University of Technology Sydney

81536 Leading Design for Social Innovation

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 81535c Ver 1 Co-evolution of Problem and Solution
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses. See access conditions.

Description

Leading Design for Social Innovation is a studio that introduces the complex systems approach underpinning Transition Design. In this subject, students learn soft systems mapping techniques and find places to intervene in systems to leverage change through social innovations. Students work on a live brief or live projects with industry partners, also gaining experience in professionally presenting clear design propositions and receiving expert feedback.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1. Demonstrate a capacity to link designs to complex systems and understand design's role in system transitions.
2. Demonstrate a practical understanding of social and service design approaches, processes, methods and tools.
3. Demonstrate an ability to work collaboratively with others in an interdisciplinary context.
4. Undertake independent research relevant to a brief, and translate research findings into strongly justified design interventions.
5. Use text, visual and design based media to communicate, share and develop ideas.
6. Demonstrate an ability to communicate design proposals clearly, engagingly and professionally.
7. Demonstrate an ability to write a reflection on learning that explains how the subject content has informed understandings of design.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

  • address problem situations with an attitude that is open, experimental, empathetic and ethical (A.1)
  • communicate and collaborate effectively in a multidisciplinary team to develop innovative cross-disciplinary interventions (C.1)
  • articulate ideas simply, succinctly and persuasively to a diverse group of stakeholders or audience (C.3)
  • develop and evaluate different perspectives on problem situations that open up new directions for solutions (I.1)
  • reflect on the problem solving and innovation practice of own organisation and indicate the position of the practice within the broader service innovation landscape (P.1)
  • recognise the nature of open, complex, dynamic and networked problems to be able to identify problem situations that require a design-based innovation approach (R.1)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

The subject is a studio, combining seminar-style presentations, class discussions and activities that work toward a collaborative response to an ambitious, live project brief. You will engage in independent research in collaborative teams and will be expected to complete exercises that demonstrate your understanding of concepts and processes introduced each week. You will present your work in class and engage in and receive constructive critique from your peers. We aim to create a safe and supportive learning environment where authentic engagement and creative effort is rewarded.

Content (topics)

Content will focus on how design can be used to lead systems change, including transition design, qualitative research, systems mapping, visioning, backcasting and developing design proposals.

Assessment

Assessment task 1: Mapping Systems

Intent:

The intent of this task is to develop capabilities in identifying, analysing and communicating complex systems

Objective(s):

This task addresses the following subject learning objectives:

1, 3 and 5

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

C.1, C.3 and R.1

Type: Design/drawing/plan/sketch
Groupwork: Group, group assessed
Weight: 30%
Criteria:

This task will be assessed on the following criteria:

Demonstrated capacity to link designs to complex systems

Use text, visual and design based media to communicate, share and develop ideas

Demonstrated ability to work collaboratively

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstrated capacity to link designs to complex systems 34 1 R.1
Use text, visual and design based media to communicate, share and develop ideas 33 5 C.3
Demonstrated ability to work collaboratively 33 3 C.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Design Proposal

Intent:

The intent of this task is to develop skills in responding to a brief with a design proposal.

Objective(s):

This task addresses the following subject learning objectives:

2, 4 and 6

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

A.1, C.3 and I.1

Type: Presentation
Groupwork: Group, individually assessed
Weight: 50%
Criteria:

This task will be assessed on the following criteria:

Demonstrate a practical understanding of social and service design approaches, processes, methods and tools explored in class.

Ability to translate research findings into strongly justified design interventions.

Ability to communicate design proposals clearly, engagingly and professionally.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Demonstrate a practical understanding of social and service design approaches, processes, methods and tools explored in class 34 2 A.1
Abilitiy to translate research findings into strongly justified design interventions 33 4 I.1
Ability to communicate design proposals clearly, engagingly and professionally 33 6 C.3
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Reflection on Learning

Intent:

The intent of this task is to provide an opportunity for students to gain skills in reflective writing, explaining how the subject content has informed their design understanding.

Objective(s):

This task addresses the following subject learning objectives:

7

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

P.1

Type: Reflection
Groupwork: Individual
Weight: 20%
Criteria:

This task will be assessed on the following criteria:

Ability to write a reflection on learning that explains how the subject content has informed your understanding of design.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Ability to write a reflection on learning that explains how the subject content has informed understandings of design 100 7 P.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.