Design Management Education in Taiwan

A Strategy for

Design Management Education in Taiwan

How can design management education in Taiwan be reformed and developed?

Shih-Harn Yang 0900547, DM 5500, MA Design and Branding Strategy Brunel University 2010, School of Engineering and Design

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

Contents Acknowledgements Abstraction

Introduction.......................................................................................... 1

Motivation

Overview

Literature Review................................................................................. 5

Research background and focus

Design Management

Design Management implications in education

Design education in Taiwan

Aim, Objective and Key Research Question

Methodology..................................................................................... 14

Secondary Research

Primary Research

Case Study

Delphi Interview Result&Finding................................................................................... 21

The needs of Taiwanese DM education stockholders

The main barriers of DM in Taiwan

The lessons to be learnt from

The DM curriculum case studies

Discussion.......................................................................................... 34

Here are the desires and the problems

The course representing the Taiwanese DM program

Here is the suggested strategy Conclusion........................................................................................ 46 References......................................................................................... 48 Appendix............................................................................................ 51

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A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

Acknowledgements I would like to express my appreciation to people who have supported me in every different ways, especially those who responded to the interview. I could not have finished this paper without their help, especially those who kindly shared their professional knowledge and enabled me to obtain an important insight into my dissertation. In addition, I would like to thank those who supported and accompanied me to different places, and gave me the confidence and motivation to achieve the final goal. They contributed to this research through different kind of relationship and connection. This project would not exist without you.

I would also like to dedicate my sincere thanks to my supervise Professor Ray Holland at Brunel University for his consistent supervision. His patient, encouragement, valuable opinions, advices have guided me to a better direction. For all the things he has taught and motivated me, through the design and my research for those times. Furthermore, many thanks to Professor Christ Holt, every lecture and every talk with him was a treasure, he is kind, wise and has taught me a lot, not just for learning but for the life experiences. Many thanks for Dr. Choi, who give me her helpful advices, the courage and the self confidence.

Many thanks for those I love support me. Without them, this paper couldn't be completed.

Finally, my deepest gratitude always to my lovely families for their ongoing support, consistently care and love. The uncountable trust is unreliable and something I rely on. No matter where in the world I find myself, I would be lost without you!

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A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

Abstract

Most influence and effective DM academic programs are mainly in North America and Europe, rarely in Asia. Taiwan, for instant, lacks educational programs to support and to transform the essential knowledge of DM, Therefore, the Taiwan design industry may remain in the same unsatisfactory position and fall behind.

The key research questions is 'How can DM curriculum in Taiwan be reformed and developed? To respond this query, The main aim of this entire paper is “To propose a strategy for Taiwanese DM curriculum stockholders to promote DM effectively� in order to bring a fresh thought into relevance industries to enhance the respect and acceptance of DM. The methodology and the approaches of this study is mainly qualitative research. Different methods were needed and adopted to reach the final purpose. Using academic books, online articles and journals to identify the stockholders in Taiwan DM education and their needs. Primary researches like Delphi interview were conducted to catch the main barriers and problems of Taiwan DM curriculum; case studies were also used to learn from existing multidisciplinary programs from other countries. Current DM and the DM courses provided in Taiwan was also looked into, to gain a clearer perspective and understanding of the existing opinions.

Finding and result: There is still a long way to go for the Taiwanese DM education. The design education, the industry and the authority are the three main stockholders. On the whole, the achievement, the design profession and a firmer link is what they desire. An important aspect is those that can develop the talented and bring success, formulating a stronger connection with demands. The main barriers of DM curriculum is that, in design academic, it lacks the teaching resources and the courage of facing itself problems; in the industry, it lacks the correct perception and a good attitude toward DM; around the authority, the effective support and long tern proposal for design relevant development.

The suitable attitude was suggested: considering precision; believe positive beliefs and think proactive thinking. The methods of implementation for the three main parties were clearly described: demand both quality and quantity; compulsory, comprehensive and study; act actively and respond precisely. DM education in Taiwan still has a long way to go, this is the most common opinion.

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A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

Introduction 1. Motivation The Taiwanese current background can be seen in an official report- Taiwan Statistical Data Book 2009 (2009)-. Several statistics were highlighted: • A steady decline in percentage of population growth rate.

• The total number of students has decrease constantly since 2003.

• Prevalence of higher education in Taiwan for the last decade, students tend to continue study in higher education, the percentage is increasing noticeably.

• Graduation with higher lever of education background tend to have better employment wages.

• Nearly 40 thousands enrol design related programmes in school year 2008-2009.

• Over 50 design schools and morn than 120 design related departments and courses in current Taiwan higher education.

It can be evaluated that in Taiwan, universities no longer can guarantee the teaching quality and the learning outcome of the declining number of students. A statistics analysis (Su, 2009) also emphasises this issue. The establishment of an increasing amount of universities across the country suggests that it is less stressful for students to stride across to higher education thresholds. Further suggesting that students can be less hardworking, have a lower level of essential understandings and fundamental knowledge of their course. Just because of the easiness of getting into higher education and then graduate, which questions the abilities, skills and knowledge of the new generation of graduates.

Also, the necessity of having junior college or above qualification for employment is another factor to push Taiwanese young generation study to higher education. So the interesting point is that under this situation, can they still keep the advantage in the competitive world?

Similarly, do students who study design related subjects in Taiwan have the competitiveness in the international market? Around 40,000 young designers graduate from over 120 related courses annually, theoretically, design work from Taiwanese industry should be outstanding and noticeable. The design industry should have certain influence to make people's life better. However, in the reality, the situation is precisely different. Designers have not yet had the strength to persuade the whole industry how truly valuable they are, generally, we designers have low pay and work overtime. Although the current situation is getting batter, the respect for designers is still sluggish in Taiwan.

1 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

For sure, the issue has already been noticed by authorities, more and more design departments have set up up design management (DM) courses to try to enrich designers' abilities to work in the rapid changing market. DM as an optional course, provide with a wider view from business aspect and broader concern when they are in design process. Even so, there is only one graduate school in Taiwan that offers a full DM course with efficient teaching and research. There are many various courses relating to design that are important to DM, however they have not been awarded and fully understood by Taiwanese designers in higher education. The intention of the present research is to improve the curriculum and DM in the future.

2. Overview The context of DM and its position in the current industry will indicate the importance of DM and how it has been generated and applied. More emphasis on how DM has been generated in education. The investigation of general DM capacity in education area will show the importance of its curriculum. Identifying the relationship of DM in education and design industries will display the matter of indirect influence. The focus of this research will concentrate on DM courses' context and the preparation issues in Taiwan. DM is the trend, and the education should be the first line to face the change and stand out for future development. Those great examples from some of the world's well known courses in DM are the fabulous. Those who will be directly integrated and influenced are designers, students and lecturers.

Structure and Methodology The paper is mainly about DM curriculum in Taiwanese higher education. Introduction explains the motivation and the overview of the research, Literature Review section contains the research background and focus, aim/objectives/key research question. Research methodologies were followed up to show the reasonable methods of conducting this research. Finding will present the key stockholders, their needs, and the study from previous existing DM application in curriculum, and the main obstructions of Taiwanese DM curriculum.

Literature Review will be put just after abstract to display that the writer has a good understanding of the main research area work concerning the objectives questions in this paper. The concise brief of DM education were mentioned, as well as in the industry, market trend and other factors which connect and influence DM. Discussion include the evaluation of existing programs from other countries and the possibility of integrating those lessons and present Taiwanese DM courses. Final chapter recommend a suitable strategy, which combine successful DM programs and practical DM courses to reconcile the specific needs only for Taiwan situation.

Conducting Delphi Interviews will be used with related experts in the DM industry and academic in Taiwan, and doing careful analysis in DM education and programs are the main methods for this report. To investigate the accrual stockholders' needs from DM education, as well as the conflict and interactions of DM in Taiwanese situation. A qualitative study is more valuable than quantitative research, in-depth investigation and evaluation are important to suggest a worthy and suitable strategy.

2 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

Potential outcomes The potential outcomes is realistic, concerned culturally for a better design environment in Taiwan, which can be considered seriously before varying in current situation. The suggestion was proposed in this paper to suggest a new direction in improving the present situation of Taiwanese DM programs. The weight will be put on the academic field, for the industry and the connection between academic and other aspect will also have recommendations.

• Industry: Will create more internship position for design learners and students with DM knowledge; it is going to offer more realistic opportunities with open minds for young generation to voice out their ideas and abilities, like creative workshops, project presentations, design activities and competition sponsor by firms.

More chances to give DM profession to elaborate reality, which will help to overcome the frightening uncertainties.

• Link between academic and other parties: The closer and stronger connections can be reformed. Freely flowing channel and platform of communication are essential for building up this link. Sharing experiences and each others' predicament and learning from each other's work by informal meetings, formal seminars and any form of interactions whether within Taiwan or overseas. Design academic should possess a business aspect, or businesses should provide creative training, both factors which require better understanding.

• Academic: Design knowledge providers might put more effort on the academic study and intermittent personal development.

Concentrating on teaching quality and its preparation. DM as a compulsory subject in every design departments in undergraduate level; complete DM programs in MA and PhD. degree are expected.

Department of Education can spot the advantage of Taiwanese design industry such as the level of design ability, vigourous creativity and the almost ripe design education environment compared with other Asian countries, like China, Singapore, Hong-Kong...etc.

Instead of teaching demonstration, exchanging students or even lectures to gain more impact, being influenced by dissimilar working patterns, this new method will be achieved when the whole DM education system in Taiwan is mature enough with structural integrity. DM research and its promotion will be thriving. It is highly possible that the quality of Taiwanese DM study and the quantity of its publications will both be risen up. The constant study of DM with higher standards will be a powerful assistance of deeper development and further investment in Taiwan. Emphasising on the profit value that DM can shape or bring into industry is a new direction to attract Taiwanese industry for the first sight, which is the turning point to change DM's predicament in Taiwan. Different style of promotion can be used to advance DM, from general public to specific relevance industry.

3 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

Beneficiaries Many synergies are yet to be realised in the short term, still, the beneficiaries and value are likely have the direct impact and gains.

With the importance of this research area being noticed and widely studied, the better achievement can be reached in the near future. The suggestion is for whom might be concerned about Taiwanese design education field. The potential or real beneficiaries are: • Design students with certain design skills and those who have management background, will both understand ethical and DM concept, in general and specific areas to advance their competitive. Their design can be voiced out and be ideally respected in the international market. • Academic lectures in the universities with professional are likely to develop more valuable DM knowledge to influence deeper and wider, and the continuity can be built up and be passed down step by step through teaching; to contribute academic research for any further improvement suitable for Taiwan surroundings.

Taiwanese design industry, design communities and related associations, and even further to the society and the nation might have the benefit as well. In the future, those associations will be run by those young generation, new design power will lead us to another direction, the benefits is not difficult to predict.

Whether from an economic, social, business or another other aspects, the long term advantage can be seen and forecasted. This study can bring about many similar researches to complement structural and theoretical insufficiencies and be implemented further in proper market. Much attention should be paid to the value of the combination of design and management, whether in the industry or other environments.

4 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

Literature Review 1. Research background and focus This section indicated that the necessity of DM and how recent society and industry operate it. It also shows the value and the importance of DM and it’s in education, as well as the current situation in Taiwan. Further research will develop upon a strong prerequisite.

Design Management-The rise of new integration of thinking and operation Design has been understood in many different ways, be presented in different appearances and interoperated in contrastive directions. From traditional visual expression, It establishes certain social standards and taste, value adding of product to essential business tool and strategy thinking. Design and management has a whole unprecedented connection. Traditional characteristic of design is no longer suitable for the recent society. The combination of creativity and management knowledge is the trend and impossible to ignore. The importance of managing design should be treated more seriously and applied more systematically.

According to Jerrard et al. (2008), design process is complicated and implicit, which means it needs more attentions to manage and understanding. To understand more than four decade's extreme influence, DM nowadays is a tremendous holistic thinking and powerful strategic for many parties. It is not just a comprehensive interface of two aspects in enterprise but also a new platform for communicating different service behaviour patterns.

