Nicole Roberts MFA Thesis Visual Component Artwork - Savannah ...
Nicole Roberts MFA Thesis Visual Component Artwork - Savannah ... Nicole Roberts MFA Thesis Visual Component Artwork - Savannah ...
61 46 % of students respect the perspectives more so of professors who maintain a professional design position % of educators maintain a professional design position outside of school EXPECTATION 6 | innovative business strategy 50 % of students feel their curriculum doesn’t allow for enough professional practice time 58 % of educators surveyed believe that all design schools should make multiple professional practice terms mandatory 38
EXPECTATION 6 | innovative business strategy There are several avenues within a student’s educational journey from which business strategy must begin to be instilled. The obvious source of this information is from professors’ expertise with client interaction. 61% of students surveyed said they respect the perspectives more so of professors who maintain a professional business position over those who do not. Yet the larger portion of educators polled (54%) do not practice professionally outside of the school environment. It is an obligation for educators in graphic design to stay up-to-date with their discipline. For busy professors, this may transform into authoring essays for academic publications or lecturing at various design conferences outside of their school of employment. 24 Another opportunity for graphic design programs to encourage knowledge of business strategy, above and beyond the standard coursework, is from professional practice (also known as interning, co-oping, or apprenticeship). “A well thought-out internship program creates a relationship between the design firm and the student that is mutually beneficial. For the student, it provides exposure to the work environment and the complex challenges of ‘real world’ design projects.” 25 58% of educators surveyed believe that all design schools should make multiple professional practice terms mandatory prior to graduation, although few schools comply. 50% of students feel that there are not enough opportunities for adequate professional practice experience within their undergraduate design program. Without this exposure, students will find themselves unprepared for the professional workplace. Design schools must not be content with offering professional practice on an elective basis, or expect students to acquire business connections on their own fruition. Collegiate programs must build this necessary component into their curricula as a requirement and assist students by providing the necessary contact information of interested employers. Business Week magazine recently published an article confirming this shift in demand for designers, “Those who can marry creative right-brain thinking and analytical left-brain thinking are at a premium. Right now a lot of new value is being found at the intersection of design and business. Professionals who can understand and respect both sides are at an advantage. 26 For new graduates to be competitive in today’s job market, they must come equipped with knowledge not just of creativity and craft; they must also be considerably strategic and innovative on the business side as well. My professors lacked a serious connection to real world trends and practices. This wasn’t as apparent in college, but became much more evident after being in the professional environment myself. 24 Meggs, 75. 25 Shel Perkins, “Be Smart about Student Internships,” AIGA Center for Practice Management, May 20, 2009, http:// cpm.aiga.org (accessed Feb. 13, 2010). 26 Harry West, “The Cross-Discipline Design Imperative,” Business Week, October 4, 2007. http://www.businessweek.com (accessed February 15, 2010). Amberlee Isabella, Recent Graduate University of Kentucky Lexington, Kentucky 39
- Page 1: Unlike any other major of study, gr
- Page 6 and 7: © 2010 Nicole R. Roberts nrober24@
- Page 9 and 10: contents Abstract .................
- Page 11 and 12: abstract Leading professionals lear
- Page 13 and 14: introduction Since William A. Dwigg
- Page 15 and 16: INTrODUCtiON Currently, a student
- Page 17 and 18: fundamental skills Collective Cogni
- Page 19 and 20: fundamental skills *Creativity rank
- Page 21 and 22: EXPECTATION 1 | creativity EXPECtAt
- Page 23 and 24: pORTFOLIO DESIGN DISCOURSE PROCESS
- Page 25 and 26: EXPECTATION 2 | craft & technique E
- Page 27 and 28: Statement of the Eames Design Proce
- Page 29 and 30: EXPECTATION 3 | design discourse EX
- Page 31 and 32: EXPECTATION 3 | design discourse To
- Page 33 and 34: EXPECTATION 4 | digital media EXPEC
- Page 35 and 36: It’s no longer possible to make a
- Page 37 and 38: Students must continually practice
- Page 39 and 40: EXPECTATION 5 | multi-disciplinary
- Page 41 and 42: EXPECTATION 5 | multi-disciplinary
- Page 43 and 44: EXPECTATION 5 | multi-disciplinary
- Page 45 and 46: EXPECTATION 6 | innovative business
- Page 47: Being good in business is the most
- Page 51 and 52: EXPECTATION 7 | social responsibili
- Page 53 and 54: EXPECTATION 7 | social responsibili
- Page 55 and 56: EXPECTATION 7 | social responsibili
- Page 57 and 58: VISUALIZING CURRICULAR CONCEPTS OBJ
- Page 59 and 60: visualizing curricular concepts CHA
- Page 61 and 62: visualizing curricular concepts Unl
- Page 63 and 64: visualizing curricular concepts In
- Page 65 and 66: visualizing curricular concepts Not
- Page 67 and 68: visualizing curricular concepts Por
- Page 69 and 70: visualizing curricular concepts Mor
- Page 71 and 72: visualizing curricular concepts Dex
- Page 73 and 74: the college curriculum.” 38 Even
- Page 75 and 76: Lupton, Ellen, and Jennifer Cole Ph
- Page 77 and 78: about the author Nicole Roberts is
- Page 79 and 80: about survey participants professio
- Page 81 and 82: about survey participants educators
- Page 83 and 84: about survey participants I think w
61<br />
46<br />
% of students<br />
respect the<br />
perspectives more<br />
so of professors<br />
who maintain<br />
a professional<br />
design position<br />
% of educators<br />
maintain a<br />
professional<br />
design position<br />
outside of school<br />
EXPECTATION 6 | innovative business strategy<br />
50<br />
% of students<br />
feel their<br />
curriculum<br />
doesn’t allow<br />
for enough<br />
professional<br />
practice time<br />
58<br />
% of educators<br />
surveyed believe<br />
that all design<br />
schools should<br />
make multiple<br />
professional<br />
practice terms<br />
mandatory<br />
38
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