RECOMMENDATIONS FOR THE INDUSTRIAL DESIGN

Participants were asked to respond to the question: “Do you have any recommendations to improve the role that industrial designers can play in South Africa?” (S005). A word content analysis was done as indicated in Figure 6.15. The

larger a word appears in the diagram, the more frequently it was used by the Group 2 participants in response to this question.

Figure 6.15: Word content analysis

Participants were also asked for input on how to improve the industrial design business education (business management) subject. The following themes were identified (S006):

a. Create awareness for industrial design: Participants experienced a lack of understanding of what industrial design involved from the industry, and the South African public. The industrial design field is misunderstood and more needs to be done to educate the public, potential investors, stakeholders, the government and employers about the valuable contribution industrial designers can make to the industry and the economy: “South Africans are not familiar with our field of study, nor the benefits that it could provide for the country” (Participant 14). Awareness should be created for industrial design: “awareness and education” (Participant 21). Education will give an understanding of the benefits of industrial designers.

One participant responded that the Innovation Day project created exposure for industrial design: “I think the business subject (sic) helped shine the light on design with the competitions” (Participant 6). Awareness of the benefits of industrial design for employers should also be created: “We need to get more exposure; even today it’s still rare to find someone who at least has an idea of what industrial design is. I’ve had to literally explain from scratch what industrial design to my employers is before they hired me” (Participant 16). “Make the market more aware of the importance for good design” (Participant 11). It is also important to create an awareness of industrial design and its benefits to the business sector. The government, particularly, needs to be aware of the benefits of industrial design towards the economy, job creation and poverty alleviation: “.... just wish there were more governmental parties associated with this unique career to actually boost the design industry” (Participant 9).

b. Education on communication and marketing: Industrial designers should be taught communication skills: “Learn to communicate effectively” (Participant 3). It is important for the industrial designer to communicate effectively; in this way, they can communicate with clients, and be ambassadors in their field of expertise. Participants suggested more education on marketing, particularly via social media, as a mean to improve the employment prospects for students: “More marketing strategies to get your products seen via social media and forums; this is a huge factor in getting your name out there” (Participant 10).

c. Education on funding: Participants suggested that a section on funding should be included in the syllabus. There was consensus among participants that there is a lack of knowledge on funding opportunities: “Add funding schemes that are available via the government to the business subject (sic) to educate the designer on possible channels they can follow to get funding for their start-ups” (Participant 15).

d. Practical exposure to the industry and opportunities: Group 2 participants suggested more practical orientation and exposure to the industry and to events, such as competitions: “More fieldtrips” (Participant 11). Another suggestion was the opportunity for students on all three levels of study to display their work

annually: “Maybe an annual exhibition could help students from all levels show innovative new products and put them on the map in terms of aspiring young professionals” (Participant 6). Group 2 participants visited factories to gain practical experience, but indicated that more of these initiatives are required.

e. Education on entrepreneurship: It was proposed that the business subject (business management) should become more important: “The business element in industrial design should perhaps be a little more pivotal. As industrial design is all about business!” (Participant 1). Industrial designers could be trained to become entrepreneurs because they can create a product and produce it: “Train industrial designers to be entrepreneur(s)”. (Participant 5). The research showed that industrial designers can create jobs as nine jobs were created by these participants, which exclude the industrial designers that also work in the business.

f. Education on manufacturing opportunities: The manufacturing industry should be made aware of industrial design: “South Africa has the knowledge and potential to supply the rest of Africa with good quality products” (Participant 6). The knowledge exists; however, industrial designers should be given an opportunity, especially in the manufacturing industry.

6.7 CONCLUSION

This chapter presented the results of the research carried out on TDD graduates of TUT (Group 2 participants). The research on past graduates examined whether entrepreneurial intentions and entrepreneurship knowledge transformed into actual business start-ups, using qualitative data obtained from interviews with participants. Trends emerging from the research themes can be summarised as follows: participants transformed entrepreneurial intentions into starting actual businesses and created employment opportunities.

Finance, particularly, was a challenge to start a business. The results indicated that the completion of the TDD programme resulted in the building of entrepreneurial knowledge. It led to the creation of entrepreneurial intentions, and resulted in the

start-up of actual businesses. Jobs were also created and participants had a positive experience of entrepreneurship.