"Effective design is integrated design. Therefore, the professional management of design must encompass all principal categories of design" said Topalian (2002). Integrating the variety of principles of design is tough and intense. Its education seems more important than others. “Implementation is the only real test-bed for ideas in design management (DM), and building on the experience of others is a rich source of competitive advantage." It looks like there is no better time to pass down the experiences and to develop the essential DM knowledge in academic field and other areas.The attempts to define and describe DM have been discussed in many papers, such as BS 7000 (1989), Cooper and Press (1995), Mozota (2003), Cox (2005), Jerrard, R and Hand, D. (2008), Liu (2009), Best (2010).

The undefined intrinsic quality bring out both positive betterment and negative debates, which be carried over from the beginning. Distinct purposes, dissimilar processes, different input and many factors change the way we see and describe DM. In such mode, enormous outcome is so attractive, not only because of the intangible profit, which is returned back after proper implementation, but also the tangible influence of our society.

5 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

The rapidly emerging economies are one of the catalyser to push firms to apply this integration trend. An DM activity, which has been promoted by institutions like Design Council, induces a growth body of published work in the realm of design management (Jerrard et al. 2002).

Three case studies look at how DM operate practically within business operation. From traditional producers of appliance to telecom business, and furnishing fabrics company, demonstrated how design is managed and how DM is operated in different industries.

• The world's most successful producer of appliances for kitchen, cleaning and outdoor facilities - Electrolus –has a complexity design management system. Their focus is on 'thoughtful design innovator', based on extensive consumer experience to meet the market need.

Electrolus is as one of the mature and considerable company in terms of DM. Their explicit business strategies are integrated with their well-defined DM policies and product development process. As the largest manufacturer, corporate effort is important, therefore, the management process and company policies like Integrated Product Development Process (IPDP) contribute to the company, and that benefit is essential as well as value that design adds.

• Another fruitful case is British Telecom (BT), the UK largest telecommunications company. It is considered as a“old fashioned telco”. It is a company which considers and focuses more about the dynamic role for design and emphasises on positioning its brand in the economy (Design Council, 2010). Corporate Design Unit (CDU) is under a design management team in BT, and it play the main rule for guides all BT managers on design concerns (Smith, 2002). The author evaluated CDU team that aim high as being 'the best DM team'. Their role includes is developing and managing all design related matters that reflect BT's brand equity, such responsibility like product, corporate identity, management processes and visual image of the company. This shows the significance of DM in BT is indispensable. A previous study on its DM communication, both internally and externally revealed that. The model in BT provide a fantastic opportunity for reaching the satisfaction of all parties, this was also emphasised by Smith(2002). The efficiency of DM in a firm often depends on relationship and communication between one and another, whether it is in external business aspect or internal policy.

• Skopos Design Ltd also presents the urgency and necessity of managing design in public relations (PR) service. Skopos is a leading provider in such industry, printed furnishing fabrics, interior accessories, furniture and wall coverings are what they supply and develop. The design process and the project management in Skopos was studied and examined in 2002, by Willianson. The linear model of their design process was valued and the importance of publications and graphic design in delivering PR service were also mentioned in this paper. Although the communication problems between departments in Skopos were agreed and noticed generally, the overall statement of applying DM strategy was needed and helpful. The similar practical operations thought DM and relevant researches are demonstrating its importance constantly. All papers here indicated an idea that design is beneficial and value adding and the industry is perceiving how DM contributes to a business in reality.

6 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

As Alan Topalian (2002) said: “It is futile to attempt a meaningful definition of DM in a couple of sentences”. There are so many definitions that can describe the nature of DM. Although we cannot strictly define DM under its particular characteristic, the concept and spirit, again show the powerful distinguishing features is increasingly needed in the marketplace, it is recognised as one of the effective strategies in business. The holistic thinking and extensive operation is the main characteristic of integration of design and management.

DM implications in education-The theoretical context of responding competitive reality Since the necessities of DM have been recognised as varied and creative strategy for business, spreading the concept and understanding is the next step. The subject has been taught for more than 25 years. Whether it was started in a business school in the early stage or more common in design universities contemporarily, DM education is getting extensive. Still, there is a great deal of controversies and debate in term of design management education, whether in the leading country, the UK, or around the world. Some experts consider DM as an under developed and under researched discipline, which lacks its own body of knowledge (Langrish, J; Walton, T. 1992). Although, those discussions can be seen as a positive thrust, which shows the issue are paid attention to and the improvement is in progress, the practical applications still have a long way to go.

Design's relationship with the economy, culture and social elements is getting firmer and more emphatic. Sir Cox (2005) also stated that creativity is the key issue for the “nation's” economic success, and the creativity and design concept have compelling impact in management and business. Besides itself skills, knowledge and abilities of design aspects, what constitute corporate approaches to managing design and how design can provide long-term competitive advantage are all be formed and delivered through DM education. Designers and managers were suggested to be better in their respective field while increasing the realisation and sensitivity of each other (Topalian, 1980).

Generally the notion of the contrary nature of design and management are surprising, and are integrated as a formidable thinking and operation method. Management needs creativity to differentiate it and innovate it, design needs management to sharpen its efficiency and quality in reality. DM curriculum implication is emphasises on the importance and necessity of such integration.

The education institutions, where DM speciality can be taught and developed, are universities instead of general public learning organizations. In recent complex economic situations, the importance of university was shown and considered (Smith, 2008); universities and research should create and transfer knowledge into public with a steady supply in knowledge economy (Design Council, 2010). Design plus management's knowledge and technology transfer has to be performed in academic environment in order to back up the need of DM perfection in industry.

Be more more specifically, UK’s DM education is placed in the advance position. Generally, both quality and quantity of DM curriculum in the UK is a step ahead of others. Similar programs are operated across the country, in London college of Communication (2010), Central Saint Martins (2010), LICA (2010), Salford (2010), 7 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

Northumbria ...etc. Several of them responded to national design policy that also proves the co-operation with others forces were equally important for DM education field. Many features were also evaluated and verified of design related education and practice from Europe (Design council. 2006) and the US (Design council. 2006).

• Multi-Disciplinary: There were noticeable necessaries of “multidisciplinary” in the result from these two papers. Enterprises and design companies were increasingly using multi-disciplinary teams to innovate, they were promoting multi-disciplinary teamwork, including new disciplines within design teams working in the area of innovation. The practical multi-disciplinary education varies across the European and American universities, which dissimilar interpretations have been shaped by different contextual factors.

The elements are organisational aims and structures, existing courses, government funding, heritage, national/local government agendas and links with industry.

• New course structure: In both reports, the wider consensus that multidisciplinary education is much better to be placed at Master's level than entirely restructure existing programs or adding short courses.

American and European universities have developed new innovative models of integrating research, teaching, learning and practical work, and those sophisticated structure was for managing the engagement with industry and further development.

• The abilities that are expected for the next generation: 1. “ The Hybrid Managers” can integrate creative and business specialists, and practical multi-disciplinary have created the need.

2. Creative professionals, such as specialist designers, design managers and design thinkers, who have the abilities of cooperating with other specialists like engineers, marketers, social scientists and management consultancies.

3. The main competencies around communication, teamwork, problem solving, creativity and the appreciation and the awareness of other disciplines.

• The stronger link with industry: The firmer co-operation has been shown. The universities in both region developing postgraduate programs that generate creativity, technology, social and business to respond the needs and change of industry. They have developed new structures to support cross-disciplinary teaching and learning.

Industry professional’s have increasingly evolved in academic projects, and have given more opportunity to students to work in practical environment with cross-disciplinary teams.

8 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

The reason of pointing out these important blueprints of DM courses and related programs is to figure out the fundamental structure and the content necessary for building up a new strategy or model which fit a Taiwan context to promote it more efficiently. It is risky if we just follow and considering the various factors before altering the system. It would be difficult to discover the positive aspects of the Taiwanese DM education system. We should learn from those examples, absorbing and modifying from successful experiences.

Education often provides essential understanding for any profession, and quite often the theoretical development helps to create a fresh market orientation and drives them into better situations as well as further innovation. In the same way, the industry offers a realistic environment to react to the theoretical perfectibility and implement practically in the reality to meet the market needs and better our life.

The relationship and the co-operation is undivided. And the necessity of design higher education is that the results with all round academic abilities from it focus on theories and that bring new and advance light to design practice. Swann (2000) also points out that benefit. However, the irresistible co-ordinate has obvious challenges that have has to be handled and demand enormous effort to make it right. And because of such difficulty and straits, the final outcome and profit are more remarkable to benefit the society. Responding the changing need of industry isn't on the top three list of consideration for DM education.

9 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

DM education in Taiwan Many people are anxious about the innovation course, like DM curriculum that have risen and fallen and over again for years. The proofs of success might not yet have persuaded Taiwanese industry to trust it fully. Even so, the pessimistic hope is worth to keep. The positive side of Taiwan is that the discovery and adjustment of creativity and business aspects is more open and wider than China in general. So the possibility of successful DM programs in higher education and its influence in the future is imaginable. Compared with China's current situation, which lacks design strategy and awareness to lead the industry, Taiwanese industry has a better understanding around design related fields with more sources and valuable experiences in order to nurture the willingness to develop DM. Overall DM strategy in Taiwan was lead by the government. From OEM (Original Equipment Manufacturer) to ODM (Original Design Manufacturer) to OBM (Own Branding Manufacturer), they has had long term strategy plans to develop and invest on the industry, which shows their determination of promoting indigenous design to the world. (Yin, J. 2008).

The research, who generally from a Chinese point of view, also summed that the fruitful design promotion and communication were worth learning from. The relevance authorities have the power; sources and influence to master such innovation, in the same way, DM and its education have been and will be affected directly with the government's policy. Therefore it can be said that, one of the stockholders in Taiwan DM education is the government.

In general consensus, comparing Taiwan and the current international trend, there is still a lot of improvement that have to be done around DM domain, although it has better and higher acceptation of this integration. Many DM related programs have established and operated around the world that shown the influence to industry repeatedly. Some enterprises in Taiwan also notices the capacity of design can benefit businesses and its recognition has been growing slowly.

Still, there is a lack of awareness of the importance of DM in Taiwan industry and academic field (Executive Yuan, 2009). As this suggests that the Taiwanese enterprises need to make more effort to truly understand what DM is capable to do with businesses and other industries.

Theoretical study has often had to implement and extend in the reality, so does DM. Basically, its curriculum and the industry improvement have that certain connection that is frequently discussed. Practical factors influence the academic's research and teaching direction.

Accordingly, Taiwanese industry, includes the design association, enterprises with their own design departments and general companies without their own design sources, which is another stockholders of Taiwan DM education. Furthermore, the link between industry and academics appears more serious. DM is moving forward, but somehow is still struggling in placing in a best position the present market. The traditional business aspect is firmly fixed and difficult to convert in a short time. And it's manufacture thought process seems widely used in general enterprise’s essences. Traditional design aspect has already formed closely with the industry, in contract, DM is a new concept for Taiwan design and industry. Does the old manufacture operational thinking have the same influence on DM education? Getting consistent thinking away from the fixed operational culture around the organizations seems difficult, it requires huge innovation and investment to bring DM into Taiwan, but is it also helpful for DM education's development? A famous quote from Peter Drunker: “The best way to predict the future is to create it”.

10 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

If our future can be created and predicted, should it not be developed based on the firm foundation and methodical thoughts? Without theoretical understanding to back it up, the prospects are reached with high risk of failure in the reality. The circumstance is the same for DM education domain, changing form the starting point, the contribution usually is uncountable and worthwhile to invest.

Theoretically, DM education is likely to be prevailed as MBA or respected as medicine science. In fact, in the reality, many misunderstandings of DM and often underestimating the importance of DM. The success of its education have the same level of disappointment. Searching for DM relevant references and literature, most of them are about engineering, computing and NPD in technology field, surprisingly, less focus of research and information on its connection with wider design aspect such us visual design, design strategy, integration branding and design, and the current DM's progressing in practical. Very few attempts for statements in Taiwan have been well recognised and implemented.

There is not a consistent research in the practical and theoretical aspects of DM for Taiwan's contemporary needs, which is a serious issue.

Even further, the lack of independent study and fundamental knowledge could affect backing up the expression of DM's capacity to Taiwanese, teaching and learning quality as well as the outcome. There are several selective courses provided in different design related departments and business schools, over 50 design schools and 120 design courses are running presently in Taiwan higher education.

