1. Developing a design curriculum forartisans in the Eastern CaribbeanLesley-Ann NOELUniversity of the West Indies Trinidad & Tobagolesley-ann.noel@sta.uwi.edu19th%DMI:%Academic%Design%Management%Conference%Design%Management%in%an%Era%of%Disrup;on%London,%24%September%2014%%1

2. 2 3. GrenadaSt. Vincent & theGrenadinesSt. LuciaDominicaMontserratAntigua & BarbudaSt. Kitts and NevisAnguillaBritish Virgin Islands3 4. How does onedevelop a designcurriculum forCaribbean artsand craftsentrepreneurs?4 5. Methodology Baseline Survey conducted Collective Vision developed Stakeholder gaps identified Strategic Plan & Action Plandeveloped with many projectsto be implementedFor curriculum project Review of Literature conducted Draft Curriculum prepared basedon identified and observedstakeholder gaps/needs andLiterature Review Curriculum not yet tested5 6. Some Results of Baseline Survey98 arts and crafts practitionersinterviewed in 9 territories. >50% over the age of 35 62% of craftspeople surveyed werewomen Majority self-taught Exports accounted for less than 10% ofsales Low levels of technology and ICT usage6 7. Some Results of Baseline SurveyParticipants vision for the arts and crafts sector in theEastern Caribbean: To develop authentic craft products unique to each island To develop island brands To receive greater recognition by the governments and thepublic of the contribution of the artisan-entrepreneurs tothe economy.Areas for development identified in the study under theheadings: capacity building, market development, institutional strengthening.7 8. Types of Training requested by participantsTechnical)Training) Business)Training) Other)Training)Requested)Technology%Tools%and%Machinery%%Record%Keeping%and%Cash%Management%%Product%Quality%Standards%Product%Design%% Marke;ng%for%Ar;sans%% Website%Development%Technical%Skills%% Small%Business%Management%%Market%research%ICT%for%Entrepreneurs%% Understanding%Business%Finance%%Export%Market%Informa;on%Trend%Analysis%% Export%Marke;ng%% WebRbased%Marke;ng%Export%Product%Cos;ng%and%Pricing%%Development%%Business%Planning%%Customer%Service%8 9. The curriculum must:(Artisan Perspective) Improve Artisan Knowledge onTechnology Tools and Machinery Increase Product Design Ability Promote Increase in Technical Skills Impart information on how toconduct Trend Analysis Include Export ProductDevelopment and Export MarketingMethodologies9 10. The curriculum must:(Artisan Perspective) Develop authentic craft productsunique to each island Include Marketing for Artisans Develop Small Business ManagementAbility Include Record Keeping and CashManagement Increase competitiveness, increaseincome and create jobs Improve the quality, design and varietyof craft produced10 11. Sebastian Fixson & James Read Promote innovation leaders Develop problem solving ability Develop design responsibility / ethics11The curriculum must:(Perspectives from the Literature) 12. The curriculum must:(Perspectives from the Literature)Angharad Thomas Strengthen the local designcapacityThomas recognizes that poorproducer groups often do not havedesign capabilities in theconventional sense and littleknowledge of market demands ofthe developed world.12 13. The curriculum must:(Perspectives from the Literature)Alain Findeli Everyone agrees on the necessity ofincluding art, science and technologyin a design curriculum, but disagreeson the relative importance of each. there can be no responsible designwithout a responsible designer andtherefore that design education shouldbe directed to the development ofindividualistic ethics13 14. Perspectives from the LiteratureBirger SevaldsonBirger)Sevaldsons)recommenda9on)on)skills)required)by)designers)All%% Composi;on%skills,%synthesizing%skills,%ethics%%Most%% Crea;vity,%flow,%intui;on,%%sustainability,%design%thinking,%aesthe;c%skills,%%some%media%knowledge,%%skills%in%tools%and%design%media,%%drawing,%sketching,%computer%graphics%%A%majority%% Social%skills,%empathy,%cultural%knowledge,%%crossRcultural%understanding,%%communica;on%skills,%business%understanding,%%innova;on,%systems%prac;ce%and%understanding,%%product%service%systems,%visual%thinking,%%some%spa;al%understanding,%coRdesigning,%facilita;on%%14 15. Perspectives from the LiteratureBirger