Solutions for promoting the integration of DfS into teaching and practice

On the question of what strategies can be applied to promote the uptake of sustainability principles, Activity Theory proved valuable as a lens to identify what was used by the three categories of actors in teaching, learning about and practicing DfS. See Section 6.6 for a detailed description of the three Activity Systems for design educators, design students and design professionals. By looking at the different elements of the three Activity Systems – namely the tools, rules and division of labour – the researcher was able to identify appropriate strategies and tools, as well as guidelines, of how design educators and students can better incorporate principles of sustainability within their practice.

6.5.1 Strategies to promote the uptake of sustainability principles

For students to take on DfS as a strategy in all of their work they first need to be exposed to information about the subject, and then to be given the opportunity to practically apply what they have learnt. The proposed strategies include the following:

• introducing DfS as a core principle from the outset; • exposing students to information about DfS;

• allowing students to practically engage with DfS; and • collaboration amongst diverse design actors.

6.5.1.1 Introduce DfS as a core principle from the outset

A strategy that was supported by both educators and students was to introduce the concept of DfS in the first year of the communication design course. It should be integrated into both theory and practical aspects of the course right from the beginning rather than being taught as a separate module. The educators believed that if students were introduced to DfS at the same time as other design concepts, it would influence the students' approach to problem solving, and DfS would become an inherent part of their design process. Early introduction of DfS will ensure that all students have a foundation upon which they can develop their skills. This is backed up by Perullos (2013), who found that “students need multiple exposures to things before it becomes a habit or methodology for them”. Also, if DfS is incorporated into every design brief, students will not see it as an extra design concern.

According to the educators, the only way this inclusion will happen is if DfS is embedded in the curriculum. This inclusion needs to be supported by the HEI rather than it being driven by the personal interest of the educators. To strengthen the students’ engagement with the

concept, the HEIs should use the learning space to promote sustainable lifestyle choices. For example, the RP students are encouraged to use a recycling box, making them aware of their paper consumption. Such initiatives make students aware of the impact they have on their immediate environment. This leads to the idea that students will make a deeper connection with DfS if it is seen as being relevant to their own lives, motivating them to incorporate this design strategy into their own processes (Crul & Diehl, 2008; Chick & Micklethwaite, 2011).

6.5.1.2 Expose students to information about DfS

DfS is a complex concept, and as important as it is to introduce the subject in the first year curriculum, it is critical that educators find engaging ways to unpack the concept to their students. As Giard and Walker (2013) point out, DfS is an ever-evolving field, thus information shared with students needs to be kept current. The educators had used several strategies and tools to expose students to information about DfS. TED Talks were popular because they offered a wide variety of sustainability-related content, and because students enjoyed watching videos. Students explained that they also responded positively to seeing visual examples of how DfS can be implemented into communication design practice. To gain insights into local industry’s sustainability practices, educators and students suggested inviting guest speakers and attending excursions. Relevant speakers can include industry champions and activists for the sustainability cause. Excursions can include visits to agencies and production houses where design work is produced. Not only will these activities inspire the students, they will also ensure that the educators remain abreast of industry practices. Based on the data, this study confirmed the willingness of design professionals to work closer with HEIs to promote DfS discourse.

Exposure to industry will also give students an insight into the life cycle of a designer’s work. Students will need to gain further knowledge about the material options available to them in order to better understand the entire life cycle impact of their work. Students identified the lack of knowledge about sustainable materials as a gap in their education. It is important for educators to find ways to expose students to this information. Workshops and presentations by industry suppliers were seen as effective strategies to make this happen.

6.5.1.3 Allow students to practically engage with DfS

Once equipped with this information, students need to be able to apply their knowledge practically. Working on live briefs for real clients was seen as an effective way for students to practically engage with DfS. Such briefs will allow students to better understand what role they play in society, and what impact they can make on the world around them. In addition to live briefs, educators saw the participation in sustainability-themed design competitions as a

useful exercise. The incentives associated with competitions were seen as motivation for students to put DfS into practice. As revealed in the data, to actively integrate DfS into practice, design professionals need to be driven by incentives. These incentives include financial benefits and recognition in the form of industry awards. In the context of academia, the most tangible form of incentives are the marks allocated in a particular brief. In order to encourage the uptake of sustainability practices, educators and students agreed that it would be important to include DfS as a rubric for assessment.

6.5.1.4 Facilitate collaboration between diverse design actors

The data highlighted the importance of engaging students in dialogue about DfS. For this to happen collaboration is critical. Educators must provide a platform for collaboration, and this can happen in various ways. For example, group projects can be initiated where students work in cross-disciplinary teams to address a social issue in the local community. Such collaboration will inspire knowledge sharing amongst peers, and according to Papanek (2000), only cross-disciplinary teams can properly serve the real design needs of the world. Collaborating with industry was seen as an important way to bring the conversation about DfS into a real world context. As previously mentioned, industry can contribute to the academic space by getting involved through presentations and excursions. In addition, they can extend their offering by providing internships to students. As expressed in the Hanover principles (see Table 2.1), it is important to “seek constant improvement by the sharing of knowledge” (Braungart & McDonaugh, 1992:5). With the awareness, knowledge and skills the students acquire through DfS-specific dialogue, they will be better equipped to integrate sustainability practices into their work.