INDUSTRIEEL O NTWERPEN BSc and Msc in Industrial Design Engineering Technology
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TABLE OF CONTENTS INTRODUCTION 5
ASSETS OF THE STUDY PROGRAMME
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QUALITY ASSURANCE: 7
UGENT IN THE DESIGN LANDSCAPE
DESIGNERLY ATTITUDES 11
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ENGINEERING COURSES 13 DESIGN COURSES: THEMES 14
ENGINEERING & CAD 18
MATERIALS, PRODUCTION, ASSEMBLY & PROTOTYPING
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TECHNOLOGY INTEGRATION & INTERACTION DESIGN
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HUMAN CENTERED DESIGN 30
STYLING & DESIGN COMMUNICATION
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SYSTEMIC DESIGN & SUSTAINABILITY
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PARTNERSHIPS 46 RESEARCH GROUPS 48
DESIGN.NEXUS 48
MICT 50
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INTRODUCTION INDUSTRIAL DESIGN ENGINEERING TECHNOLOGY
The Bachelor of Science (BSc) in Industrial Design Engineering Technology is the base for the subsequent Master of Science (MSc) in Industrial Design Engineering Technology. The program consists of a number of scientific and technological courses that are common to all bachelors of Industrial Sciences and Technology (90 credits). These compromise in various engineering disciplines such as mathematics, statistics, mechanics, physics, chemistry, electrical engineering, computer science, electronics, materials, and business management. This spectrum of scientific disciplines is the foundation for an industrial designer to function in an interdisciplinary, innovative design environment. The programme also includes a number of courses specializing in industrial design engineering (90 credits). Next to lectures, these courses include tutorials, practicals and design projects that are performed individually or in a team. In each project the student must integrate various scientific and design competencies.
ATTITUDES
The BSc Industrial Design Engineering Technology is trained to think and act in a interdisciplinary and conceptual way. He/she develops the products of the future within an industrial context. We educate them to be critical thinkers and agents of change. In addition to the polyvalent competences of industrial sciences and technology, the BSc Industrial Design Engineering Technology obtains the following design related competences: material knowledge, creativity, technology, design methodology, design and form, prototyping, relation person-product-environment and project management. As today’s world rapidly changes in technical and societal ways, we structurally iterate on our curriculum. Therefore we keep close contact with industry and academia and thus keep up-to-date with the state-of-the-art in various disciplines.
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ASSETS OF THE STUDY PROGRAMME MULTIPERSPECTIVISM
We teach our students to be critical professionals who are able to work in team. We teach them the essential skills to be creative and solution-oriented. In this programme, there are a lot of collaborations between students and teachers of other disciplines in order to become critical and to enhance collaboration in a transdisciplinary context.
UNIQUE STUDY PROGRAMME IN FLANDERS
The engineering programme in Industrial Design Engineering Technology is unique in Flanders. The educational environment stimulates students to design in an independent and critical way. There is special attention for designerly learning and materialisation. At UGent Campus Kortrijk there is a sophisticated design infrastructure in the Industrial Design Center. This infrastructure is part of the Ghent Design Factory, and together with the locations of The Foundry, De Krook and P3Lab it forms the ideal biosphere for a creative, designerly and entrepreneurial innovation.
APPLICATION-FOCUSED & INDUSTRY CONTACTS
Students work, independent or in group, on diverse design projects in close collaboration with industry, as the programme is application oriented. More than 80% of the master theses are in collaboration with industrial partners. Via a thorough alumini-network and organisations such as Design Region Kortrijk and VOKA, there is an obvious anchoring with local industries. Also, this programma has a strong international network.
CREATIVE & ENTREPRENEURIAL
Students are stimulated to design in an uncertain and creative context, which has specific attention for entrepreneurship throughout all learning lines. Also there is a dedicated learning line which has special attention for entrepreneurship.
INTEGRATION THEORY & PRACTICE
The educational programma consists of a great amount of seminars, workshops and practica, at which theoretical knowledge from the lectures is trained in our laboratories and practicum rooms. Here, we train the critical thinking and problemsolving-attitude of our students and we teach them the latest technological advances. Thus, problem-based learning is at the core of many design and engineering courses.
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QUALITY ASSURANCE ADEQUATE PREPARATION & STUDENT GUIDANCE
To be prepared for the first academic year, students can participate in our summer courses and introduction week. During the studies, a lot attention is spent on personal and qualitative guide of our students.
MOTIVATED LECTURERS
The programme is carried out by engaged lecturers from diverse disciplines. The lecturers combine their research expertise with a passion for education and a drive for qualitative lessons. .
APPROACHABILITY
The distance between student-lecturer is small because of the direct interaction during different design projects and consults. As a relatively small education programme, it aims for immediate and intensive contact between students and lecturers.
