Valid from: Autumn 2022
Decided by: Head of department Mats Ohlin
Date of establishment: 2018-03-19
Division: Department of Design Sciences
Course type: Third-cycle course
Teaching language: English
The purpose of the seminar course is to read, discuss and critical reflect over ongoing and 'classic' research work of relevance for researchers actively working within the research areas of design and innovation, in its broadest definition. Hence, the usage of the concepts design and innovation may vary from systematic problem solving, management or organisational structures, creative opportunities or art to a way of thinking or mind-set and to keep a dialogue. The concepts usage is not restricted to a certain profession. Rather it is the multitude of interpretations and views that will be highlighted and problematized.
Knowledge and Understanding
For a passing grade the doctoral student must be able to explain a few different perspectives and interpretations of central concepts and models within design and innovation, their differences and similarities and be able to describe these in relation to own research work on a general level
Competences and Skills
For a passing grade the doctoral student must
Judgement and Approach
For a passing grade the doctoral student must demonstrate the ability to critical reflect over their own and others' research work regarding central concepts and models used in the two different knowledge fields design and innovation
The course objective is to give a broad understanding of Design and Innovation as research areas and to critically reflect upon and discuss 'classic' research work that these research areas build upon. Some 'classics' are still valid and useful and others have been transformed into new interpretations. We will read both types of texts. The course will run over one year, with 8 'classic' text seminars. These seminars will be open for non-course participants as well to help creating a critical mass. Each seminar will be based on one or more texts. As a participant in the seminar you are expected to prepare yourself by carefully reading and reflecting upon the texts and to actively contribute to the common discussion during the seminar. Additionally, there will be four 'on-going' research seminars during the year. At these seminars, the course participants will present their on-going research work, at any stage of progression. These seminars can be open for non-participants as decided by the presenter. Written texts (drafts preferable) will be used as preparations for the seminar. The draft should be distributed to all course participants at least one week before the seminar take place. All course participants are to leave written feedback to the presenter, on both written text and the seminar presentation. To present at an 'on-going' seminar is recommended for course participants who lack the opportunity to get regular critical feedback in seminar form. If there are more than four course participants that want to present at the on-going seminars; the selection of presenters will be based on individual needs. However if needed there is a flexibility to add two extra seminars, hence maximal 6 on-going seminars can take place during the course. If the course is expanded with extra seminars the workload for the course participants are not changed. At the end of the course, each participant shall write a reflective essay, where the content of readings, research seminars and common discussions will be related to the students own on-going research work. The essay should be handed-in at the latest five weeks after the last seminar.
Will be available at the beginning of the course.
Type of instruction: Seminars
Examination formats: Written assignments, seminars given by participants.
The course participants will be examined on required written texts: one reflective essay summarizing insights and relevance for own research work; and written peer-reviews on all four 'on-going' seminars. If the written texts do not fulfil required quality as expected of a 3rd cycle level, the course participant can be asked to rewrite the text to reach a more advanced level. Note: 'Advanced level' in this course context is regarded as coherence in argumentation and critical reflection, rather than structure, language or grammar, since these are work-in-progress texts.
Grading scale: Failed, pass
Examiner:
Admission requirements: Applications to this course are accepted from doctoral students enrolled at a research education subject affiliated to the Department of Design Sciences, Lund University, and from doctoral students enrolled at a research education subject closely connected to the research areas of design or innovation, irrespective of affiliation. The course teacher/s make the decision whether a student fulfills the requirements for acceptance or not, based on the student's connection to design or innovation.
The course level is aiming for doctoral students at any level of progress, beginners as well as students close to defend their work. It is possible to re-take the course several times, since the readings in the course will vary from year to year. Course credits can however only be awarded one time.
Course coordinators:
Web page: https://www.design.lth.se/utbildning/forskarutbildning/forskarutbildningskurser/