The need for education to facilitate and nurture creative and innovation skills among graduates is not new, especially within the areas of business and design. However, the importance of these skills and in particular their application to economic outputs at individual, organisational and national levels has seen renewed interest from political and academic experts alike. As a result, design and business faculties and those teaching within them are facing increasing pressures to engage with and develop appropriate pedagogical practices. This paper discusses the outcomes of an Academy of Marketing funded project which collated current thought and evidence-based case studies from subject and teaching experts in the UK and America. The project specifically looked to collaborative teaching models that highlighted best “different” practice. Underpinning the need for research into best ‘different’ practice is Phillips’(1981) definition of educational innovation as “a practice which is worthy of emulation and has not yet been put into use by a significant number of colleges." The project specifically looked to learning, teaching, assessment and environ practices that aided the integration of creative input with innovative outcomes. The presentation highlights current thought and evidence-based case studies from subject and teaching experts in the UK and America. The findings of five interdisciplinary, multidisciplinary and trans-disciplinary design and business collaborative teaching models are discussed. It looks to design expertise form arts, graphics, engineering and sciences and business expertise from advertising, marketing and entrepreneurship. As the project dealt with the development of ‘different’ practice two studies are video based.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)