ENTHUSIASTIC & MOTIVATED STUDENTS
Students are enthusiastic because of the diverse practice-based and project-oriented education forms, a good collaboration with industry and a passion for industrial design. Students often participate in (inter)national competitions and have the possibility to attent international events such as conferences, seminars, ...
INTERDISCIPLINARY RESEARCH & ITERATIONS
Design solutions are not just worked out on paper or computer, but are built throughout diverse iterations. In every iterative step, prototypes are built and tested in different disciplines to ensure a proper design proces. This is called Research-Through-Design.
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UGENT IN THE DESIGN LANDSCAPE FLANDERS
In Flanders, there are different institutes that offer industrial design (ID) programs. Often they share a common basis, yet there are some important differences to be made. With the following properties we can place IO in the ID education landscape: 1) Professional – Academic higher education A professional bachelor program mainly consists of 180 ECTS, which is around 3 years of study. It prepares the student for a specific branch of industry or profession, so you can get straight to work after these 3 years. An academic bachelor program usually is a preparation for its academic master program. Academic educational programs will dive deeper into scientific aspects and have more academic topics in their curriculum, like performing research and writing papers. IO is an academic master educational program. Its bachelor program is 3 years (180 ECTS) and its master program covers 1 year (60 ECTS). 2) Master of Arts – Master of Design – Master of Science Also within ID programs with a master’s trajectory there are differences to be made. In master of Arts (MA) and master of Design (MDES) programs, the focus will be more on the esthetic and conceptual side of design. Master of Arts programs are taught in a university of applied sciences (hogeschool), in this case a School of Arts. An ID program of the Master of Science (MSc) type will focus more on scientific aspects and is taught at a university. At IO, you obtain a Master of Science-degree. This is logical, as you’re following an engineering program. When you graduate, you receive the title of industrial engineer (ing), which is unique in Belgium for an ID program. 3) Concept – Prototype The product development process consists of different phases, from problem statement to engineering and so on. Each of these phases is important to develop a successful product. The different phases are taught in every ID program, but there’s a difference in focus. Some programs will give priority to the conceptual phase and the search for innovative ideas. Others will focus more on the technical or economic development of ideas.
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In IO there is a strong focus on prototyping and technology. As an engineer you’ll learn how products are made in the industry, as a hands-on designer you’ll make your hands dirty in the workshop. Making prototypes brings technical insights, but also offers the possibility to test concepts with test subjects in a realistic setting. This however does not mean that the conceptual phase is skipped in IO, just like conceptual programs also teach prototyping. 4) Product appearance – Technology Every ID program strives for enhancing innovation. Innovation can be found in different areas: esthetics, business plan, production, technology, … Every program will focus on one or more of these areas. In IO, there is special attention to the integration of technology. Due to rapid developments in sciences and engineering, new technologies arise every day. As an industrial engineer, you’ll learn how developments in fundamental sciences can be applied in products. You do this by taking into account technical aspects (production, material choice, …), but also by looking at human aspects (ergonomics, UX, use, …).
INTERNATIONAL
It is usually difficult to compare a Belgian program to similar international programs. Some countries work with a different system for higher education, have different names for education types, or have a different focus. Because of European agreements such as the Bologna Process, it has become possible to make some comparisons. For example, the structure of bachelor and master is widespread in Europe. In the international landscape, IO is placed best under the title of ‘Industrial Design Engineering’ (IDE). Within this type of program, Industrial Design is often looked upon from a technical perspective. Abroad, IDE is often teached at a (Poly-)Technical University, a university type we do not have in Belgium. Examples can be found at TU Delft (the Netherlands) and Politecnico Di Milano (Italy). In many of these programs, you’ll also receive an engineering degree, but the Belgian subdivisions of ‘burgerlijk’ and ‘industrieel ingenieur’ are not widespread. Ghent University aims for a strong international network, due to which partnerships with similar educational programs have grown. This gives students the possibility to have an international experience, e.g. by going on an Erasmus exchange at other IDE-programs.
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DESIGNERLY ATTITUDES UNCERTAINTY
Problem solving is different for Industrial Design than for exact sciences because usually in design there is not only one correct answer. When tackling designerly problems there usually are different possible answers and different ways to get to a solution. Also, designers are often confronted with incomplete input. These uncertainties are inherent to the design process. The fuzzy front end is a good example of how uncertainty is a well-known aspect in the design process In the IO program, you learn how to deal with hidden or unavailable information and how to look for different possible answers to a given problem.
HANDS-ON
In the IO program, we strive for a hands-on approach. This goes beyond making your hands dirty in the workshop. We want students to step into reality with their thoughts and prototypes. This way, problems and solutions become more tangible. This involves incorporating stakeholders into the design process, building efficient prototypes and setting up intelligent tests.