However, just only one DM graduate school (Ming Chuan University, 2010) focused on design and management profession.

We realise the importance of DM curriculum and how it influences the whole industry, but yet, deeper research and wider provable evidences should be developed and displayed in front of the Taiwanese industry to teach them the actual benefit that can be brought through design.

People in Taiwanese DM education field can be identified as the key stockholders. Around the collages, design schools and universities, where are the hottest point to generate and transform DM knowledge.

Can those DM lecturers and design education professionals deliver the fundamental DM holistic thinking? Can the researchers get enough sources to investigate? Does the program fit the current needs and is it prepared for the better future with longer vision? This is the core issue that this paper attempts to focus on.

What are the true issues that the DM education system are facing, in the current Taiwan design environment? Besides the apparent, which were mentioned above such as lacking well preferment academic sources and talents, probably inefficient government support and immature industry understanding, other factors could also affect the promotion of DM education in this country.

11 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

One of the issues is possibly the cultural obstructions both in industry and education. In common business, the old manufacture design process and model has driven the thinking for the whole time, the complex nature of DM and its strategy cannot be accepted easily. The affright of failure in people's minds, have not got a clue about the new emergence with basic design strategic and managing, possess minor sources to change, have less support, the persistence of constant and safe statuesque, could all be the causes that DM is arduous to spread out in reality. With distrust and non-confidence in the industry, polite rejection is the common reaction of dealing with similar innovation like DM in Taiwan. While the academic probably notices the situation as well that such innovative design methods and are thinking it is hard to be put into practice perfectly. The ambiguous misinterpretation is still likely to exist around design education environment.

Is it also one of the main problems? Those talents, the next design generation and new leaders are basically academics that ought to be lead Taiwanese design industry in the near future. Hence, if the comprehension and the importance still remain the same or develop with lackadaisical progress, how will we have the competitiveness in the international market? Shouldn't the gap be widely noticed and seek actual and valuable solution to bridge it.

Based on these points, if the reasons of causing the dilemma of implementing Taiwanese DM curriculum can be identified clearly, better direction can be pointed out for any further improvement. Those matters, whether it is the obvious obstructions or the indirect barriers will be investigated and verified throughout this paper. As such, the intention of this study is to conduct qualitative research, come out with a new concept of DM programs that are suitable for Taiwanese academic context. Identify and investigate those stockholders' needs and reconcile it; investigate and confirm the main barriers of Taiwanese DM curriculum directly in academic environment and indirectly in industry and wider field. Culture specific can be the disadvantage as well as the big benefit. Learning from those successful examples then adding the consideration of Taiwanese design environment/ background, the integration can be a practical solution of enhance further research and rise the importance of DM curriculum in term of academic and industry perspective.

12 - Brunel University - MA Design and Branding Strategy 2010

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

2. Aim, Objective and K.R.Q The research aims to gain deeper understanding and come to an answer for the question proposed and ideally to reduce the gap of the Taiwanese industry with the international market. To respond this query, the author will propose a new strategy for current Taiwanese design academic to promote design management curriculum effectively in order to achieve higher acceptance and better respect of DM in Taiwanese surroundings. This concept is also to better the implementation of DM courses, bringing a new view point to the present circumstance in Taiwan. Further influence might push related industry to pay more attention on the predicament of actual situation, which they haven't noticed or have avoided.

With the aim, following a very specific format to achieve: • To identify the key stockholders in Taiwan DM Education. Things cannot be done without people; the stockholders have the power to influence. Amount Taiwanese DM academic field, and even in the industry, the people, institutions, organization, departments, schools are the target, who have direct and indirect connection, have to be recognised distinctly.

• To evaluate and reconcile their needs. Audiences' needs are important. As long as the desire is identified and evaluated through creativity way, the clearer solutions can be brought out. Further modification depends on this stage.

• To investigate the main barriers of existing Taiwan DM curriculum. The significant obstruction has to be identified clearly. What are the core problems of those DM courses in the way they perform? What put off its promotion? What factors lower its efficiency and competitiveness? Any other potential threaten outside the classes? The elements from culture, social and industry and other aspects were covered in this part.

• To review existing multi-disciplinary education from other countries, and access the relevance of its adaptability to Taiwan context. Learning from those successful examples around the world is the foundation of adapting and modifying a new strategy. The reasons of its attainments and their performance are the basic model to stature for improving Taiwanese DM courses. Study several practical and famous DM programs to seek more insightful value. Analyse it and compare and contrast those programs in order to support the next objective.

• To propose a suitable strategy that fit into Taiwanese context for design department and people who concern this issue. Unite basic branding and design thinking and based on the value material of previous objective to propose a suitable solution to fit Taiwanese DM circumstance. The final stage is to achieve the final goal of this study.

With the clear aim, and step by step objectives, the matters of DM programs in Taiwan can be risen up, the objective suggestion could contribute to benefit in practice or further research.

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Methodology Certain systematic process is the meaning of research methodology. Diagram 1 shows the methods taken to conduct this study in a systematic way. This method allowed fundamental material to be collected, and further allowed meaningful evaluation of the data to provide a practical strategy at the end.

However, there were limitations, such as time restriction, potential collecting data error and the limited number of interviewees. Qualitative research in this case is the better approach to complete this study; cases study and Delphi Interview were the main methods. Also, the secondary resources have the same weight as primary research.

1. Secondary Research In this paper, the study was dependent on the relevant secondary material that carried forward the foundation and basic knowledge and cognition. For the first objective, DM academic books and online articles was used to identify the role and the importance of DM as well as the current situation of it in education curriculum; published materials and journals were useful for pointing out the main stockholders in Taiwan DM education field. The relationship of DM in education and industries were also be discussed within the same material, like conference's records, the information from the lecture and the reliable viewpoint from different channels.

To reach the second objective, the combination of secondary research and primary data was required. Reconciling the needs of stockholders in Taiwan relayed on second-hand information and Delphi Interview.

The situation was similar to the fourth objective, which needed secondary research, case study and Delphi Interview. DMI (2010) and Design Council (2010) websites were the main platforms to get the information as well as other similar trustworthy online pages, like Designweek (2010), and the valid articles in Bloomberg Businessweek (2010). Reviewing those useful reports and articles about the existing programs of DM curriculum around the world from the second-hand data, and evaluating the content of those multi-disciplinary courses was part of the research, which allowed positive outcome to appear.

Better understanding and knowledge of its performer and background were the basic and foundation of formulating a model.

A new strategy and practical applications into Taiwanese content were supported by the considerable evaluation, so both secondary and primary research was important. The accuracy of that secondary data is difficult to determine, as Saunders (2005) also argued ); therefore, primary research was conducted to validate the findings from secondary research. Balancing these will help to generate and come out a valuable outcome.

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Diagram 1. Methodological Framework

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2. Primary Research The primary research framework was displayed in Diagram 2. The justification of the tools for this study is as follow. Methodology within the study includes: Delphi Interview providing quantitative information regarding perceived need and existing problems; case study looks at the opportunities for developing a new strategy.

Case Study These 6 case studies were not just an observation but also a particular learning lesson of DM programs in the competitive reality. To review what has already been done, what are the insufficiencies, what can be learnt from as a example then and finally to see what could be implemented to better similar programs in Taiwan. Those are the main purpose of conducting case study.

Based on the Degree Programs list (DMI website, 2010), institutions in which offer DM courses both as undergraduate degrees and at master degrees, are available in give countries: UK, Canada, Spain, USA and Taiwan. That is three different regions: Europe, North America and Asia.

The reason of this is to study the difference in backgrounds and regions is to look for the differentiate of cultural, academic sources and other possible elements that effect the overall course performance. Although there were 5 different degrees on the list (MA, MBA, MPS, BA, Certificate), MA and MBA were selected to focus on. Narrowing down to these two degree programs is helpful for further discussion and more suitable for Taiwanese DM education circumstance.

Base on the reason of chosen and three key reports as guideline and auxiliaries (The Cox Review of Creativity in Business(2005); Lessons from America(2006); Lesson from Europe(2007)), compared and contrasted those courses to seek the same factors of their success to evaluate whether can be implemented in Taiwanese content; to highlight the difference in order to see their adaptations that were affected by other potential elements, such as economics or politics. The six programs are as follow, the detail of those programs will be showed in next chapter: • Brunel University- MA Design & Branding Strategy (2010): It is well recognised as a leading international programme, analyse of the course's performance should be investigated.

• Ontario College of Art&Design- Master of Design in Strategic Foresight and Innovation (2010): It contributes significantly in design education and research. It would be meaningful and insightful to study the course operated in Canada.

• Institute Europeo di Design in Barcelona- Master of Design Management (2010): Study the international design training network with long time that has had a long operational experience in design and art education, IDE, can see how they generate a DM courses in Spain.

• Min Chuan University- Master's Program in Product Design (2010): Taiwanese DM higher education is the main focus, so the only one fully graduated DM course-Master's Program in Product Design was the decisive case.

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• The University for the Creative Arts- MA Design, Brand & Marketing (2009): The integration of design, branding and marketing is taught in 3-year BA full-time degree. It is important to see how they run such course and what they teach. • Parsons School of Design- Design and Management (2010): More than a century, Parson has cultivated spectacular talent leaders. In the US, this 4-year BA curriculum is worth to work on.

Several elements, which were based on the secondary research, were tested to evaluate the context and performance of those courses.

1. The context of those DM course on a tertiary level: Who are the programs for?; What do they provide?; How they provide?; What they want to achieve?; What are the outcomes?

2. The link between universities and the industry: What are the evidence of Universities pushing students to work with and understand enterprises' environment? How the programs delivered or propose expectancy value to industry?Do businesses offer sound opportunities for those courses and students?

3. The background and the other influences: How the cultural effect their design education? Industry need/ Economic shift/ government support? Other factors that have a specific influence on those courses' preferment? What are the similarities and differences between these 6 courses?

Because of time limitation, the selected courses from the list (Design Council, 2010) were mainly studied for their similarities and differences in western countries. However, other lessons can also worthy to be learnt from non western countries, such as Design Management MS program in ID KAIST (The Department of Industrial Design- Korea Advanced Institute of Science and Technology) (2010) in Korea; Design Management BA courses in American University of Sharjah (2010). The power of DM has spread to the East. So to study how similar curriculum in Asia adapt and integrate DM nature and their culture/industry environment will certainly help future research in this area. Culture specific influence was intangible and difficult to measure. Increasing number of evaluations from similar DM programs around the world will allow to generation of a clearer and more specific causal relationship.

Moreover, the possible subjectivity of those responses, the number of indepth Delphi Interview can be conducted to bring down such restrictions.

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Diagram 2. Methods Diagram

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Delphi Interview The feedback from Delphi interview gave valuable quality information and answers. The 5 interviewees are all experts, both in design industry and design education or either both. Several open-ended questions formats were prepared before the interview, and it consisted from 5 to 10 questions. It also follows up the research objective, from the need of stockholders of Taiwanese DM education, the barriers and the impediment of it to their suspense of such situation and potential values and future opportunities. Every question was drawn from previous research and was carefully selected for different interviewees that depends on the professions and interests of responders. In this way, the specific outcome can be optioned and in connection with the matters.

Their backgrounds, industry reputations, design education practices and management domains were an important factor. These factors determined the quality of response received. The reasons of choice are as follow: The interview questions were followed up the objectives.

Project Design Fascination website PanRam technology CIS Taipei Philharmonic Orchestra website Experience Chairman of Designers Association of Taiwan Honour Consultant of Design Popular Imagination Magazine Member of Kaohsiung City Public

Art Foundation Committee Lecture Chang Jung Christian University- Mass Communication National Kaohuiung Normal University- Industrial Design Shu-Te University- Digital Technology&Game Design University of Technology-Information and Communication Curator The Delight of Chinese Character Festival Kaohsiung Youth Innovative Design Exhibitions Kaohsiung Design Festival

Clients Lenovo Corp.

Moxa Networking AG Neovo HTC Corp.

