Masterstudium i produktdesign – design for kompleksitet Programplan

Prospective students have a bachelor's degree and an interest in the science or philosophy of behavior, and recognize the need for effective behavioral interventions.

Varied and student-active teaching methods are used in the program. The languages of instruction are Norwegian and English. Textbooks, reading packages and digital course sequences are in English.

Good learning outcomes primarily depend on the students’ own efforts. Student effort includes benefiting from teaching and academic supervision; following this up with independent work in the form of theoretical studies, and, when relevant, practical skills training. The program is demanding, and requires consistent effort during the whole semester. The most important work and teaching forms used in each course in the program are described below. Individual course descriptions state which work methods each course employs.

Web-based work and teaching methods

Several forms of digital learning resources are used in the program, such as digital textbooks, digital lectures, video clips, tests, and assignments. These resources can be used to prepare for teaching sessions, during seminars using Interteaching, and as part of self-study. This form of teaching requires the students to meet prepared for the scheduled teaching sessions. Interaction can also take place digitally. Students from both specialisations will have access to digitalised versions of the course content. For the digital course sequences, feedback on details of course content, and supervised discussion groups will be available during pre-determined time periods.

Lectures

Lectures are primarily used to introduce new subject matter, provide an overview and highlight main elements and links within different topics, and also to communicate relevant issues.

Seminars

Seminars emphasize dialogue and discussion between the subject teacher(s) and students in order to stimulate the student's academic development. Verbal presentations by students and discussions are emphazised.

Interteaching

Interteaching is a technology of classroom instruction based on the principles of behavior analysis. The Interteaching method includes pre-session reading; discussion of pre-determined questions in pairs with perambulating instructors; summarizing lectures based on questions from the discussions, and data collection including student evaluation of each session.

Written assignments

Written assignments vary according to learning outcomes, course content and work methods. The assignments usually consist of written work, in the form of essays, reaction papers or reviews of literature, or multiple-choice tests. The coursework requirements ensure steady academic progress and stimulate the students to acquire new knowledge; testing their knowledge, skills and competencies against the standards of the course outcomes. Coursework requirements get feedback from instructors and are specifically designed to give students practice in academic writing and prepare them for thesis work.

Simulation/laboratory exercises/skills training

Simulation/laboratory exercises/skills training is used to design and execute learning experiments, giving hands-on experience with basic learning processes and experiments.

Self-study and student cooperation/group work

Learning requires a high degree of self-paced activity and self-study, including both individual work and cooperation with fellow students. Through activities such as exchanging ideas, presentations, discussions, writing assignments and problem-based assignments, students will be stimulated to learn by communicating knowledge and experience, expressing their own opinions and, together, reflecting on their own attitudes, actions and understanding of the field. Students are encouraged to take initiative to schedule and actively participate in study groups to promote learning. Information about the activities in the institute’s research groups is presented at the start the program, and students are encouraged to take part in the lab activities in the research groups. For each course, the students are responsible for readings.

All courses except MALKA212, MALKA213, MALKA214 and MALKA218 have one or more coursework requirements. Each assignment is graded Approved/Not approved. All assignments must be approved before the student can sit for the exam in each course.

Written assignments

The assignments are submitted digitally, and written feedback is delivered in the same electronic platform. When the coursework requirement is delivered according to deadlines in the course schedule the student has the right to receive feedback on the assignment. Assignments not submitted within the set deadline will be considered failed.

A student may submit the same compulsory assignment a maximum of three times. Failed assignments must be reworked before resubmission. If the second submission fails, the student is not eligible for the regular examination. The student is entitled to a third attempt before new/deferred exam.

If one or more assignments are not approved after three attempts, the student must attend the course the next time it is arranged, usually the subsequent year. Application for a fourth and final attempt to complete the assignment to sit for the exam are decided on an individual basis by the study administration in cooperation with the person responsible for the course.

All coursework in writing, including master’s theses, undergoes automatic plagiarism control on submission.

Attendance requirementsWhile there is no attendance required for lectures, this is a demanding program, and steady work is required throughout the courses.