SYSTEMIC & HOLISTIC
A designer’s influence stretches far beyond the development process and so does the designer’s responsibility. The consequences of design outcomes are visible in the overall environment, not just for the target stakeholders. We teach a systems thinking approach, so students are trained to see the bigger picture of a product and its dynamics. Usually, different stakeholders are affected by a product. How do they interact with each other and with the product? What is the trajectory of the product use? What’s the lifecycle of a product? All these questions can be answered by thinking in systems.
ITERATIVE
Traditional engineering workflows tend to be linear. Design problems however tend to be non-linear and iterative. Although there are different phases in the product development process, their order and timespan are not strictly defined. Students will see that some actions are done over and over again, to develop new insights and to redefine the problem.
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ENGINEERING COURSES Students learn the basics of electricity and electronics as these science fields are applied in many products around us. Elektricity propels vehicles, electronics makes computers work, ... As more products become smart, the field of informatics is very relevant to product design. Later, this knowledge is applied in learning lines such as Integration of Technology and Interaction Design and Human Centered Design
Mathematics is at the base of many engineering disciplines. It’s the language that makes it possible to describe scientific phenomenons. Next, students are introduced to basic sciences such as physics. These basic sciences are then further explained in applied engineering sciences such as mechanics (statics, fluid dynamics, ...). Altough solutions to complex problems can be beautiful on paper, engineers need to experience the solutions in real life. Therefore, students are challenged to technical problems in a handson manner in classes such as Engineering Project. This technical mindset is further applied in learling lines such as Engineering & CAD and Materials, Production, Assembly & PT.
Students are first introduced to basic chemistry, which are the building blocks for material sciences. Firstly this is teached in a scientific way. Later, students are taught to also think about materials in a systems thinking way, with sustainability for example. Also, students learn to provide value to people, instead of pushing undesirable products into the market. To understand this, we teach economics and statistics, which we then later apply in the learning line of Methodology, Systemic Design and Sustainability.
ELECTRICITY ELECTRICAL SYSTEMS ELECTRONICS COMPUTER SCIENCE
MATHEMATICS I+II PHYSICS MECHANICS MECHANICS OF MATERIALS APPLIED FLUID MECHANICS & THERMODYNAMICS ENGINEERING PROJECT
GENERAL CHEMISTRY MATERIALS STATISTICS BUSINESS ADMINISTRATION
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THEMES To structure our programme in this booklet, we divide the design related courses in themes. The basics are given in the first years and classes build upon previous skills and attitude. The fundamental engineering courses are not listed here.
ENGINEERING & CAD
Design Tools (1IO) - Design Tools II (2IO) - Advanced CAD (2IO) - CAE Oriented Design(3IO)
MATERIALS, PRODUCTION, ASSEMBLY, PROTOTYPING
Materials (1IO) - Industrial Production (2IO) - Design for Advanced Production Methods and Environments (3IO) - Material & Process Oriented Industrial Design (3IO)
INTEGRATION OF TECHNOLOGY & INTERACTION DESIGN Emerging Technologies (2IO) - Mechatronic Product Design (4IO)
HUMAN CENTERED DESIGN
Basics industrial Design (1IO) - User Centered Design & Interaction Design (2IO) - Co-creation (3IO) - Innovative & Strategic Design (3IO)
STYLING AND DESIGN COMMUNICATION
Introduction industrial design (1IO) - Graphic Design Communication (2IO) - History & Industrial Design (3IO) - Design, Styling & CAID (4IO)
SYSTEMIC DESIGN & SUSTAINABILITY
Introduction to the circular economy (2IO) - Designing in a Methodical Way (3IO) - Designing in a Cybernetical and System-Oriented Way 3IO) - Innovation & Marketing Oriented Entrepreneurship (4IO)
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LET’S GET TO WORK A large part of our curriculum is learning by doing. To test hypotheses, efficient prototypes need to be built. Therefore, students have acces to our wide range of workshop facilities & prototyping techniques.
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ENGINEERING & CAD Here, engineering includes all technical design activities: mechanical design, selection of standard components, dimensioning components and testing the technical functionality of a product. This results into a 3D CAD-model and technical documentation. Computer Aided Design (CAD) has a dual function in our curriculum: on one hand this software serves as a medium for the technical development of a product, on the other it serves as a communication medium between the designer and stakeholders. It makes portraying complex ideas possible. Besides basic CAD-modelling we also pay attention to top-down modelling and advanced techniques such as parametric design, surface modelling, Computer Aided Industrial Design (CAID, including subdivision moddeling) and numerical simulations (CAE).