Companies 1987: IDG International USA 1991: IDG International Taipei 1995: IDG → I+U 2003: I+U → SQV Design International Inc. Awards 1990/1992/1993/2006: IF Design Award 2001: G-mark; Good Design Award 2005: IDEA Design Award Lecture Shih-Chien University (Taiwan) Tsinghua University (Beijing) China Central Academy Of Fine Arts

•Aaron Yin He is the council chairman of Designers Association of Taiwan, a curator, convener of many design exhibitions and a design educator. He said: Many identities cannot be divided with “design” this word. He shuttles between design implementation and its teaching domain, he has enthusiasm and passion in related activities. With profound practical experiences in Taiwan design industry and education, his observations and aspects of Taiwanese design field can be very thorough and comprehensive. The specific characteristics of the DM education in Taiwan can also be identified by an experienced expert.

•Minde Koo He (Mr. Minde Koo) is one of the top designers with over 20 years abundant design and practical management experiences. He is approved by many extraordinary design awards and has had many influential clients. He constantly lectures at eminent universities and has established 6 design companies successively, which include the biggest company with highest selling price quoted in Taiwan few years ago. Mr. Koo excels in design and has affection for it; being in the industry and academic fields for years, his knowledge and experience are worthy to exalt and adequate for this research. Such successful entrepreneur and scholar is certainly one of the best interviewees that cannot be ignored.

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Experience Taiwan region consultant of ICSID (International centre for Settlement of Investment Disputes) President and founder of DIMA (Design Innovation Management Association) Design Innovation Management consultant Lecture Tatung University- Department of Industrial Design 2004: Jinwen University of science and Technology Department of Visual Communication Design 2001: Tunghai University- Industrial Design Contribution 2008: Represent Taiwan to participant ICOGRADA in Havana 1995: Proposed ICSID to hold in Taiwan 1980: Established Young Designers' Exhibition

Lecture Shih Chien University -Communication Design Tainan National University of the Arts -Material Art Taipei National University of the Arts -Fine Arts at the Exhibition 2009 “Anomy” Licence Art Gallery 2008 Illusion 2 “Amour” VT Artsaoln 2007 “Illusion” Kuandu Museum of Arts Work Invited in numerous group exhibitions in around the world Bookstore space design of New Media Collection Centre Pompidou exhibition in the Taipei Fine art Museum 2005 The subject area design in Taipei Movie Park

Experience 2009 YiNuo Hotel Management Consulting Co. Ltd. Visual Creative Director 2008 TECHART interaction design Project Art Director 2007 Yilan County Lanyang Museuminteraction theatre Project Manager Lecture Shih Chien University Department of Communication Design (Taiwan) Work 2009 2008 2005

Rec/覓 Urban Nomad Film Fest 2009---Selected Degital Art Festival Taipei 2008 Interactive Installation International Design Competition Osaka 2005 Energy

•Dr. Paul Cheng The founder and president of Design Innovation Management Association (DIMA), member of many international design councils, such as ICSID and CIDA. He has been devoted to the design field for many years, his innovative thinking and profound design related experiences have contributed to Taiwanese design moving forward.

Design strategy, policy and management; design proposal and investigation are his professional specialities. Dr. Paul Cheng has got a respected reputation in the design industry area as well as academic development. In terms of investigating the current Taiwanese design situation, his penetrating insight and knowledge is the propriety in this research.

•Wen Chi Chen The influence of teaching can be seen from Mr. Chen, who has over 10 years academic design teaching experience, the effect for uncountable design students is enormous. The innovative thinking, logical persuading speech and the courage of challenging the authority of Taiwanese design field/academic. He reassures the author's conviction that the design statement in Taiwan can be changed dramatically one day. His observation and opinions of Taiwanese design domain can be very distinct and valuable.

•Zealot Kuo A practical designer in industry with nearly 10 years experience, he can be an example of a traditional designer, who is standing in the first-line to face many real-life issues of current Taiwanese design concept and struggling to make the best of his design works value. His design background is skilful but without management knowledge. The fundamental problems in Taiwan design industry from the basics is likely to be traced from his point of views.

Although different approaches were used to complete the interview, the data was not affected. The convenience for both interviewees and interview neither decreased the quality of response. In early April, 2010, a face-to-face interview with Mr. Koo was conducted in Beijing. Open discussion brought up some interesting points to catch up the main concern of the study and other related issues that might be valuable for starting another discussion. The interview with the rest of the interviewees was via e-mail. The interview brief was sent to those responders to make sure they have a good understanding of this project. The interview questions were given separately with the document in typing form. The time if took for respondents to complete the interview questions varied, it was dependent on their schedules. All of the quality responses were collected before the end of June 2010.

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Result & Finding This section presents the findings from the primary research. The verified factors are based on the secondary research and organised by objective. It reveals the results of the case study and Delphi Interview that was described in the last Chapter-Methodology. The result was approached in a structured way. First, the concise descriptions of Delphi Interview's finding were provided theme by theme to reach objective 2, 3 and 4. Then, combined the interview and the case study, objective 4 were presents the context of the DM programs. This will help the analysis, which will be presented in next section with the same theme.

A table can be found in the appendix A. to reveal the summary of interviews’ opinions in terms of those factual analysis in every issues and the key feature from DM programs case study. The result from 6 DM programs case study can also be seen in the appendix B.

1. The needs of Taiwanese DM education stockholders The academic needs One of the key stockholders in Taiwan DM education is obviously academic itself, as mentioned earlier, it include lectures and students who are in a design academic environment; researchers who study design and management related area; DM administrators in the universities. • Broadening the design education scope: Since the first industrial design education was established in 1964 in Taiwan, the scope has been expanding. Dr. Paul pointed out that the universities with design master degrees are very popular nowadays, while about 10 different design PhD. programs are running in universities; academic annually institutions cultivate over four thousand graduates from design related courses.

Design technique educating and in depth research are constantly complementing each other in university, master and PhD level.

Aaron Yin also thought that is a nice try to have a full DM postgraduate program in Taiwan. Any attempt and experimental innovation is positive, which arouses debate and expands more opportunities. Probing into design in different directions to find its more diversified deliberation, which is worthy of admiration in this point of view. He also added that academics can research and discuss constantly, but the practical improvement still needs to homologies industry, it still needs pragmatic guidance. Like Wen Chi Cheng suggested, to activate such teaching and research, variety company operational methods should be studies.

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• Reforming the traditional design curriculum with long-term prospects: It was pointed out, that current design programs is not necessarily suitable for Taiwan's present circumstances, it demands DM and further promotion. In fact, experts thought the old design course pattern is not the perfectly suitable regulation required. They suggested that demand adjustment is to enhance the competitive advantage and be reformed for the future needs. Because of the traditional one which over emphasizes on skills and creative thinking, it lacks co-operative consideration in business, When design students get in touch with management thinking and training, design process can be more efficient and logical. • Nurturing the next design generation: The talents with DM thinking are the main role in education. Experts thought that bringing up design talents by furthering their strengths on the notion of business, marketing and management besides design expertise training is crucial. • A stronger link with other parties: Academic contact with the design industry and even with Taiwanese government is needed. Cooperation with understanding is what academic field needs and it desires to make the connection even firmer and better.

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The industry needs Asking how to enhance DM in practical application, it demands more discussion on the industry statement and the future developments. In Taiwan, exporting high-tech product, like IT, is the biggest design practice and value, the industry from this point of view is certainly playing a key role in the Taiwan DM education. The industry contains general business, design companies, associations with design departments/stuff with DM knowledge/performers without it.

• Profit: Creating success in different ways are the priority concerns, as most of my participants agreed, such as logistic, packaging, sale volume, following the operation schedule of design process, communicating with clients and customers, so that can remain and develop the outcome and the quality. Individuals want to master all other factors that may positively influence the industry, for example finance, marketing, market promotion and so forth. This is increase efficiently the tangible profit -money- in a short period of time.

Therefore, copying and fast production duplication is what people normally do in Taiwan, not much people really care whether it is a product that has a good concept or not. They don't really care about whether the product has a good concept or long term value.

As Daniel said, its design and product is not “alive”. So, if we need DM in a design process, would it be used to help us manage it more effectively? Or is its existent a conflict in which the industry needs.

• Keeping competitiveness to survive: Besides making profit, companies desire to survive, therefore, the industry are looking for any chance to remain in the market, including generating in shortterm operations as Aaron Yin mentioned. The industry is still anxious with lot of pressure, for example, reducing cost by running independent design departments, shortening and controlling the time by possessing an effective supply chain. Dr. Paul Cheng: “Design field and its function keep expanding… developing to innovate design, establishing brands, enhance image and market competitiveness.” Now, they know design can be differentiated products/services and can add more value.

• The talents: Three experts spotlighted this factor. The industry do need design talents, but not only have design technique or skill, the strategy and management abilities are also crucial. Turning to WenDhi: ”For design industry, they can acquire new blood before the production sector enters into the early pre-market system by similar training and management mechanism.” Similar idea from Zealot, those operators wants their employees to have all the skills, and have most of the design abilities. In this sense, the industry needs people who have that skill and the ability and understanding of logical management principles.

• A stronger link with other parties: The two-way connection cannot be formed by one side. The desired of processing more potent links was pointed out by most of the interviewees’.

The authority needs The authority refers to the Taiwanese Ministry of Education and every university’s administration, which were identified on the literature review section. From the view point of those profession that the author interviewed, the authority needs cannot be clearly evaluated and reconciled. Despite a small reference from Dr. Paul Cheng which reveals that national design policy affects the industry, although there were few comments on design enterprises and design education field.

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2. The main barriers of DM in Taiwan The barriers in academic The interviewees' comments in regards to the barriers faced in DM courses, as well as the perennial accusations are truly valuable. For example finance and marketing to speed up the innovation and promotion the new improved course.

• The awareness of veritable DM: The wider and deeper DM knowledge haven't fully spread around the academic. A method of managing design? Knowledge of managing design? An experience of managing design? Aaron Yin commended that it is still vague and lacking details and specifics for DM. More specifically, it's hard to develop particular theories and suitable curriculum's of DM under this circumstance. “People do not make much of it ...the current curriculum only has selective courses.” said Zealot Kuo. DM theory and practice are not in well concord to be taught in academic field said Dr. Paul Cheng.

• Teaching sources and the publication: “Less people qualified to teach. Not many lectures have practical experience of design business; some of them teach by translating edition books from abroad.” stated Dr. Cheng. He also pointed out that lacking DM related publication both in theory and practice is another serious problem. A pessimistic opinion by Daniel was stated as well. We cannot afford the reform in such a decaying industry culture just by education.

• The academics have not yet face their own problems: Here is the interesting viewpoint from Wen Chi Cheng: “The power struggle between personal benefit and group interests. The short-vision of the beneficiaries and their come into power are the worries of Taiwanese design education. The only way to innovate is highlighting the old authority and the individual benefit, exposing the problems of design education itself in Taiwan.”

The obstruction in the industry • The attitude towards design and DM: The Vicious Circle (Diagram 3) indicate the traditional operational approach in Taiwan with high proportion of cases implementation, bringing unhealthy amounts pressures such as unreasonable budgets, which might bring crude quality of product and service, then the product value is cut and that will need more and more cases to benefit whole company.

They treat design as a tool not a strategy. Because of the powerless market and the small amount of people, which compare with other big markets like China, design and its management become less efficiency and sort of useless.

Additional value is how they see design and DM . Like Dr. Paul Cheng and Zealot Kuo also said, the industry does not truly appreciate and understand DM. They do not respect and trust the ideas and the creativity from students, let alone invest in academic research; and most of the time, designers do not have the power, the only thing they can do is follow what their clients or their bosses say.

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Diagram 3. The Vicious Circle

• The preparation: The Taiwanese industry isn't ready! This is the main problem that most of the interviewees stated. “At least the majority of Taiwanese design business model, the personnel who trained from design management are going to position in what kind of occupation? General business needs to set up a job 'design management'?” The old manufacturing thinking and forward moving industry is drifting apart, they don't know how and where to position DM both internally in their companies and externally in the consuming market. The complete business management system in which DM has not yet been fitted in; better understanding has not yet been applied in practical application.

• The organizational stature and the people: Few people handle huge and complex works in small scope business in Taiwan. Administration and financial affairs are in every organization, those multifarious and disorderly works are probably only handled by a few people, and it’s really difficult to divide professional and exquisite work. Zealot Kuo said that creative people who work in this industry tend to relay on feeling and inspiration, while handling other administrative work that managers tell them to do, making design decision in a rushed one, which is another issue.

