonstrate the complexity of international design education partnerships O ff er a program-level view of UX educational structure Envision innovation opportunities in design and UX education

5. METHODS | PROGRAM CONTEXTS Beijing Normal University   MAP UX Program Founded in 2015   65 student cohort Purdue University   BS and MS UX Programs Founded in 2015   15 student cohort Envisioning Undergraduate UX Education in the United States Creating the First Graduate   UX Presence in China

6. Interview Study Goal: Describing the pedagogical experience, cultural expectations and norms, societal positioning of the programs, and educational outcomes from the perspective of the students Approach: Critical interview Sample: 7 student participants; 2 faculty from Purdue UX; 1 faculty from BNUX METHODS | DATA COLLECTION

7. METHODS | DATA COLLECTION Studio Pedagogy Aesthetic Learning Experience Comparative Education Sensitizing Concepts Identi fi ed Themes Impact of Culture on Experience Interaction with Industry Partners Program and Course Expectations Potential Job Roles Re fl exive Thematic Analysis Approach (Braun & Clarke, 2019)

8. FINDING | STUDENT EXPERIENCE IN CROSS-CULTURAL UX EDUCATION Impact of Culture on Experience High and low power distance cultures Expectations based on instructor role Communication styles in collaborative working The nature of work-life balance and work ethic

9. BNUX Industry Partnership PUX Industry Partnership “working” leadership and team work “business perspectives” “learning” “win-win” vertically-integrated course experiences Interaction with Industry Partners FINDING | STUDENT EXPERIENCE IN CROSS-CULTURAL UX EDUCATION

10. Program and Course Expectations Light focus on visual design Applied   psychology roots Integrated studio sequence Consecutive course sequence taught by core   UX faculty Courses taught   by design professionals International   partnerships FINDING | STUDENT EXPERIENCE IN CROSS-CULTURAL UX EDUCATION Purdue UX BNUX Collaborative industry   projects

11. Program career outcomes Di ff ering industry exceptions of “UX Design” “UX Research” “Product Manager” in the two di ff erent cultural contexts FINDING | STUDENT EXPERIENCE IN CROSS-CULTURAL UX EDUCATION Potential Job Roles

12. IMPLICATIONS AND FUTURE WORK Opportunities for educational partnerships Recognize culturally and locally bounded student experience, and the role of subverting or extending institutional support Decolonize HCI   and design Identify the cultural boundedness and situatedness of HCI knowledge, instructional strategies, and pedagogical philosophies. Pluralistic HCI and UX practices Further investigate both the role and value of local and indigenous pedagogies

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