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‘CAD-SOFTWARE HAS A DUAL FUNCTION: TECHNICAL DEVELOPMENT AND COMMUNICATION. THESE FUNCTIONS ARE USED THROUGHOUT THE CURRICULUM AND IN INDUSTRY’
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DESIGN TOOLS In this course you learn one of the most basic skills that every engineer needs for communicating technical data: reading and creating technical drawings. First we focus on the normalisation of two-dimensional drawings and learn to create them using the Autodesk Autocad 2D drawing software. After a few weeks we move on to creating more complex 3D geometry in Siemens NX, one of the most high-end CAD (Computer Aided Design) packages in the world. 3D CAD models not only are the basis for good
technical drawings but are also used in the industry for visualizations, validation (virtual testing) and production (think of 3D printing, CNC milling,...). Your skills for creating 3D models will be further explored later on in your education as an industrial designer, but in the first year we focus on drawing simple mechanical parts, assemblies and of course technical drawings. 1I0
ADVANCED CAD In the Advanced CAD module, we go deeper into a number of aspects of CAD that are important to and typical for an industrial designer. We first discuss topics like licensing systems and the exchange of 3D data, but then quickly move on to advanced solid modelling exercises - the typical modelling method for mechanical parts. In any case, solid modelling is an important basis for any designer working with CAD, but once we have worked our way through this technology, we will go much deeper into Surface Modelling. Surfaces are used to shape products whose styling/ aesthetics are important. Think of typical consumer products like hairdryers, shaving machines, vacuum cleaners but definitely also cars where the design is an important distinguishing factor and precisely those products are modelled with surfaces. In addition to important theoretical insights you get a lot of practical CAD and surfacing experience you can later get to work with in the most diverse companies. 2I0
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MATERIALS, PRODUCTION, ASSEMBLY & PROTOTYPING Industrial design engineers are often faced with hardware products and practical, tangible problems. Therefore they need the right knowledge and attitudes to materialize ideas. Our students are trained to understand the relationships between function, shape, materials and manufacturing. This knowledge is essential in all development phases, from early idea to prototype and industrial production. To help visualise ideas in the development process, prototypes are constructed. Besides classical workshop techniques, we pay special attention to novel prototyping techniques such as rapid prototyping. These are often digitally designed and therefore depending on good CAD-skills. Next to quicker development cycles, rapid prototyping techniques such as 3D-printing also bring new production possibilities. New shapes and integrated functionalities originate, and thus require a different design approach.
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‘NOVEL PROTOTYPING TECHNIQUES CREATE NEW MANUFACTURING POSSIBILITIES AND REQUIRE A SHIFT IN GEOMETRIC DESIGN APPROACH’
FUNCTION
MATERIAL
SHAPE
MANUFACTURING
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MATERIAL AND PROCESS ORIENTED INDUSTRIAL DESIGN Materialization is one decisive factor in industrial design. Selecting a material, production process and integrating this in a design (so called materiality) influences directly functionality, production methods, cost, ecological impact and human factors (sensorial observations, emotion, ...) of a product. Such a material and process driven design approach is a complex interdisciplinary process that should be tackled using systemic design. The focus is laid on product architecture, shape, material, process knowledge and embeds the full technical development from ideation till the design of appropriate processes and process parameters, design of experiments, engineering, assembly and production methods including technical detailing, operator information, product costing and logistics. The lectures encompass all these aspects, and the project starts from a realworld company problem or context. 3I0
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DESIGN FOR ADVANCED PRODUCTION METHODS AND ENVIRONMENTS This course focuses on the design of products, that integrate digital design and production methods in order to achieve advanced geometric models. Typically, such advanced geometric models cannot be modelled by a designer, using exclusively classical modelling operations to create a product using a CAD environment. Digital modelling can be achieved by using an open CAD environment that is integrated with scripting languages and algorithmic programming (Rhino and Grasshopper). These algorithms can virtually model any relationships,
such as complex patterns, structures and connections using scripting languages and geometric algorithmic programming. The generative design will not only embed design features, but also address the complex algorithmic movements and control of digital production methods, such as robots, additive manufacturing or algorithmic CAM/CNC. The students are made familiar with these digital technologies through lectures, exercises and case-studies. 3I0
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TECHNOLOGY INTEGRATION & INTERACTION DESIGN For designers it is crucial to envision future societies that are shaped through different technological trends. Most future socio-economical evolutions are based on new technological advances. Just think about how the computers, the internet, smartphones and social media have shaped society as we know it. With new technologies such as Artificial Intelligence on the rise, we train our students to grasp opportunities in these disrupting evolutions. Within this learning line students are confronted with new emerging technologies in an inspiring and reflective way, in order to gain insights in the bigger technological changes that are ahead and how designers can use these technologies to build future-proof smart products. This is not only about gaining technological knowledge, but also about creating an innovative mindset. The main focus is on the integration of digital (IoT, AI, Robotics, VR/AR) technologies in physical products.