The problems on the link and the government From the three expert's opinions, it can be said that the industryacademic link is weak. The limitations of the Taiwanese market affect the way in which education reforms. The traditional relationship between designer and the consignor is an employed relationship with the employer, and quite often there are misunderstandings between them in terms of the opinions of design process: Lack of neither firm collocation nor effective management. Practically, there is not much jobs out there in the market for graduates. The strange thing is that some companies treat this co-operation with academics as a method to reduce the labour cost; there is low communicational interface and true co-operative planning. The authority's problems was less mentioned, even so, the subsidy and support to design field and DM promotion do not focus enough on the right points.

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3. The lessons to be learnt from Taking those points into consideration, those interviewees suggested methods that could help eliminate problems and what can be done to promote DM in Taiwan more effectively.

Design department/university should...

Since design management tends to be industrial thinking, industry and academics should establish a stronger contact. While the industry has to offer academics the current market needs and the predicament, it's important that academics pragmatically face the changes in the marketplace and new research opportunities. Academics can research and discuss constantly, but the practical improvement still needs to homologies the industry, reality must be followed in education.

Speaking the same language with businessman is necessary. It doesn't mean exterior communication, but in depth understanding.

Management for designers can be extremely powerful. However, school is not the job training association after all, university itself should enhance students' imagination and design skills, in creative design area, imagination is far more important than knowledge.

Again, it doesn't mean academics can condescend the market, preparing and training students from many directions is the priority. The education association must now build a DM foundation of industrial upgrading through completed DM curriculum, arranging it as a compulsory subject is highly recommended. Putting more effort to indicate design capacity, to win the industry's total trust in order to build up stronger connections. Furthermore, teaching and studying in class is no longer enough. They should have more effective seminars, moderate visitations and teaching demonstrations; put more sources on encouraging DM research, publication, thesis, which can be done by exchange and interaction.

Design lectures/researchers should...

Seriously play the role of where they are positioned. Everyone can briefly learn about DM, but the proper talents with powerful influence and well integration of implementation and theory are truly rare. Selfdevelopment is crucial for DM lectures to keep updating and connecting with the world DM trend. And those lectures are suggested to have better have pragmatic experiences to take on teaching position in academics. Put much more effort on the theoretical and practical DM research constantly; balancing the theory and proactive industry's needs; analysing the stagnant statement which was remarked earlier. Academic theories are demanded to be analysed scientifically and conduct case study academically in terms of the survivors' operational model and methods from the market mechanism.

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Design students should...

Who should take a DM course? A manager of a design department is different from a boss or a designer. The needs are different; the approaches of thinking DM are surely different. In the related industry, co-operation is more effective and proper, people who are standing in a dissimilar level, distinct positions ought to take such courses.

People who deal in relevant project planning and activities, new product development, and related work like designers, engineers, designer managers, purchaser marketer financiers were suggested to have a general understanding of DM. Specifically, design students must realise this is an advance understanding, whether artistic creation or theory. Without selecting or limiting the qualification or abilities, they all were suggested to accept and take part in the course orientation and the special subject research for certain hours. DM programs to be widely taken up is the better statement.

Attitude is also crucial, assented to most interviewees. Nothing can be put ahead of a good attitude, not even design skills itself. Designers should consider and this much more and deeply. People are growing and the function is improving, the integration brings a powerful increase in the industry and. In terms of DM and/or design learning, students should learn how to manage themselves at first; strengthening their abilities to face issues and solve problems; building up management concepts; listening/ watching/ learning/ thinking with more consideration from as many different directions as possible. From a general aspect patience, passion, active, team work and having ideas are also very helpful.

None the less, “the learning space” (Diagram 4) was proposed by Daniel Koo, which the author personally thinks is arousing. Everyone has their own space, the space to learn, to develop and to improve, such space is crucial for designers. “From aesthetic to material, to structure, after that is marketing. The first three stages are about technical training, the last part is about marketing, branding, logistic...etc. Such 'space' cannot be filled in short cut way; hard-working, practice, ambitious, time and passion and patience are demanded. There is no way to skip a grade to develop”.

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DM curriculum should...

The best stage to transform DM knowledge is in an academic environment as Dr. Paul Cheng suggested: At university level, students should to study the introduction of design management. In the master level, they should research organization structure, methods, case study and the core element of success. At PhD Level, they should research national and international trends, organization structures, methods, case studies and the core elements of success. Moreover, as well as to engage in in depth research in special and designated topics.

Similar view points from Zealot Kuo, MA degree is better to be taken after having some work experience, because those practical experiences will help students to realise the job content and the problems, and students will understand more easily the methods and purpose of management.

Furthermore, not only focusing on learning design techniques and skills at the first step, students in higher education ought to have certain abilities to learn and realise other discipline's concept, which makes the difference from those students in old crafting schools or technology institutes in Taiwan.

DM curriculum is generally emphasizes on the concepts and strategies.

The experts strongly suggest that the design related courses should add marketing and management concept to build up basic and general management thinking, such as division of labour, source integration and application, project management. Training and expand their proactive thinking and imagination for the industry. All of those which are the foundation of their future work, from such courses designer will know what reasonable management is, and will have higher efficiency when they design and enhance their competitiveness.

It should let students understand the different trends that are faced by the industry's predicament and then ponder on solving plans is very important. DM curriculum at territorial level can also study experience of success and failure from the past; the current and future problems which all demand innovation; research national policy and its relationship with the design industry and academics; further to national and internal trend, human resource, strategy and working methods.

Understanding concepts is not that difficult, the evil is often on the detail and the complication of implementation. Managers have to understand logic and then implementation, which needs a good balance. Besides those theatrical courses, balancing with real world situation in practice is worth well concerns.

Diagram 4. The Learn Space

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The industry should...

Industry should help to promote DM curriculum for sure, but the approaches and the methods are the question. Professions had drawn attention to the fact of fully communicating. They have drawn attention to the need for full co-operation. The principal key point is implementing with an open mind and communicate with a good organising platform.

The insights and misconceptions need a platform to manage knowledge and training for designers. Throughout management, summarising the design process and building practical models will effectively make the systematic design management become a complete communication interface.

They can also do so by offering academics the current market situation and the predicament; listen and share particular experiences and unique views to stimulate overturns the original thoughts. Holding relevant DM practical training annually or regularly that is very helpful for heaving the competitiveness of internal designers, managers, buyers, producer, marketers and service people. Not blindly producing, not factory driven model and definitely not the 'Vicious Circle' like Daniel Koo said. The industry should definitely try to formulate a firm, lasting and healthy relationship with clients and academic field, based on respect and trust.

A true example from Daniel Koo, he picks clients that he wants and participates in the whole design process, offering full marketing strategy instead of seeking new clients and completing what they want from a simple design or what they request me to do. The benefits of a small studio are: easy to manage; less cost pressure; being able to react quickly to meet market need; generally has better quality.

Management needs to be an assistance, not an unnecessary pressure to obstruct the implementation of good design thinking. However, as far as he is concerned, the difficultly is still there. And that is what expertise means, by extending what we have and observing what we are not good at, design management, a powerful one.

The authority should...

From the interview, not much was talked about what the authority should concentrate on. The support and patronage that form the government is actually sufficient for design industry. Dr. Paul Cheng indicated that the governments’ special project funds support and integrate the government, industry and academics, as well as DM activities implemented by design industry, enhance Taiwanese design innovation, branding image and the competitiveness of product marketing. Yet, the sources just cannot be gathered up well and it is not focused on enough. Aaron Yin has strong opinions on other publication about this issue. The subsidy from Taiwanese government has less completed orientation and the right strategy. That's no help for industry only talks about implementation and subsidy. (Aaron Yin, 2007).

Other suggestions like holding domestic and overseas DM seminars annually by the support from Ministry of Education, Ministry of Economic Affairs and Council for Cultural Affairs and relevant official association.

Ministry of Education were also recommended to arrange DM in universities as a compulsory subject. The viewpoint of Wen Chi Cheng revealed that the universities should highlight the conflict between the authoritarian and individual benefit internally. The old design education system in Taiwan should exposed to the problems, to speed up the innovation and promote the new improved course.

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4. The DM curriculum case studies Several elements were verified to evaluate the context and performance of six courses.

• Brunel University- MA Design & Branding Strategy (UK) • Ontario College of Art&Design- Master of Design in Strategic Foresight and Innovation(Canada) • Institute Europe di Design in Barcelona- Master of Design Management (Spanish) • Min Chuan University- Master's Program in Product Design (Taiwan) • The University for the Creative Arts- MA Design, Brand & Marketing (UK) • Parsons School of Design- Design and Management (US)

The context of those DM course in Tertiary level Aim: The targets they want to achieve through the courses.

• Generally, to educate and train students' knowledge and abilities is the priority. The knowledge such us integrating design and management, delighting users and creating loyal customers, crossing cultures; social change forecasting, transformative and sustainable thinking. They want to train students to have the skills of strategic planning and core business management principles, turning problems into opportunities, breaking boundaries, taking and managing risks, as well as digitised design capacities. The abilities of acting as a catalyst for change in the design, branding and related professions, businesses, education and other organisations for students from creative disciplines.

• Some of them have the plan for preparing students well for the market both externally and internally. Prepare professionals that integrate and master User Centred Design innovation, project management, to guarantee a smooth fit in the business environment and maximise the contribution. Also, to promote industrial cooperation and international communication.

• The teaching and learning facility is the less concern. To build up and try to carry out a practical training system; establish laboratories in some specialised professional areas.

Objective: The programs participant and the entry requirement.

• The background of courses takers were mainly from design related field, such as product, graphic, internal and media design...etc. Half of the courses required foundation and/or professional design knowledge and skills of participants. Other disciplines, like business, marketing, social science, technology and engineering, were also welcomed. Less concern with the professionalism, still, the minority of the courses were specifically provided for amateurs or professional.

• Master degree seems more general than undergraduate in DM programs. There is no preference that which mode of study has been taken, DM courses can be both delivered by full-time and part-time.

• The ability of communicating internationally; a certain level of English ability is generally required. After all, English so far is the most popular language where those DM programs are performed.

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Features: The courses character and the thing they can provide.

• Knowledge and skills: The core element of these programs is the integration of multi-declines such us design, social science, technology and business. Balancing the theoretical and practical DM modules were depended on the character of the course, there is no certain or exact way of measuring that proportion. Such curriculum generally includes DM and marketing, design strategy and theory, branding strategy and design futures, design evaluation, analysis and synthesis, creativity and innovation, creative management, and strategic and creative thinking which are critical for professionals in the public, private and voluntary sectors.

However, a course is essentially practical, where they think learning by doing is more appropriate than taught by other ways. In only one undergraduate DM course, the introduction courses are necessary before the advance courses in strategic thinking and management in design and business.

• Training and opportunities: Those programs provide the training of high level skills and design thinking; the ability to communicate precise strategies for successful brand building; futures forecasting and a change of expertise in research and innovation methodologies. Also, the opportunity to improve individual professional and managerial capabilities within a chosen industry and independent field-based advance research are furnished.

None the less, both economic and cultural aspects of the marketing and management of designed objects, environments, and experiences are offered in those courses.

• Support: From public and private professionals for major projects and reflective project, which link to design, innovation and branding.

• Environment: The environment of management which combines students' experiences, academic and practical knowledge to highlight the differences and help the students build their own criteria. The being surrounded with international perspective and an informative learning environment can give the advantage of keeping students' competitiveness. The range of learning experiences, which emphasizes on individual and group work; project-driven learning and special workshops challenge Independent exploration and stimulation.

Approaches: The ways of delivering those features.

• Lectures, study and seminars: In those programs, the knowledge of DM was taught out a range of lectures, which were the most common approach to teach holistic thinking and the theory in different disciplines. With discussion sections and the foundational and required seminars to deliver the holistic thinking in different disciplines. Studying the provoking and challenging systems theory and analysing the relevant underpinnings, such as, ecological, social, economic and political organizations systems, is useful to the subsequent specialist project. The combined curriculum with other courses was also doable, an example in Parsons School of Design Fashion, students in Design and Management and Management & Marketing learn together in certain modules.

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• Major project: The major projects are essential for every DM programs, and usually are compulsory and under supervision. Wideranging research will develop personal vision and bring up the professional dedication attitude and requesting the quality of work.

