Content, progress and pedagogy of the module

A student who has completed this module:

Learning objectives

Knowledge

• has knowledge about different design strategies to tackle sustainable transition challenges
• can understand challenges concerned with ill-defined problems and working with complex problems both on a general level and at local levels that require systemic transformations

Skills

• can identify, characterise, and analyse a subject matter as the focus for the design process
• can apply different design strategies as a response to a wicked problem
• can develop or redesign sustainable business models in order to support novel systemic solutions
• can involve interested parties in companies, governmental bodies and /or from civil society in a design process
• can use material objects to visualise and communicate project developments and findings or to facilitate dialogue

Competences

• can reflect upon viable design strategies as a response to wicked and ill-defined problems and develop strategies to support sustainable transitions processes through a design-oriented approach
• can reflect upon viable ways of engaging and enrolling actors from a diversity of disciplines, institutional and business domains as part of design strategies
• can reflect on the role of sustainable design engineers as experts with the capacity to facilitate cross disciplinary, sociotechnical, participatory knowledge development and not only narrow technical expertise (PBL)
• Can reflect on his/her own ability to operate and contribute to teamwork in an intercultural context (PBL)

Type of instruction

Project assignment, carried out in groups of 4-5 students. The project should be planned in cooperation with a company, an institution or an interest group. Instructions on sustainable business models and project management will support the project work.

Exam

Prerequisite for enrollment for the exam

• An approved PBL competency profile is a prerequisite for participation in the project exam

Exams