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‘WE TRAIN DESIGNERS TO ENVISION FUTURE SOCIETIES, BASED ON RAPID SOCIETAL ADVANCES AND DISRUPTIVE TECHNOLOGIES’
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EMERGING TECHNOLOGIES This course provides a state-of-the-art overview of current and future emerging technologies in the dawn of the fourth industrial revolution. The aim of this course is to inform and inspire the designers with an overview of the upcoming technologies and their possibilities for future societies. It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres. And exploring new ways in which technology becomes (ubiquitously) embedded within products, societies and even the human body. The possibilities of billions of people connected by mobile devices, with unprecedented processing power, storage capacity, and access to knowledge, are unlimited. And these possibilities will be multiplied by emerging technology breakthroughs in fields such as artificial intelligence, robotics, the Internet of Things, autonomous vehicles, blockchain, nanotechnology, biotechnology, materials science, energy storage, and quantum computing. 2I0
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SMART PRODUCT DESIGN Within the course students learn how they can make creative use of sensors, actuators and processors in order to design interactive (smart) products. The focus is on the integration of electronic components in products, with a strong emphasis for the interaction with the users. The students receive a project based on a challenge, that they need to deliver at the end of the semester. The student is part of a team and needs to fulfill his/her role in order to realize the common project.
The project consists of the design and materialisation of a working interactive prototype that meets the challenge. In most cases, the challenges are linked to external partners (companies or organisations) that are searching for a solution via a smart product. 4I0
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HUMAN CENTERED DESIGN Mass production opened large markets and opportunities for companies, but it often delivers one-fits-all solutions. Paradoxically, these definitely do not always fit all users. Bad physical or cognitive product interactions may lead to misuse and disposal. New production technologies and digitalisation may resolve these issues. Product technologies like additive manufacturing allow for more customisation, while digital products bring new ways of interacting with products. Therefore we teach students to deal with ergonomics, both on a physical and cognitive level. Students are taught to get to know the user and his/ her needs, thus leading to more useful products. Next, students evaluate their design ideas in interaction tests. Finally, students learn how products can deliver value as part of an ecosystem, where they think beyond the hardware product and deliver productservice-systems.
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‘NEW TECHNOLOGIES MAKE IT POSSIBLE TO DESIGN PRODUCTS TAILORED TO THE USER’S NEEDS. THEREFORE WE INVESTIGATE PHYSICAL AND COGNITIVE ERGONOMICS’
JOURNEY MAPPING
SURVEYS
CULTURAL PROBES PERSONAS
INTERACTION TESTS
TASK ANALYSIS
USABILITY TESTS
INTERACTION TESTS
DAY-IN-THE-LIFE
HEURISTICS
EXPERT INTERVIEW
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BASICS INDUSTRIAL DESIGN This course is an important introduction to user-centered design, where the designer and the user interact throughout the development of a product concept. This courses brings the attitudes characterise a designer: emphatic handling, developing a work scheme, exploring ideas, visual communication, linear documentation of the design process and meeting deadlines. The learning material is trained via different design assignments.
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The topics and problem statement are well defined here. This means that the product itself is well known and does not have much unknown variables such as technological feasibility or user acceptance. The road towards a successful end result is not defined or certain however. Here, the student must tackle the problem in a methodological way to create a quality end product. 1I0
USER-CENTERED DESIGN This is a one-year course which integrates design skills around human-product interaction and trains students to place humans at the center of the design process. In this course, students learn the theories in product ergonomics and interaction design, and apply the knowledge in a complete, integrated design project to evaluate, analyse, and (re)design a tangible, physical product and an interactive product for a specific target user group in a specific context of use. The first part, product ergonomics, aims that students have the understanding and knowledge of ergonomics and human-centered design, and are able to apply the principles of ergonomics and human-centered design when designing and evaluating a product. In the second part, interaction design, students are expected to have the understanding and knowledge of interaction design and user experience, and are able to carry out the interaction design process from establishing requirements, designing alternatives, prototyping to evaluating. 2I0
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CO-CREATION What do sociologists, computer scientists, biologists, sport scientists and economists have in common? At first sight, not so much.
all disciplines but by collaboration and integration. Interaction and mix are essential parameters of transdisciplinarity.