Group tutorials are strongly emphasised on independent research in few courses. Theoretical knowledge were more generally taught before a practical project, however, the other way round can also be successful, which in order to increase the student’s interest to acquire them.

• Collaborative Network, workshops and others: Through the class workshops and collaborative work to nurture wider design thought and professional vision, and integrate business, design, and liberal arts education, promoting interdisciplinary learning. A range of exhibition visits, conferences and industry events were used as extra value. The excellent network of industrial/professional support were enjoyed by the school, co-creative studio.

• Practical profession: Top industry practitioners as guest lectures, and critiques from professional strategists and foresight experts were quite usual in MA degree. Collaborate with an exclusive and diverse network of executives, activists, academics, artists, designers and scientists. Also through internships at the most creative organizations in international cities, like New York or London.

Outcome: The result and the achievements of the performance.

• Fitted positions: The obvious outcome of those programs is that graduate mostly works in key positions in prestigious organisations or in leading design consultancies and education. Whether in the design field or for other roles in the emergent creative economy, the success is in a range of capacities: like brand and design managers, marketers, consultants, project managers and creative directors, managing creative people and projects, marketing new products and services, assuming leadership positions, devising design-driven business strategy.

• Personal abilities and skills: DM and related professional abilities were on the top, such as problem solving, effective communication, innovation, planning and marketing, design aesthetics and humanities, demonstrate the potential value of design and branding. The graduates are able to identify critical issues, frame problems, potential benefits and develop innovative solutions and implement plans and explore and verify new methods and strategies of organization, creation and production.

• Contribution: The valuable practical experiences, which address real design and related challenges in the industry, other organisations and design profession are tangible and important for social improvement. They know how to use personal creativity and problem solving skills and acquire sufficient contextual knowledge to develop intelligent, innovative, visionary and future-enhancing solutions in their culminating projects as well as making meaningful societal changes. Using such conceptual and technical skills to develop innovation ideas, advance strategic, anticipatory solutions and implementation plans for design, business or policy innovations.

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The link and other influences There are only few evidences of showing that universities prepare well for the link with the industry. In Ontario College, working in a multidisciplinary team on many of their projects, students benefit from the diverse disciplinary backgrounds of their faculty. Because of its part-time schedule and some flexibility in course sequencing, it will accommodate the needs of working professionals. They engage with the collaborative, co-creative studio environment in their core directed studio classes. For the rest of the cases, guest lecture, seminars and placement were basically the connection with academic and industry.

For sure, the enterprises who are around those courses offer many opportunities for students, they have a good relationship with these programs, still, the small amount of companies cannot really seize the whole business. There were many activities and soundly plans of cooperating with the industry; however, there was no firm structure and certain pattern to formulate the stronger link. From the contexts and the outcomes of the courses, it indicated that they deliver and propose such value to industry, still, it takes time to accomplish it in reality.

There were other factors that specifically affected those courses' performance- culture. The language they used to teach and the students that they recruited were the intangible influences. English was mainly used to teach, except the programs in Taiwan. International language was to level up the performance, especially for creative needs and culturally diversified programs like DM. The national policies have the almighty one, like industry directions, economic shift and government supports. Those can not be seen only from the course performance and context, nor can be recognised in the short-term.

The two objectives are going to be reconciled and discussed in the next chapter. Same as reviewing existing multi-disciplinary programs are also going to access the relevance of its adaptability to Taiwan context.

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Discussion In this section, taking the finding from the previous chapter will be evaluated to propose a final concept for the Taiwanese design academics, in order to promote the DM curriculum more effectively. It will reveal the problems and reconcile stockholders' needs to formulate a new strategy by integrating the excellent opinions and suggestions from experts, and the valuable lessons from successful examples.

1. Here are the desires and the problems The needs that stockholders in Taiwan DM education want are largely identical but with minor differences. It can be grouped into three groups.

First, are the achievements. Quite often, making profit and being success is the first priority in a business. Compared to the academic world, the industry is directly facing the market, it's easy to generate short-term operations under the market pressure. The proportion is tiny, therefore, Taiwanese design/designers can't really voice out, so it can't be a design country. Even though in this suggested circumstance, the Taiwanese have found their way to survive so far, but not enough is being done to deal with the emerging threat.

For both the academics and the industry, the necessity of success is indubitable; no one wants to take the failure as their final goal, so they need a new way to achieve it. Expanding the design education scope and adapting the curriculum in step with the trend of the times; making profit and keeping on the advantage to survive are the examples for the honourable subsistence and long-term operation. Without a certain capability, it’s difficult to survive in this rapid changing world, and being left behind is the last thing the industry wants to do.

The second interest is about the talents. Some questions was posed, what kind of talent are we going to cultivate? And what kind of industry does it correspond to? In the majority of Taiwanese design business models, the personnel who trained from DM are going to position in what type of occupation will the DM trained individual be in?

All these necessary factors need to be considered, whilst the academic progress the education programme and the industry develop the related businesses. No matter what the exact answers are, the importance of preparing and educating this kind of talents cannot be emphasised more. They handle this treasure in different ways. The academic want to nurture those clever people; the industry need those talents to maintain and heave the business image, and to build up design strategy competitiveness in the same trade. As it is mentioned in the literature review chapter, some people recognise the increasing importance that design thinking can play in positively impacting society, enhancing business success, and managing organizational change, hence, the talents is crucial in any place.

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The third one is stronger links with other parties; such relationship is the trickiest part. People in Taiwan desire it as much as they fear it. They tend to be more unadventurous instead of taking risk and being daring, this is especially true in the hardest part- the firm co-operation. The needs of new connection is certain, the fright of failure and can not being able to handle the new concept is irresistible. They are quite certain of the powerfulness of collaborations and know it cannot be done by one side, but they do know how to play it properly.

Consequently, with increasing frequency in confabulation and planning, less actions is taken. It could be the reason that was mentioned with less commends by the experts, less conventional evidences can be showed and discussed.

To conclude the discussion, those stockholder's needs are: • Broadening the design education scope.

• Reforming the traditional design curriculum with long-term prospects.

• Nurturing next design generation.

• Profit.

• Keeping competitiveness to survive.

• The talents.

• A stronger link with other parties.

Joining their top three needs, we can presume that, what the stockholders of Taiwanese DM want the most is “the talents” who are willing to offer and convey the combination of potential success and the imaginable formulation of stronger co-operation. The cleverness can last DM knowledge in academic, bring more proofs of design capacity and profit to the industry, and exalt the influence into higher authority.

The mains barriers of DM in Taiwan are: • Teaching sources and the publication.

• The awareness of veritable of DM. • The academic have not yet faced their own problems.

• The preparation.

• The attitude toward design and DM. • The organizational stature and the people.

• The weak link.

In Taiwan, the key problems in the academic and industry have different effects on DM curriculum. It can be clarified in this way: attitude, source, action and co-operation. Academics thinks DM is useful but haven't yet taken it seriously; the industry in general don't respect and trust design capacity. With the “do not make much of it” thought and concerned attitude in academics, how can the curriculum be performed properly and to enhance the awareness of DM? With under-valuation and contempt thought to treat design and DM around the industry, how can the doubt be dispelled? Even if the awareness had been increased to a certain level, with a fair standpoint, the veritable innovation still has a long way to go. The “Vicious Circle”is an interesting and well defined model to explain the situation. Every death end circle has a starting point, where cause is a series of barriers that can be changed and turned around. In the case of DM's obstruction, that point is the how industry deals with the traditional approach; is the way they choose to do; is the attitude they have.

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Besides the psychological elements, the sources are another obstruction. It is undoubtedly true that the teaching quality and quantity is alarming. There are not many well qualified DM knowledge providers in Taiwanese design education. It is an intense work, even in the advanced cities, the gifted educators still work extremely hard to go get things right. Even few of them have both proper DM understanding and realistic experiences, this either deflects theory or practice.

The fear is that the theoretical lectures tend to translate edited DM related books from other country; the practical guest lecturers simply transfer their own experience into teaching. These are part of DM but not equal to the whole DM itself. The DM research and publication is also a worry. No blooming research outcome hinders further development whether in DM education or the general design field in Taiwan. The source gap in the industry is reflecting their preparation. The new management system, efficient planning of employing DM talents and long term investment sustenance are not there. It is not simply a matter of lacking financial support or insufficiency of hardware/software, without serious consideration and compact strategies, it’s all wasted.

Thoughts often behave on attitude; here the actions are referred to the academic's introspection and the organizational stature in the industry.

Academic internal problems, which can only be revealed and solved by themselves such as the power struggle, personal benefits against public interests, recessive behaviours and relevant negativity. Such veiled habits are supposed to be harmless, but actually the invisible influence is very potent for the DM education. The unnameable issue may be the gap as well as the auxiliary; it depends on what reactions the design academic field decide to take.

The approaches that industry tends to manage, design and place DM is what the author means by action. After all, design companies in Taiwan are smaller, they have a separate and independent company systems , Most of the cases have to give consideration in finding the source, proposing to their customers, production and communication, and to the final closing action, such as receivables. It's like general labourers who can almost do everything but there is nothing to show their professionalism. It all refers back to attitude, in which depreciation causes the industry to exploit those creative people to lower spend their costs, needn't talk about the DM profession. In a low pay and over worked condition, how can we expect designers to be more logical and rational and to put in any management thinking?

The academics cannot afford it, the society cannot supply it, there is not enough sources that can be used and the action has not been adopted properly. Even if we do so, the market does not offer enough jobs for those potential talents. It is true that it is a high risk to invest in the Taiwanese DM education environment, but it is only risky if either party works alone. Again, the importance of working together cannot be emphasised more, the weak links are both in external co-operation with other parties and internal division of labour with colleagues. Working with other disciplines does not stand in the reciprocal position in communication; the affiliation inside the companies cause plenty of misunderstandings on opinions and processes.

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2. Here is the course representing the Taiwanese DM program After in depth case studies and a compression of six DM program, there appears to be some interesting points. There are many purposes those courses want to achieve, the most important and common aim is to foster a higher level of specialists with the ability of multi-disciplinary methods to develop innovative solutions. Generally, design and related experiences is not really necessarily but is the preferred objective.

Actually, DM curriculum is quite flammable, which can be performed in any circumstance. Its success/failure depends on how well it be fitted into local societies and markets, different and opposite backgrounds are widely welcome - business, social science, engineering and technology - certainly the multi-discipline environment is a fitted place to shape creativity and arouse more impact.

The temptation of the possibility that creativity and imagination is merely relative but not absolute, and that design is just simply a better role of exploring the impossible. Because of the structure of the course, a full DM curriculum is more suitable for higher education like at MA degree and PhD. level, undergraduate level is the minority. Part-time and full-time study can both deliver DM holistic concept nicely.

The courses' features are nothing more than the integration of management world and creative universe. The knowledge and skills they are taught can be suggested as what the near future needs; the training and opportunities level up students' competitiveness; the support and the environment is the foundation of efficient development. Not a single one can be omitted. Those splendid characters are alike with minor differences; it can be adopted due to any reason, like leader's visions, economic, administration source, location...etc.

There is no exact rule to implement, by lectures, studies and seminars; through major project research; by collaborate after the other extending networks, workshops, industry visiting, exhibition and practical profession. Diversified approaches in the rapid changing society have been used to transform DM concept quite successfully, it can also be the best way to keep the advantage.

Although, such programs have established and closed one and another, the faith of reaching and success couldn't be more powerful. There is plenty of evidence showing the handwork of many talented people, all of which are well performed progress and a positive output. However, the failure is what frightens the general public and some firms with doubtful belief. Actually, turning those breakdowns into valuable experiences to learn and further develop but not the throttle-hold is the optimistic reaction that should be taken.

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On the basis of above discussion, here is the evaluation of the Taiwanese DM curriculum's representative–MCU Master's Program in Product Design. Their need of success is fair but not ambitious. Further propaganda so far is not the main focus of this course attempt to propose their expectancy value. The mission of fostering higher level specialists with the ability of both design and management have been carried out and the goals seems to have been achieved just as they had set. The outcome appears quite dull despite the talents they have nurtured and the DM knowledge they have delivered. They are just doing fine.

