89122 Change Studio: Advanced

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 2025 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 12 cp

Subject level: Postgraduate

Result type: Grade and marks

Requisite(s): 24 credit points of completed study in spk(s): MAJ10028 Service Innovation and Change Major M Design
There are course requisites for this subject. See access conditions.

Description

In the early decades of the 21st century, new applications of digital communication technology have rapidly changed the ways that we create, manage and access goods and services. These new ways of operating have dramatically impacted our economies, challenging the dominance of established producers, manufacturers and service providers, and opened the way for more agile and distributed players. New kinds of services have emerged, and more diverse communities are being addressed.

This studio subject provides advanced design students with an opportunity to develop service design propositions for a changing world. Through a semester-long studio engagement, students develop projects that support a shift toward more sustainable human and environmental ecologies. The emphasis is upon design for user experience (UXD), and the enabling of desirable change through strategic, human-centred design propositions.

Subject learning objectives (SLOs)

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

1.	Demonstrate a professionally advanced level of research into human practices and contexts of change, utilising relevant primary and secondary techniques.
2.	Investigate existing and possible systems of organisation, and appropriate spatial/material/visual languages to facilitate user experience of unfamiliar services, equipment or contexts
3.	Demonstrate a capacity for flexible thinking in relation to iterative and creative design concept development.
4.	Demonstrate alertness to, and care for, the human and/or environmental impact of the design.
5.	Demonstrate sensitivity in selection, use and application of media.
6.	Demonstrate a capacity to experiment and critically analyse, refine, synthesise and process ideas to a stage of realisation and presentation, evidenced through iterative process work.
7.	Demonstrate a capacity to effectively communicate, actively share, and dialogically develop design ideas.
8.	Communicate design propositions with confidence and clarity, demonstrating a professional level of written, visual and oral presentation skills.

Course intended learning outcomes (CILOs)

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

Value for the designer's role as a responsible global citizen, including alertness to the impact of design on environmental ecologies and issues of social justice (A.1)
A commitment to ethical acknowledgement of sources and the work of others (A.2)
Professional attitude to clarity, accuracy and effectiveness of communication (C.1)
Capacity for perceptive concept development (I.1)
Ability to critically appraise, develop or redirect design ideas (I.2)
Possession of a developed aesthetic sensibility (P.2)
Ability to analyse and synthesise complex ideas (R.2)
A disposition to adopt practices and approaches that embed critical reflection (R.3)

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.

Change Studio: Advanced encourages student learning directed to develop these graduate attributes. The course content, learning strategies and assessment structure is explicitly designed with these attributes in mind.

Teaching and learning strategies

This is a semester long studio-based subject. Between weekly classes, you will undertake research for design and develop design propositions. This work must be brought to class for discussion. In studio you will work in groups to discuss ideas in relation to developing design ideas. Your studio leader will assist in developing your ability to reflectively critque work by self and others. Theoretical ideas referenced in the studio can be further explored through engagement with recommended readings.

Content (topics)

This subject addresses the following issues and topics:
- The relationship between design and economy
- Theoretical approaches to rethinking the economy
- Economy and sustainment
- Design for changing economies

Assessment

Assessment task 1: Design Research

Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 3

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.2, I.2, P.2, R.2 and R.3

Weight:

20%

Length:

Your presentation should include a visual presentation deck and a more comprehensive ‘leave-with’ deck. The length of the presentation deck should be appropriate for a 20min presentation.

Criteria:

1. Identification of relevant research questions (R.3)

2. Ability to adopt research methods appropriate to the research questions (R.2)

3. Investigation of systems of organisation, and spatial/material/visual languages appropriate to design medium and user experience (P.2)

4. Ability to interpret research material to produce understanding and/or insight for design (I.2)

5. Ethical disclosure of all sources informing the research, and a professional approach to referencing (A.2)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Identification of relevant research questions	15	1	R.3
Ability to adopt research methods appropriate to the research questions.	15	1	R.2
Investigation of systems of organisation, and spatial/material/visual languages appropriate to design medium and user experience.	25	2	P.2
Ability to interpret research material to produce understanding and/or insight for design.	40	3	I.2
Ethical disclosure of all sources informing the research, and a professional approach to referencing.	5	1	A.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Design Propositions

Intent:

To allow students to self-identify areas of their design skill and understanding that they would like to strengthen, and to develop and carry through an agreed program to further these ends, drawing in particular upon the resources made available through the studio.

Objective(s):

This task addresses the following subject learning objectives:

3, 4 and 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.):

A.1, I.1 and I.2

Weight:

30%

Length:

Each documentation should be the equivalent of 2 A4 pages, so 4 A4 pages altogether.

Criteria:

1. Ability to articulate, and appropriately justify, the values informing design development (A.1)

2. Demonstrated capacity for flexible thinking and creativity in concept development (I.1)

3. Demonstrated ability to effectively communicate, actively share, and dialogically develop design ideas (I.2)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Ability to articulate, and appropriately justify, the values informing design development.	40	4	A.1
Demonstrated capacity for flexible thinking and creativity in concept development.	40	3	I.1
Demonstrated ability to effectively communicate, actively share, and dialogically develop design ideas.	20	7	I.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Developed Design

Objective(s):

This task addresses the following subject learning objectives:

2, 4, 5, 6 and 8

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.1, I.2 and P.2

Weight:

50%

Length:

Each documentation should be the equivalent of 2 A4 pages (one with the first draft, one with the final draft), so 8 A4 pages altogether.

Criteria:

1. Demonstrated alertness to, and care for, the human and/or environmental impact of the design (A.1)

2. Demonstrated sensitivity in selection, use and application of media (P.2)

3. Demonstrated aesthetic sensibility in the material and visual languages developed within the design (P.2)

4. Demonstrated an ability to experiment and critically analyse, refine, synthesise and process ideas to a stage of realisation and presentation, evidenced through iterative process work (I.2)

5. Communication of the design with confidence and clarity, demonstrating a professional level of visual and oral presentation skills (C.1)

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Demonstrated alertness to, and care for, the human and/or environmental impact of the design.	10	4	A.1
Demonstrated sensitivity in selection, use and application of media.	20	5	P.2
Demonstrated aesthetic sensibility in the material and visual languages developed within the design.	20	2	P.2
Demonstrated an ability to experiment and critically analyse, refine, synthesise and process ideas to a stage of realisation and presentation, evidenced through iterative process work.	40	6	I.2
Communication of the design with confidence and clarity, demonstrating a professional level of visual and oral presentation skills.	10	8	C.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Required texts

See Canvas page for 89122

References

Penin, L. (2018). An introduction to service design: designing the invisible. Bloomsbury Publishing.

Stickdorn, M., Hormess, M. E., Lawrence, A., & Schneider, J. (2018). This is service design doing: applying service design thinking in the real world. O'Reilly Media, Inc.

Kimbell, L. (2014). The service innovation handbook: Action-oriented creative thinking toolkit for service organizations. BIS publishers.