An important goal of Ghent University is to stimulate multi-perspectivism. Transdisciplinary research is an appropriate method to bring motivated stakeholders form different education programs and disciplines together. Transdisciplinary collaboration is so interrelated that the individual disciplines cannot be distinguished. Problems are no longer solved by using elements of
This transdisciplinary project wants to break barriers by merging expertise of different research domains. In addition, a co-creation methodology is adopted in which all stakeholders out of different disciplines get an equal role and interact with each other accordingly in order to integrate all results appropriately 3IO
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INNOVATION AND MARKETING ORIENTED ENTREPRENEURSHIP The student will get acquainted with the development, commercialization, and production of an innovative product for a specific target group. This will be applied as a real business case. During this process, attention is paid to stimulating entrepreneurship, management skills, communication skills, marketing research, developing innovation strategies and developing a business plan. In particular, student groups of 3-5 people will start a company and operate from a specific business function and activity and take responsibility for it. As a team, they will develop and commercialize an innovative product. They will develop an innovative product concept (inclusive analysis of competitors, market analysis, initial cost setting, and working prototype). Extra attention is given to developing the product (branding, styling, technical development, production plan, marketing plan, financial plan) and finally a business plan (mission statement, goals and targets)
‘WE TEACH OUR STUDENTS TO UNDERSTAND AND COMMUNICATE WITH OTHER STAKEHOLDERS. HENCE, THE DESIGNER BECOMES A FACILITATOR, AT THE CENTER OF THE DEVELOPMENT PROCESS’
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STYLING & DESIGN COMMUNICATION Styling is an inherent part of industrial design. It does however go beyond giving a pleasant look to a product. Styling may indicate the functionality of a product (‘form follows function’), thus enhancing the cognitive ergonomics. It may also strengthen a brand’s visual language, leading to a coherent brand identity. To teach styling, we teach the history of industrial design and give theoretical classes but we also provide practical tools to design and build styled prototypes. Further, design communication is an essential activity for design engineers. Good designers do not only think visually, but also act visually. They design communication by efficiently passing on information to the audience. To portray ideas, different tools are brought to the table. We start off with basic techniques such as hand sketching, and continue with more advanced techniques such as surface design, digital sketching in Virtual Reality and rendering.
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‘STYLING GOES BEYOND APPLYING A PLEASANT LOOK. IT COMMUNICATES IDENTITY AND FUNCTIONALITY. IT IS ESSENTIAL FOR DESIGNERS TO COMMUNICATE THIS EFFICIENTLY’
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INTRODUCTION INDUSTRIAL DESIGN The course consists of three modules: Sketching, Prototyping and Design skills that cover some fundamental practical and theoretical aspects of design. Sketching aims to train basic visualisation skills. Sketching techniques are taught through demonstration lessons. Students train themselves to master skills independently by means of weekly assignments. Prototyping focuses on the materialisation of ideas via manual production techniques. This is trained through a number of short assignments that the students have to execute individually. Each student is coached through practical exercises and design consults. Design skills focuses on insights in the different phases of the design process, and how to make a design brief, list of demands, morphology chart, function analysis, creativity, selection methods and form exploration. This is trained by interactive lectures and activated learning. 1I0
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‘AN INTRODUCTORY COURSE TO FAMILIARIZE STUDENTS WITH SKILLS AND BASIC ATTITUDES OF A DESIGNER; METHODICAL THINKING, CREATIVITY, MATERIALISATION AND VISUAL COMMUNICATION’
GRAPHIC DESIGN COMMUNICATION This practically oriented module teaches you how to deal with various software and techniques that can be used to visualize ideas and prototypes during the design process. Although there is a theoretical part that discusses a number of basic concepts of computer graphics and photography, you will mainly learn to create 2D and 3D graphic content yourself. A wide range of software will be used for this purpose: Adobe Photoshop, Illustrator and Indesign for photo editing, graphic layout and vector drawing and Autodesk VRED for rendering (lighting of and assigning material to) 3D CAD models. Here you also get an introduction to product photography, in which you learn to photograph your own physical prototypes in a professional way. 2I0
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HISTORY AND INDUSTRIAL DESIGN The course consists of two main teaching components: History of Industrial Design and Industrial Design & Formgiving (styling), which are supported by seminars on Visual Communication Design (visualisation).
The styling component introduces students to form language, colour and brand DNA. The students learn how to shape a common identity between product and how form and color express emotions.
The history component introduces students to the history of industrial design through an examination of circa 150 years of industrial design production, looking at its movements, styles and schools.
The visual communication component supports the exercises of the main course components with the teaching of advanced graphic design and typographic 3I0
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DESIGN, STYLING AND CAID In this module we transpose the automotive design workflow onto a consumer product. We work around a specific product (in the past e.g. helmets, drones, skibots,...) where we develop a complete design language on an individual basis and extract it into a physical prototype. As input for the design, in addition to requirements linked to product functionality and user interaction, we also use techniques such as emo-design, animaltransfer, moodboards and brand-DNA to develop our own styling. At the same time we use Virtual Reality and Subdivision modelling to model and iterate these concepts. In a last phase a physical clay model in Kolb Automotive clay is created from which the final concept will be developed. Using a 3D scanner and Reverse Engineering, this prototype will be converted into a CAD model in which all product and technical requirements are incorporated. 4I0
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SYSTEMIC DESIGN & SUSTAINABILITY In order to face societal challenges such as global warming, companies shift their business models to (product-)service systems, instead of just selling hardware. More and more, we look crititcally at a product’s impact and life cycle. And due to digitilisation, products are increasingly connected to each other (e.g. Internet-of-Things). All these changes and challenges share a common ground: systems. Designers need to see products in their context and ecosystem, and need to design full systems instead of independent products. That is why we teach systems thinking and cybernetics. A holistic way of tackling problems with applications in diverse fields, from mathematics to societal challenges. At UGent we take social responsibility and strive for sustainable solutions. The UN’s Sustainable Developments goals can guide us on this path. Here we see that sustainability is more than just finding ecological balance. It also involves social justice, equality, quality education and so on.