SevaldsonBirger)Sevaldsons)recommenda9on)on)skills)required)by)designers)A%minority%% Poli;cal%knowledge,%society,%sta;s;cs,%%academic%wri;ng,%management%skills,%%lower%level%mathema;cs,%coping%with%thrownness,%%ar;s;c%skills,%engineering%skills,%marke;ng,%%advanced%understanding%of%space,%%ability%to%redefine%and%open%new%fields%for%design,%%some%basic%systems%theories%%Few%% High%level%mathema;cs,%%ethnography,%systems%theories,%%informa;on%visualiza;on%skills%%15 16. The curriculum must:(Perspectives from the Literature)Donald Norman Merge science, technology,art and business Impart knowledge on: societal issues, techniques for subtlepersuasion, intricacies of complex,interdependent systems16 17. The curriculum must:(Perspectives from the Literature)Robin Vande Zande Focus on innovation andcreativity Promote Flexibility andadaptability Promote Collaboration Promote Communication Promote Social Responsibility17 18. 18The curriculum must:(Perspectives from the Literature)Boore and Porter(Entrepreneurship Education) Integrate entrepreneurial contentthroughout programme rather than asseparate modules Develop content under key themes: Reflective and Proficient Practice Theoretical and Professional Issues Leadership and Management Communication, Teaching and Learning Research and Evidence Informed Practice 19. Draft Certificate inDesign andBusiness Management 19 20. Structure3 semester Certificate in Design and Business ManagementAim:To promote among the participants a long-term,sustainable design and business management ability witha focus of creative and innovative problem solving, thatwill allow them to attain or surpass their goals of growing their businesses becoming more competitive, increasing their incomes creating more employment gaining more recognition from the government and society20 21. An interdisciplinary and integrated curriculum whichincludes: elements of design practice and design research methods; materials and technology knowledge; business practice; ethics and responsibility elements of the Caribbean and global context arewoven into each scheduled project.The curriculum will also provide an alternative entryroute to a degree in Design, the Visual Arts orBusiness ManagementAnd provide an alternative route into careers outsideof the arts and crafts21Approach 22. Delivery Blended delivery format part online, withlimited residency requirements (e.g. 2weeks in Trinidad) given the geographicexpansiveness of the target region, and thework schedules of the artisans.22 23. Theme)Semester%1 Core%Theme:%Design%And%Business%Founda;ons%Content:%Culture,%Emo;on,%Business%Planning,%Introduc;on%to%Marke;ng%Projects:%Simple%group%and%individual%design%projects%with%a%focus%on%problem%framing%and%the%itera;ve%design%process%and%integra;ng%business%development%in%the%process.%Semester%2 Core%Theme:%Export%Product%Development%Content%:Design%Thinking,%Materials%&%Technology%Research,%New%Product%Development%&%Planning,%Semester%3 Core%Theme:%Design%&%Social%Responsibility%Content%:Ethics,%Environmental%Impact,%Designing%for%the%Bo^om%of%the%Pyramid%etc.%Independent%Capstone%Project:%%Manufactured%product%or%Socially%Responsible%Design%Project%(3%months)%23 24. Conclusion This draft curriculum is an attempt todraft a dynamic curriculum for arts andcrafts practitioners in the EasternCaribbean that will help them to achievesome of their own goals, as well asaddress the aims of design education.24 25. ReferencesFindeli, A. (2001). Rethinking Design Education For The 21st Century: Theoretical, Methodological, And EthicalDiscussion. Design Issues, 17, 5-17.Noel, L., Charles, A. (2011) Strategic Plan 2010 2015: A Diagnostic Review of the OECS-EDU Clients in the Artsand Craft Sector. Retrieved from 10 May, 2014, fromhttps://www.academia.edu/1250600/Strategic_Plan_Arts_Crafts_Sector_Diagnostic_ReviewNorman, D. (2010, 10 May 2014). Why Design Education Must Change. Core77. Retrieved 10 May, 2014, fromhttp://www.core77.com/blog/columns/why_design_education_must_change_17993.aspPorter, S., & Boore, J. (2010). Education for entrepreneurship in nursing. Nurse Education Today, 184-191.Read, J. M., & Fixson, S. K. (2012). Creating Innovation Leaders: Why We Need to Blend Business and DesignEducation. Design Management Review, 4-12.Sevaldson, B., (2014, 10 May 2014) What Designers Need PHD-DESIGN ARCHIVES Retrieved 10 May, 2014 fromhttps://www.jiscmail.ac.uk/cgi-bin/webadmin?A2=PHD-DESIGN;c301d0ca.1405Thomas, A. (2009). Design, Poverty, and Sustainable Development. Design Issues, 22, 54-65.Zande, R. V. (2011). Design Education Supports Social Responsibility and the Economy. Arts Education PolicyReview, 26-34.25 26. 26Thank You!