
– Methods and tools need to be covered in more depth – Class exercises and case studies to demonstrate advantages and disadvantages – User involvement requires extensive resources – Discussion and confrontation is also needed
There is more to be gained from reading the paper which is titled, Inclusive Design Education: How to Get it Right. Abstract: The study reported in this paper aims to understand graduate skills in relation to Inclusive Design (ID) knowledge, tools and methods and how these are related to the curriculum delivered throughout their degree programme. It focusses on students graduating from the Product Design Engineering (PDE) degree programme at the University of Strathclyde. Two research questions are addressed – What Inclusive Design skills do Product Design Engineering graduates typically possess? How might the current curriculum be reviewed to facilitate the enrichment of Inclusive Design skills? Findings report on prevalence of ID tools, methods and skills in graduating students’ project work. A comparison is drawn between evidenced application of ID methods and tools and perceived skills captured from survey results. Reflections on current curriculum and pedagogical approaches are made with discussion focusing on potential adaptations to enhance ID skills in graduates completing the PDE course. Trends including which ID tools and methods are used most/least often or collectively are reported. A comparison is drawn between evidenced application of ID methods and tools and perceived skills captured from survey results. Reflections on current curriculum and pedagogical approaches are made with discussion focusing on potential adaptations to enhance ID skills in graduate Product Design Engineer cohorts.