The efficiency of its influence has not speeded up the promotion of DM in Taiwan after those years of DM education. Shouldn't we do it better than fine; shouldn't we be aiming higher? The values of the course can be revealed, when enough attention is being paid to the concerns held, the attitude and ambition that is possessed reflects the lack of active promotion to the market, the general public and the intense industry about the DM education.

As the source, which is the research publications and teaching resources, it can be concluded that it is insufficient. Cultivating people to complete such a mission of thinking and organising with both with right brain and left brains is extreme. Technically, having the aptitude to integrate is not enough, the ability to contribute and dedicate themselves to transferring to DM is the most important.

Because of the value of harmonising DM theory and practice, guest lecturers are very common in Taiwan, which is a nice thing as well as having a negative impact. Partially, the experienced lecturers tend to have their own careers as well as teaching in academic in their schedule. They spend quite lot of time outside the universities to run their own business, only the minimal effort they are putting into classes. They do not prepare enough in terms of delivering during lectures. They are not teaching DM, but are sharing practical industry experiences, which is just a tiny part of it.

At the same time, the design curriculum field in Taiwan is somehow affected by cultural values. In most design territorial education environments, it underestimates the true signification of that DM brings, misunderstanding its main direction, which is only suitable for the conservative industry's needs and seems to bury the valid development opportunities unnoticeably. Culturally in Taiwan, money first notion and making personal profit seems more important than academic influence.

Considering the action that this course has taken, it's quite unsuitable to discuss here. As the author mentioned above, this action is the internal problems that the curriculum have to face by themselves. There is no way an outsider can intervene or judge, self-help improvement is more rewarding.

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About the link, the working pattern in reality should be above “university and industry liaison system” to train students' ability of validity, where MCU Master's Program in Product Design doesn't show much data of linking with the industry.

Only a few plans displayed that they “aim” and “propose” to have stronger co-operation, and businesses offer just fine opportunities for university and students.

The other influences which affect these courses' performance is interesting and attract the author. International design education experiments around Taiwanese design academic is starting to lead a new generation innovation of a related curriculum. (Peng, 2009). Being geared up to international standards is a bright direction. Particularly, the wide range integration from a multidiscipline aspect, which is the core of DM education.

In order to do that, the language ability is another point that should be addressed. The courses can be performed internationally when the objectives were diversified both in profession background and culture. Language here appears extremely important, which is also the bridge and basic platform for exchanging cultures and sharing experiences, language and internationalisation go hand in hand. Complex global issues were responded by ethical sensibility that promotes socially and ecologically, which is greatly potent and can be seen as the future trend, which this program in MCU or other similar DM selected courses haven't emphasised and caught up upon.

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3. Here is the suggested strategy The recommendations are mainly for design departments and people who are concerned about the design education's development and DM’s promotion in Taiwan (Diagram 5). In the light of the barriers of DM curriculum and its stockholders' specific needs, a new method for the current Taiwanese design academic is proposed to promote it more effectively. It's more focused on the design academic domain. Each of the elements of suggestion is connected to each other to create a strong image, which will enrich the DM value inside people's mind. The diagram indicates the new concept and the appearances for improvement.

Design academic attitude: consider precision The design academic field should face the internal issues first. By deeply understanding their value, which is about their role of influencing the next design generation and the global market; their relationship with other fields in Taiwan and overseas should stand in a stronger position, this is the fundamental plan to move forward.

Notice that role is knowledge transferors, concept innovator and integrator of reality and theory. Realise that character is having the equal right and responsibility of co-operation to lead us moving forward.

The reality must be followed in education. Be ambitious with broader perspectives; be careful with decision making; be thoughtful but not afraid of changing and innovation. Its internal defects, such as the conflict between the authoritarian and individual benefit internally, should also be confronted and expose the problems to speed up the innovation and promotion process.

Secondly, to set an achievable and clear long term target by perceiving their weakness and advantages. Knowing where their place is in the future. Expecting less support and courteous resection from other parties until taking full responsibility is taken. As Lim, M.(2010) suggested, it's our job, it's us that should take the duty and bridge the gap. Considering precision is only the start point, possessing proper attitude will make the movement far more efficient. Work for value, not for money.

Attitude is all the matter. Students also need to be engaged in such thinking: hard-working, practice, ambitious, passion and patience should be realised by DM knowledge providers and receivers.

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Diagram 5, The New Strategy of Taiwanese DM

A STRATEGY FOR DESIGN MANAGEMENT EDUCATION IN TAIWAN

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Design academic sources: demand both quality and quantity For DM education, the software is more important than the hardware.

The DM related lectures should fully concentrate on deepening and widening the comprehension of DM in universities. This intense subject and knowledge is not effortless. The quantity faculty of DM can be raised to a certain level to widely spread the fundamental theory into border perspectives. They batter have pragmatic experiences with the clear theoretical studies that will definitely heave the teaching quality, in which has to be watched constantly.

Of course, such short actions require time to improve and develop, nevertheless, the lack of proper lectures cannot be compromised within the tottery education plan. This also means that DM required hours of academic study and self development in order to gain better understanding.

Times, ideas, energy, preparation all are vital in comprehending the whole DM, which needs both specific knowledge background profession. They should seriously play the role of where they are positioned. Put much more effort and time on teaching and studying; engaging in theoretical and practical DM research; balancing the theory and proactive industry's needs. Self-development is demanding and cannot be overlooked.

Thesis and publications on relevant DM areas ought to be encouraged in order to transmit the knowledge and enhance the awareness of DM's importance to unprofessional aspects and experts. Its quantity will influence the extensibility of DM toward the general public. Wider and deeper awareness can be raised by urging in depth researches in special and designated topics.

Putting more effort to indicate design capacity, to win the total trust in order to build up stronger links. The connections with other parties and fields are where the valuable resources come from. Academics have to pay more attention on the co-operation. Learning and compromising to each other’s differences is important. When discussing differing opinions between individuals, all parties should view each other as equals.

Academics are not a follower but an innovator; the industry is not a controller but a practitioner. Responding and learning from each other's work through high quality conferences both in domestic and overseas should be considered, instead of holding more DM ineffective discussions. Inspire and listen to each other's problems through demanding student placements instead of performing as cheap labours and bossy leaders. Different guest speeches are necessary and useful, but the practical people from the industry cannot be the module leaders nor the markers of the assignments, such part-time job is strongly suggested to be avoided.

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Design academic action: compulsory, comprehensive and study Firstly, the curriculum of DM are proposed to be a compulsory courses module at a bachelor level of design specific departments/schools to study the introduction of DM and build up general management thinking. Such authority is to better have a strategic measure to make sure the implementation is steadily moving forward. DM programs should be widely taken up at this stage as the foundation for higher education.

Raising the number of complete DM programs at masters level should be done as soon as possible. By doing this, the needs-talents will bring profit and strengthen the link, the benefit will show only after the right investments, and the further study in a PhD degree with national and international trends and deeper analysis and study will be developed based on the strong foundation. Work experience should not be the restriction at the territorial level, especially for DM which is such an innovative course. Brilliant integration and learning outcome is better shown upon different aspects and study motivation.

Secondly, the course design should emphasis more on wider factors, for example, language ability and global viewpoint as well as the studying and training on design skills and creative thinking. Catching up on the international trends and observing from many different directions requires strong language abilities a strong foundation. Students should be offered opportunities to develop effective language abilities, this does not necessarily have the be English. It's importance cannot be emphasised more. In the rapid changing market, with the whole world trends, international vision is also necessary.

Global perspective is essential for DM; again, cross-country, crossdiscipline and cross-culture has to be one of the main drivers for such courses in Taiwan. Formulating special projects with international students and different field’s talents, in unfamiliar surroundings and different implementing methods help to push them to work with the whole world, analyse and deal with difficult problems and explore their creative visions. Exchange students plans are another way to prepare students to realise where they are standing in the competitive market.

Such training is not about learning all the subjects and mass knowledge, it is about comprehending the abilities of co-operation and the elasticity of solving problems.

Thirdly, be sure not to do more harm than good. For design students, the “learning space� should be developed step by step, from aesthetic, material, structure and marketing. Existing course training on the creativity and practical design skills cannot be neglected as well as broader theoretical DM concept at bachelor level; teaching and studying in class is no longer enough for postgraduate students; they need to be able to think proactively, analyse any predicament quickly and ponder on the solving solutions. Interaction and exchange with different disciplines and culture should be appear through many approaches and directions, likes effective seminars, modulative visits...etc.

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The Industry should have a positive believe and be active Having a confident attitude with this innovation can bring more value in the long term. This attitude is important in the road to success – treating failures as important and valuable lessons. Operate with open minds; get in touch with international DM tide; share particular experiences and the market predicament, believe that design talents have the ability to generate itself; specialize patterns for the Taiwanese culture and situation.

Lot of evidences have already shown that this is not a risk taking action; it's a investment as long as it has been ameliorated steadily and properly. Think optimistically and appreciate more the capacity of combination of design thinking and management strategy, while the academic and those creative people have to work hard to verify DM value for businesses and bring those proofs to convince the industry.

When that belief is held, more active reactions will be followed up. More job opportunities and placements, which are related to DM, in addition such opportunities will not be undervalued and disrespected as they currently are now. Although the personal costs issue is quite sensitive in the economic recession, the important factor is those quality employers who have the DM abilities, who deserve a better environment so that they can show their talent.

Designers should be in the whole development process, from the beginning to the end promotion. As such, effective development in the Taiwanese design industry actually relies on “people” to built up the system, not the system to build up itself. Providing a platform to manage insights and misconceptions for those clever people, who can brighten our future and give what the stockholders' needs.

Furthermore, the “Vicious Circle” is suggested to be avoided, reduce the blind production and remove old factory driven models. DM and the creative industry is strangled by such short vision exploitation.

Seeking the value behind things, and not seeking obvious money.

Frequent interface and exchange is the basics of formulating a stronger connection. A firm, lasting and healthy relationship is actually the base of a trustful respectful and proper communication. Discussing with the advisory committee of faculty, in the case of real world projects; working with students' creative idea, in the case of stimulating innovative opportunities.

The last thing the industry should expect is the subsidy from the government and authority. For sure, the national design policy has a potent influence to drive and direct the development of the creative industry, however, the tendency of only depending on the official support and less than willing to put more effort on DM by themselves first is undesirable. Before receiving any kinds of support and the right design policy decision, responsibility should be taken first.

Many things can be done even with some difficulty, like holding relevant DM practical training annually and similar activities. The complexity of DM can not only be fully pushed by one field, it means working hard and improving together, not sitting there and waiting for supports and effort.

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The government should think proactively and respond precisely As one of the main stockholders of DM curriculum, the first thing the authority should do is make the long term purpose more accurate and definite. Realising the political decisions and supports has greater powerful influence to the whole industry's investment trend. Without clear orientation for design industry, subsidy won't effectively help. Here is the voice that the most powerful deriver for DM issues is Taiwanese government, some people think the authority should is the suitable one for undertaking the whole responsibility, this is not really necessarily true.

If the industry and academic rely excessively, failure is bound to be a constant result.

Not a single one can be omitted. Therefore, the Taiwanese government should sharpen their long term vision first, gathering up the sources and support for both academic and industry. Being more focused, having completed orientation and the right strategy is crucial. Every penny and every special project funds supports will elaborate the maximum efficiency when the target and planning is firm and clear. Moreover, the Ministry of Education is suggested to arrange DM in universities as a compulsory subject; supervise domestic and overseas fine DM seminars frequently. Relevant official associations like Ministry of Economic Affairs and Council for Cultural Affairs should control the quality of DM related exhibition, contest and activities.

Those issues have been tackled throughout this paper. The finding, discussion and the case evaluation, consider more on the academic itself, as it is the first line to deal with the DM curriculum after all. Taking those points into consideration, the recommendation is proposed in the light of the Taiwanese DM curriculum representative.

Design students are facing constant advancement of the world, seeking the general problems globally instead of local restriction is what design education suppose to do. With this strategy, related organizations will have a clearer idea and awareness of pushing DM education to move forward. The new strategy hopefully can raise the awareness of DM in to the general public. It emphasises the practical value of the DM curriculum development.

Those who will be most benefited from the new strategy are trainee designer.

Design students will experience a direct influence, as they will have accurate and proper integration of design thinking as well as business aspects which are essential and valuable. Ideally, the stagnant situation in Taiwanese design industry could be improved, the gape will decrease, and hopefully be reformed by those designers in the future.