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“PROBLEMS IN HIGHLY CONNECTED CONTEXTS REQUIRE A SYSTEMS APPROACH. THEREFORE WE TEACH SYSTEMS THINKING AND SUSTAINABILITY”
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DESIGNING IN A CYBERNETICAL AND SYSTEM-ORIENTED WAY This course is project-based. It teaches students to work with wicked problems, meaning societal challenges that are complex and ever-evolving. Students learn to see the specific context of study in its systemic structure, highlighting connections between different problem parts and analysing their behaviour over time. The students - organised in teams - learn to expand their design focus to product-services-systems (PSS) rather than only product-oriented design. In a Cybernetic way, they continuously adjust the design process by iterating between observing
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reality and taking (design) actions in order to steer it in a certain direction. The direction itself is also subject to change, which relates to Second-order Cybernetics and asks for the creation of Open-ended Designs. End goal is to achieve a self-sustaining system that lives without further effort from the designers’ side. Finally, in the project specific attention is given to sustainability aspects, intended as societal as well environmental ones. 1I0
ACKNOWLEDGEMENTS FOR STUDENTS’ WORK From left to right, from top to bottom: p 18: Febe Oley p. 20: Arvid De Groote p 21:
Rembrandt Perneel - Janis De Vogelaere - Robbe Timmerman
p. 23: Senne Vandenbroeck p. 24: Michiel Caron p. 25: Tine Wouters - Tine Van Moeseke - Francois Desmedt p. 26: Jamil Joundi - Maico Baert, Febe Moyaert, Jana Deconinck & Tom Walcarius - Veerle Deloddere, Ruben Ryckebusch, Lewis Bonduelle & Aron Janssens p.27:
Thibault Lesenne, Sander Ameel, Isabel Vandenameele, Gilles Berton & Martijn Gevaert
p. 29: Niel Vancauwenberghe, Thomas Verhelst, Hendrik Hanskens, Baptist Noppe & Aron Mestdagh - Nicolas Soubry, Daan Devlaminck, Thimon Rotstejn, Jonas Lietaer & Ruben Marijsse p. 30: Anja Peeters - Kenny Callewaert & Stefan Lefevere - Stijn Vanderheijden p. 31: MaitĂŠ Prieels P. 32: Achiel Dendoncker - Dylan Denys p. 33: Louis Vansteenkiste - Woute Mussche p. 34: Pieter Beerten, Irene Haentjens, Esther Reynders, Vossa Varkevisser, Tine Wouters & Maarten Walcarius - Laura Dens, Frauke Destrijcker, Brecht Dujardin, Marie Hoste, Ayano Koyrita, Nina Storms, Saar Vande kerckhove & Tine Van Moeseke p. 35: Brecht Deboosere, Nina Storms, Niel Van Cauwenberghe & Giltumn Vanhauwaert p. 36: Kenny Callewaert - Arvid De Groote p. 37: Nathan De Baets p. 38: Michiel Caron p. 39: Julian Adam - Wout Mussche & Dries - Febe Moyaert p. 40: Dylan Denys & Julian Adam - Thomas Vermeulen & Julien Noppe- Groep 10: Mew p. 41: Rembrandt Perneel - Michiel Caron p. 42: Michiel Wierinck - Jolan Soens 45
PARTNERSHIPS RESEARCH PARTNERS
... ERASMUS EXCHANGE PROGRAM
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REGULAR PARTNER COMPANIES
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DESIGN.NEXUS The Ghent University design.nexus research group based in Campus Kortrijk is dedicated to create bridges between education, sustainability and industry in the field of technology-driven design and processes of innovative product-service and consumption-production systems. The group implements interdisciplinary design strategies and best practices together with the industry and organizations from both public and private sectors. As a part of Ghent University, design.nexus is closely linked with other research groups in Kortrijk, Zwijnaarde and Ghent.
