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dc.contributor.authorGrieve, Fiona
dc.contributor.authorMeek, Kim
dc.date.accessioned2016-02-26T02:16:22Z
dc.date.available2016-02-26T02:16:22Z
dc.date.issued2015-06
dc.identifier.urihttps://hdl.handle.net/10652/3198
dc.description.abstractMany undergraduate students struggle to successfully manage the transition from academic study to creative sector employment. Talented graduates with great portfolios don’t necessarily connect to meaningful vocational outcomes. A lack of experience in the ‘business of design’ is often cited as a significant impact on employment decisions made by creative directors. Placements and internships can add valuable commercial experience that offer employers confidence that graduates will add value. Paradoxically, many studios are insufficiently resourced to offer meaningful experiential learning opportunities and frequently, students are poorly prepared to access them. Coupled with an international paradigm shift in rhetoric, both fee-paying students and institutional managers are respectively demanding and promising, higher value vocational relevancy from investment in tertiary education. Responding to these challenges, many Graphic Design programmes are not only revaluating their curriculum and currency of practice, but also seeking greater connectivity vocational support between academy and industry. This paper case-studies the development of an integrated and experiential teaching model that fosters engagement with Graphic Design industry partners, effectively coordinating and leveraging the power of academic and alumni relationships across a range of professional experiences including non-residential project based learning opportunities and collaborative learning partnerships.en_NZ
dc.language.isoenen_NZ
dc.publisherDesign Research Society & CUMULUSen_NZ
dc.rightsCopyright © 2015. Copyright of each paper in this conference proceedings is the property of the author(s). Permission is granted to reproduce copies of these works for purposes relevant to the above conference, provided that the author(s), source and copyright notice are included on each copy. For other uses, including extended quotation, please contact the author(s)en_NZ
dc.subjectuniversity to work transitionen_NZ
dc.subjectdesign educationen_NZ
dc.subjectdesign curriculumen_NZ
dc.subjectlearning collaborationen_NZ
dc.subjectvocational successen_NZ
dc.titleWhose job is it anyway? : preparing graphic design students for the business of creative industryen_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.rights.holderAuthorsen_NZ
dc.subject.marsden130201 Creative Arts, Media and Communication Curriculum and Pedagogyen_NZ
dc.subject.marsden130213 Vocational Education and Training Curriculum and Pedagogyen_NZ
dc.identifier.bibliographicCitationMeek, K., & Grieve, F. (2015, June). Whose job is it anyway? : preparing graphic design students for the business of creative industry. In DRS/Cumulus (Ed.), LearnXDesign 2015: 3rd International Conference for Design Education Researchers & PreK-16 Design Educators (pp.1-21).en_NZ
unitec.institutionThreaded Media, NZen_NZ
unitec.institutionUnitec Institute of New Zealanden_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage21en_NZ
unitec.conference.titleLearnXDesign 2015: 3rd International Conference for Design Education Researchers & PreK-16 Design Educatorsen_NZ
unitec.conference.orgDesign Research Society & CUMULUSen_NZ
unitec.conference.locationChicago, Illinoisen_NZ
unitec.conference.sdate2015-06-28
unitec.conference.edate2015-06-30
unitec.peerreviewedyesen_NZ
unitec.identifier.roms57860en_NZ
unitec.institution.studyareaEducation


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