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Conclusions Designers belong to the group of emotions, learning management makes creative people focus on the division of labour and enhance the design quality and efficiency; the overall design industry can keep pace with the modern tide. Even with the moving trend, the importance of DM and its education in Taiwan still demand greater effort to reach the next achievement.

DM curriculum in Taiwan lags behind the developed countries with advanced growth on creative innovation. We are for sure in the immature position; there is so much we have to learn from. Director of the design management section at Taiwan Design Centre, Oliver Lin stated (CENS, 2009): "We are encouraged to know that increasingly more people in Taiwan understand that design plays the core role in industrial development, upgrading, and transformation, which are urgent processes for different fields on the island.� With the development is in progress, the fair attitude is all the matter that which will certainly speed up the improvement and its efficiency. Taking the advance blueprint from other successful sample is not the resolution; combining with the local condition is a more appropriate way. Taiwanese specific environment and situation are the foundation that is needed to be adopted and developed in order to help DM curriculum push the whole industry forward. That is the way the region and specific needs was taken into consideration to built up the new concept. For the future study, the culture specifics can be stressed on, from the economic, social, political and other influences, the outcome can be more splendid.

The essentiality of integral scheme should be put ahead of external effects.

Taiwanese design education domain, as such, should consider more precision.

Changing and innovating from the start point- education is quite powerful, altering itself first than to influence the industry and the authority.

DM lectures play the main role of transferring DM knowledge and the holistic thinking to students, industry and general public. Their qualification is needed to control, their endeavour and hard-work is intense, which should not be underestimated. More stuff can fully shoulder this work to spread fundamental DM knowledge to students, to communities and push out to the whole market, the tangible success is coming. Students, designer, design supervisors and the related people in the industry will rethink their position, the awareness can be raised and the true 'design and management' will unfold the benefit widely.

DM education will hopefully develop efficiently. Mature design students will accept management challenges, to understand work with other professions, to develop the capacity of analysis/implantation/problem solving, making DM as a compulsory course is the priority. Oliver also said (CENS, 209): “...tap the influence of the global stage to both promote the value of design to Taiwan residents, as well as our own design skills to global communities." The intrinsic quality of DM and its innovation, world trends is unstoppable. The international perspective and global vision are required to progress inside and onside the academic area. The ability to communicate with the world should put more focused upon as well as invested in. Cross country, culture and profession are the irresistible induces, it affects the efficiency of DM curriculum promotion and development in Taiwan.

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The co-operation is another key point, design academic, industry, the authority and the link between them ought to be challenged and be seriously enforced.

Neither of the three stockholders can be dispensed, equal duty and equal right to make the most of the effort to ensure the resource can be effectively apply on DM's development to catch up with the advance trends around the world.

Academics and the industry ought to buckle tightly, the theoretical study, teaching and learning is responding to what is happening in real life, and vice versa. Design in business has to be supported by universities and the link between different organisational departments. A latest example of the authority working firmly with the industry is “Jeju Gloval Education City�(2010) in Korea. Such a government-led project is to enhance their competitiveness with students of world-class capacity and international language ability. Here again, it shows how great influence the government can bring to industry and academic. Similar support from Taiwanese government can also be applied and modified on DM domain in the future. The design political decisions should be focused and emphasised on the main DM issues, being proactive and react precisely. Any form of the support can be capitalised faithfully.

As to the industry, they should a long tern investment, rather than taking risks, as well as showing more respect and appreciation to the design talents in Taiwan; operating with open-minds and less frightened to faces such innovation like DM. Continently staying optimistic with it, while other parties progressively prove the capability of DM. Profit driven is reasonable in reality, but the short term benefit attraction brings no further additional value, which Taiwanese design and related industry should reconsider and respond actively. Offering more opportunities and platforms for DM academics and co-operating even closer with it to put the theory practice into fully integration. Do not over rely on the government policy to drive the future.

The importance of DM have been discussed in a number of researches and experts also emphasise its powerful distinguishing feature. If education is the root of changing and developing, such programs in Taiwan is powerless and cannot lead its design industry in the future. The meaningful suggestion have the practical value, every steps/points are close and connect firmly to one and another. It contributes towards the implementation of DM education's development and point out a better thinking and concept of the way of looking at DM in Taiwan.

The factors of successful DM curriculum are combined specifically with Taiwanese culture, so that the outcome can be realistic and be carried out.

The concept is offering possible methods for design academics to promote DM; for the design industry to lighten their hesitation of helping DM' development in Taiwan.

When the talent is properly brought into full play; product design and project planning can be managed appropriately, the organization can constantly develop and the authority responding precisely, those can be called success.

Students, designer, designer management, design communities and the whole industry and the society will benefit from it.

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Available at: http://www.designcouncil.org.uk/Case-studies/BT/ [Accessed: 14 May 2010] • Design Council. 2010. Design In The Knowledge Economy 2020[Online]. Design Council. Available at: http://www.designcouncil.org.uk/Documents/Documents/ Publications/Will_Hutton_2020.pdf [Accessed:16 May 2010] • Design Council. 2010. Degree Programs[Online]. Design Council. Available at: http:// www.dmi.org/dmi/html/education/grad_s.htm [Accessed: 16 May 2010] • Design Management Institute[Online]. 2010. Available at: http://www.dmi.org/dmi/ html/index.htm • Europeo di Design in Barcelona. 2010. Master of Design Management[Online].

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Available at: http://www.dmi.org/dmi/html/publications/news/viewpoints/ nv_vp_ml.htm [Access:16 July 2010] • London College of communication. 2010. MA/Postgraduate Diploma Design Management[Online]. Available at: http://www.lcc.arts.ac.uk/ ma_diploma_designmanagement.htm [Accessed : 15 May 2010] • MCU. 2010. Master's Program in product Design[Online]. Available at: http:// www.mcu.edu.tw/department/design/grad_dm/en.html [Access: 14 May 2010] • Mozota, B.B. 2003. Design management: using design to build brand value and corporate innovation. New York: Allworth Press • Northumbria University. 2010. Design Management MA[Online]. Available at: http:// www.northumbria.ac.uk/?view=CourseDetail&code=DTFDEM6 [Accessed: 15 May 2010] • Ontario College of Art & Design. 2010. MDES in Strategic Foresight and Innovation[Online]. Available at: http://www.brunel.ac.uk/about/acad/sed/ sedcourse/pg/design/desbrand [Accessed : 21 June 2010] • Parsons School of Design. 2010. Design and Management[Online]. Available at: http:// www.newschool.edu/parsons/bba-design-management/ [Accessed: 21 June 2010] • Peng, Y.R. 2009. 台灣設計教育接軌國際 當實踐設計遇上MIT(Taiwanese Design Education is geared to international standard-When Shih-Chien meet MIT). Taiwan: Common Wealth vol.414 January 2009. Available at: http://www.cw.com.tw/article/index.jsp? id=36622. [Accessed:5 April 2010] • Rochacka, W. 2010. Insights into design management education in the UK: Lessons to be learned. DMI News & Views[Online] May, 2010. Available at: http://www.dmi.org/ dmi/html/publications/news/viewpoints/nv_vp_wr.htm [Accessed: 5 May 2010] • Smith, M. 2008. The long-term impacts of investment in design: The non-economic effects of subsidised design programmers in the UK. In:Jerrard R. and Hands D. Design Management: Exploring Fieldwork and Applications. USA: Routledge, pp. 72~101

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Design Management Journal Vol.13, No.3 • The University College for the Creative Arts. 2009. BA (Hons) Design, Branding & Marketing[Online]. Available at: http://www.ucreative.ac.uk/index.cfm? articleid=19820 [Accessed: 21 June 2010] • Walton, T. (1992). Exploring the in-between: Comments on the Nature of Design Management Research. Design Management Journal, vol. 3, no. 4, pp. 6-9.

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Appendix A.

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Appendix B.

Case study of 6 DM programs

The numbers below are going to be presented with the corresponding projects.

• Brunel University- MA Design & Branding Strategy • Ontario College of Art & Design- Master of Design in Strategic Foresight and Innovation • Institute Europe di Design in Barcelona- Master of Design Management • Min Chuan University- Master's Program in Product Design • The University for the Creative Arts- MA Design, Brand & Marketing • Parsons School of Design- Design and Management

1.

Aim: What they want to achieve?

• Make links between design and management.

• Prepare students from creative disciplines to act as a catalyst for change in organisations.

2.

• More focus on the application of foresight and design innovation methods.

3

• Prepare professionals.

4.

• Foster higher level specialists with ability of both design and management.

• Promote industrial cooperation and international communication.

• Build up and try to carry out a practical training system.

• Establish laboratories.

5.

• Did not specifically mention the aim.

6.

• Educates students in the entrepreneurial and strategic aspects of design.

• Project-based studio and seminar courses.

Objective: Who are welcome to take the program 1.

• A 1 year full-time, 3 years part-time MA degree for people in design or related creative subject/ industrial/ management/ experience.

• A UK 1st or 2nd class Honours degree or equivalent internationally recognised qualification.

• Certain level of English language qualification is required.

2.

• A two-year part-time program provide for people who might work in the field related to social science, technology and business.

3.

• Design, Engineering, Marketing and Business Administration professionals with over 3 years experience in their fields, willing to master the DM principles.

4.

• Diversified recruiting target from design related fields include product design, graphic design, multi-media design, internal design, etc. Other fields are also welcome.

• The basic and foundation design knowledge and skill are required for practical research of creative design.

5.

• (Did not specifically mention.)

6.

• The four-year curriculum is for high school or college students in the US or from international 57 - Brunel University - MA Design and Branding Strategy 2010

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Features: What does it provide?

1.

• The challenge of independent exploration and stimulation with the help of professionals.

• A series of theoretical and practical DM modules.

• Engage with high level skills and creative thinking, and learn to communicate clearly strategies.

2.

• The skills and knowledge of the integration of design with social science, technology business and design.

• Develop students’ expertise in research and innovation methodologies to a high level • Public or private professionals will support student’s major project.

3.

• It is designed to be essentially practical.

• The combination of student exposition, academic and practical knowledge.

4.

• The theoretic and practical courses of design and management knowledge.

• Provide international perspective and informative learning environment.

• Training of independent research ability.

5.

• The opportunity to improve individual professional and managerial capabilities within chosen industry.

• Exploratory project, research and communication methods and theoretical discourse.

• Professional context and a reflective project, which link to design, innovation and branding.

6.

• Includes introductory and advanced courses in strategic thinking and management in design and business.

• Offer a range of learning experiences emphases on individual and group work, project-driven learning and special workshops and field-based research.

• Both economic and cultural aspects of the marketing and management of designed objects, environments, and experiences is offered.

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Approaches: How are the features be delivered?

1.

• The major project under supervision; and the provoking and challenging underpinning • The excellent network of industrial/professional support enjoyed by the School.

2.

• Study systems theory and analyse relevant ecological, social, economic and political organizations systems, the foundational required seminars.

• Guest lectures and critiques from professional strategists and foresight experts.

3.

• Projects are started before all of the theoretical knowledge, in order to increase the student’s interest to acquire them.

• The theoretical knowledge is based on Case Study.

4.

• Course design, class workshop and requesting the quality of work and research.

5.

• A combined curriculum with Fashion Management & Marketing.

• A range of lectures, seminars, exhibition visit, conferences and industry events.

• Group tutorial. (strong emphasis on independent research) • Top industry practitioners as visiting lectures.

6.

• Lecture with discussion sections, seminars, and studios.

• Collaborate with an exclusive and diverse network of executives, activists, academics, artists, designers and scientists.

• Internships at the most creative organizations in New York.

Outcome: What are the achievements and reputations of their graduates?

1.

• Work in key positions in the prestigious organisations.

• Personal abilities are generally in professional stage, like creativity and problem solving skills, communicate, critical evaluation.

2.

• Graduators are be able to explore and verify new methods; navigate complex systems and acquire sufficient contextual knowledge.

• Develop strategic, innovative solutions, anticipatory solutions and implementation plans; identify critical issues, frame problems.

3.

• (presented in pictures, no text description ) 4.

• DM and related professional abilities were possess in high level.

5.

• Graduates place in DM related field.

6.

The conceptual and technical skills.

Succeed in a range of capacities.

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