Welcome readers! We are delighted to bring you the 27th conversation in this series! With our global readership we continue to share our exploration of how design/innovation leadership is changing at the leading edge of the marketplace and the implications for the future of design practice as well as graduate design education. Whether we are talking with leaders from the realm of academia or practice we always find lots to talk about!

Each month thousands of documents are downloaded from this humble site so we see interest in the subject of next design leadership evidently continuing to grow around the world. Much to our surprise, we now have thousands of subscribers in more than forty countries. A lot has changed in the marketplace since we launched NextD in 2002 and we are delighted to have played a small role in the significant rise of interest in this subject.

Some readers will know that we are working towards the milestone of Issue TEN’s completion while simultaneously working on the next evolution of NextD. In the not too distant future we hope to update our site and invite several thought leaders in the global community to become guest sense-making editors, guest conversationalists and or contributors in one form or another. If you have a guest editor suggestion please send us an email. Since we do all of this NextD work in addition to running Humantific, our own expanding practice, we often wish we had more bandwidth for NextD activities.

i-Gitators in Action / Conversation 9.3 contains many provocative sense-making insights, interesting ideas and a few surprises. As in all NextD Journal conversations we go behind the scenes to talk about real issues and in search of authentic views into the complex conditions around strategic design leadership.

It is no secret that in the realm of practice there is immediacy that creates a differen   Read More...

Working Papers in Art and Design is an international peer-reviewed journal that is distributed without charge in order to reach a wide audience, especially art and design researchers, academics, doctoral students and their supervisors. It has a core interest in the fundamental principles, philosophies, and problems that underpin studio-based research in art and design. Its scope includes understanding how research contributes to the development of the discipline; and the problem of the relationship of the image, the object, the presentation and the word. It seeks to provide resources that facilitate the highest level of debate amongst professional researchers, academics, practitioners and postgraduate students; to respond to national and international contexts; and to contribute to the development of policy by governments, funding councils and institutions in art and design research.

The journal employs a system of double-blind peer review applied to both abstract and full paper selection prior to publication. The identity of the reviewers is published together with each journal issue once completed.

International Journal of Technology and Design Education

Editor-in-Chief: M.J. de Vries

Publisher: Springer Netherlands
ISSN: 0957-7572 (Paper) 1573-1804 (Online)

...encouraging research and development in any aspect of technology and design education...

The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education. Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures, such as those derived from historical, philosophical, sociological or psychological studies of technology or design, in order to address issues of concern to technology and design education.

One of the most significant developments of recent years has been the emergence of technology and design education as an integral part of general education in many parts of the world. Its distinctive curriculum features are technological literacy and capability and it highlights the importance of `knowledge in action', of `doing' as well as `understanding'.

However, teaching technology and design as a component of general education is an emergent, rather than an established, practice and many questions remain to be answered. In addition to issues about the nature of technology itself, little is known about students' learning and teachers' understandings of technology and about what it means to become more technologically capable. There are important issues about the preparation of technology teachers, the assessment of technological competence and the relationship of technology to other curriculum elements, notably science. There are also significant policy questi   Read More...