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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
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

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Cross-Cultural UX Pedagogy: A China–US Partnership

  • 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
  • 13. 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