Many Industrial Design professionals in Spain have difficulties when it comes to getting a job related to their field. They also have difficulties incorporating into the labor market as what they have learnt as students does not correspond with the demands of the labour market as far as industrial designers are concerned. By using a nationally…

Design education is in need of a wider restructuring to accommodate new developments and paradigmatic shifts brought forth by the information age, all of which capitalise a move towards complexity theory, systems science and digital technologies. The intention of this article is to approach one particular aspect of this need: that is, how basic…

Culture is gaining recognition globally as an important driver of sustainable development in the creative economy. The significance of the role of design and culture with the creative industries is under-researched, especially from the new emerging economies perspective. Therefore, designers need a framework which will guide them on how they can…

Today's growing business competition demands that design and technology must be seamlessly integrated. Designers should be employed increasingly as in-house in the industry, in addition to entrepreneurship and consultancy employment. How to realise this aim? Industry training is a tradition in engineering studies, but that is rarely the case in…

Using the results of the Standards for Industrial Arts Programs Project, the authors reflect on the lack of impetus for change in industrial arts, the disparity between the definition of industrial arts and its practice, the lack of consensus about content, and the relative freedom of teachers to structure industrial arts curricula. (SK)

This article explores project-based cross-cultural and cross-institutional learning. Using Web 2.0 technologies, this project involved more than 240 students and eighteen academic staff from seven international universities. The focus of this article relates to a project-based learning activity named "The Gift". At each institution the…

Plastics can be combined with several of the more traditional material areas of industrial arts instruction to introduce a more truly industrialized approach. (MS)

Industrial arts teachers have a responsibility to teach students how the areas of production, communication, and energy/power influence their lives, and to generate a philosophy of technology with human survival, according to the author. He states that education for teachers and teacher educators have slighted or neglected both themes. (MF)

Chief proponents of seven programs tell what their purposes are, how their programs differ, how they are being used by the schools and their plans for further development. (Editor)

Cooperative effort of a businessman and industrial arts teachers resulted in an exhibit promoting public relations as well as the industrial arts programs of the 60 participating schools. (GB)

A comparison is made between industrial plant practices and those taught or used in an industrial arts laboratory with emphasis on: (1) control of raw material, (2) space utilization, (3) production methods, (4) employee selection, and (5) product purpose. (GR)

Industrial arts educators' goal should be preparing individuals for a future embracing a "soft" technology, suited to human needs, non-violent, and environmentally gentle. Labor needs will change; career education competencies and craftsmanship will be required. Teachers can futurize courses by simple, inexpensive means: reading, and using games…

Explores what industrial arts educators should consider when designing learning experiences for tomorrow and recommends future educational practices. Notes potential population, attitude, and social and industrial changes that should have a bearing on planning. (CSS)

A new procedure called PEG (named after its main ingredient, polyethylene glycol 1000) can greatly reduce dimensional changes in wood. The technique of treating wood with PEG is described. (MS)