DESIGN.NEXUS
IMEC-MICT
INDUSTRIAL SYSTEMS ENGINEERING - FLANDERS MAKE
INDUSTRIAL SYSTEMS OPTIMIZATION AND CONTROL
.EDUCATION
Learning is triggered by curiosity and grounded in realism. The task of .education is to effectively integrate practical, real-life challenges into the learning environment. Industry and social needs are problematized and contextualized in design-oriented education curricula through problem and project-based learning. Educational methods are implemented in the workplace synching the performance of industry partners with industry demands. The aim of .education is to research methods and test new methodologies in collaboration with students, researchers, industry and other stakeholders to create a knowledge pool for targeted change and innovation.
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.SUSTAINABILITY
Sustainability is one of the most crucial global goals of the 21st century. The focus on .sustainability is the creation of methodologies of evolutionary socio-technical product-service-systems. The wickedness of the problems asks for new designerly ways of doing, where inclusion, open-endedness, circular causalities and systems-oriented design play a fundamental role. The challenge of how to create more sustainable futures is addressed through a cybernetic, transdisciplinary, reality-oriented and collaborative approach.
.INDUSTRY
Today’s industry is confronted with the complexity of interconnected cyber-physical industrial product-service-consumption-production systems. There is a particular need for interdisciplinary design strategies, methods and best practices to get new insights into the involved transformation processes. The task of .industry is to perform integral applied research: in the domain of design of new digital and/or bio based processes; design for personalized, changing and scalable manufacturing systems; and co-creation strategies for iterative and advanced intertwined design-make-evaluation methods.
Design.nexus values its contact with industry and collaborates in different forms. In student projects, we provide the students with cases from industry. Next, we let students perform their thesis in close collaboration with a company to gain relevant experience. This way, our network of alumni is also strengthened. In PhD-trajectories we explore interesting industry-cases more in-depth. Finally, our researchers also work in research projects with and for industry. Interested in collaboration? Contact design.nexus via Jan.Detand@ugent.be Visit us at www.designnexus.ugent.be
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MICT imec-mict-UGent is an interdisciplinary research group at the department of Communication Sciences and the department of Industrial Systems Engineering and Product Design at Ghent University and is part of the digital research institute imec. The research group is based in De Krook, the epicenter of digital media innovation in Flanders. The architectural hotspot is a bustling meeting place between science, digital technology, entrepreneurship, media, culture and arts. As part of the Ghent Design Factory, imec-mict-ugent is clearly taking a central role in the innovation process between citizens, government, research institutes, NGOs and the industry.
We study the interactions between people, society and technology by leveraging on state-of-the art methodological innovation to grasp the attitudinal, behavioral as well as cognitive dimensions of the ‘homo digitalis’. We deliver clear insights in users’ (online/offline) behaviours, needs and wishes in a digitizing society. We believe in interdisciplinary and collaborative research in which these insights are a key differentiator for user-centric development of more empowering interfaces. We provide scientific insights on how people interact with technology today. And co-create future technologies for the people of tommorow. Therefore we study people on three levels: - what people SAY by asking opinions via online/offline surveys and interviews - what people DO by observing behavior via mobile data logging and in the field monitoring (e.g. Mobile DNA, prototyping, research labs) - what people FEEL by measuring physiological data via a wide range of sensors (EEG, EMG, GSR, HR, Eye-tracking) 50
1. INTERACTIONS
We design state-of-the art methods, using our research labs and prototypes for real-life testing, focusing on observation, co-creation and interaction design, to optimize your human-technology interactions.
2. IMPACT
We use theoretical frameworks from social sciences for evidence-based results, focusing on motivational, behavioral change and experience research, to maximize your effectiveness and adoption.
3. INSIGHTS
We evaluate and expose tension fields between data, privacy and ethics at At De Krook, we use a wide set of research labs to prototype future contexts for advanced user experience research. With De Krook as our home base, we connect with our partners to define the future Smart Spaces (e.g. Smart Media, Smart Health, Smart City, Smart Home) within the Flemish ecosystem. Interested in collaboration? Contact MICT via info.mict@ugent.be Research lead MICT for Campus Kortrijk : prof. Jelle Saldien - jelle.saldien@ugent.be Visit us at www.mict.be
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FOLLOW US VIA: ugent.be/campuskortrijk ugent.be/campus-kortrijk/nl/opleidingen/industrieel-ontwerpen facebook.com/ugentcampuskortrijk issuu.com/ugent-industrieelontwerpen flickr.com/photos/109094367@N06/albums
CONTACT US VIA: prof. Jos Knockaert - Head of programme committee - jos.knockaert@ugent.be prof. Jan Detand - Lead of design.nexus - jan.detand@ugent.be prof. Jelle Saldien - Lead of MICT campus Kortrijk - jelle.saldien@ugent.be
UGENT CAMPUS KORTRIJK Graaf Karel de Goedelaan 5 8500 Kortrijk info.kortrijk@ugent.be T + 32 (0)56 29 26 00 F + 32 (0)56 24 12 24 52