Two research ethics seminars are 100 % attendance required before the thesis outline can be submitted. The seminars are taken place digitally and held annually, one each semester. It is recommended to complete the seminars during the first year of studies.

The learning outcomes in this programme make the students experience a complete view of the skills that are necessary to perform product design. All teaching within the various courses contributes to the students¿ overall understanding and knowledge of how products arise, from the original idea and through commercialisation, to the product end-of-life.

Project-based learning is intended to develop the students¿ knowledge and skills in handling interaction between professionals in different areas. With a good understanding of the necessary skills in negotiating all the stages of the product development process, the students will at the end of the programme be able to assert their role as a design professional. A further outcome of project-based learning is to provide students with the ability to learn leadership skills.

The programme will focus on empowering students with a dynamic interaction of theoretical and practical knowledge. The knowledge will through learning activities relate to the cognitive domain as well as to the psychomotor and affective domains. The cognitive domain refers to intellectual activity and the development of thought processes. The psychomotor domain emphasises the mastering physical skills involving the coordination of the brain and muscular activity. The affective domain is concerned with issues relating to the emotional component of learning, such as willingness to learn and the integration of ideas, beliefs and attitudes.

Good skills imply that students are able to make an integrated assessment of the choices necessary to make good products. These choices include type of materials, components, production methods, ethical and cultural values, strategies and business partners. Subsequently, good choices will lead to enhanced customer satisfaction, improved competitiveness and long-term value creation in both new and existing products.

The current research programme for the timeframe 2010-2015 , Product Design: Materiality, Processes and the Future Environment , aims at developing new competence in product design in the field of materiality, methodology and a sustainable environment. The findings and effects of this research programme are systematically integrated into the teaching and learning at the Department of Product Design. Through teaching that is focused on product innovation, innovative processes and best practice, students will continually develop knowledge and skills in establishing a suitable balance between social utility, ecological concerns and economic value creation in their work. Research and development activities at the department support the challenge of reaching this balance.

Through the study programme the students will acquire information competence and knowledge about the references that will make them able to find relevant literature and information. They will be able to search for academic literature and set up a list of literary references in accordance with the current template. They will be able to use basic rules for quotations and use of references. In addition they will be familiar with what is regarded as plagiarism and academic cheating in the work that they do in connection with their studies.

Programme specific learning outcomes

Learning outcomes are statements of what a student is expected to know, understand and/or be able to demonstrate after completion of the learning process. The programme specific learning outcomes for the Master¿s programme in Product Design are listed below. Note that the individual course descriptions provide considerable more detail in this respect.

Knowledge

On successful completion of this programme students are able to

• use relevant practice-based- and scientific methods in product design
• find innovative solutions by applying accumulated knowledge to new areas
• analyse the significance of design on a global basis and in various cultural contexts
• develop a product in relation to market orientation, user studies and own ideas
• describe the properties, potentials and useful qualities of materials in production processes

Skills

On successful completion of this programme students are able to

• do creative problem solving in a structured and transparent manner
• analyse and critically evaluate different sources of information to structure and formulate arguments for sustainable product design processes
• experiment with aesthetic and form, and take advantage of a material¿s inherent qualities
• make products as a manifestation of specific brand or concept

General competence

On successful completion of this programme students are able to

• engage collaborators in developing ideas and new products through professional communication and interdisciplinary co-design processes
• contribute to corporate social responsibility by using ethical guidelines in the design process
• independently carry out advanced tasks and projects in product design

General structure and credits

The Master¿s Degree in Product Design is a course-based study programme that runs for two years. The programme is organised as a full-time study with an established progression. The content, structure and composition of the study programme form a coherent and integrated graduate education in the field of product design.

The two-year programme consists of 120 ECTS credits. Students will complete courses accounting for 60 ECTS credits in one academic year. The majority of courses in the programme have a value of 10 ECTS credits. Only two courses differ, the Practical Placement course has a value of 20 ECTS credits and Master¿s Project has a value of 30 ECTS credits.

Programme structure

The first and second semester consist of compulsory courses. The third semester consists of two compulsory courses and one elective course. During the fourth semester the student will work on his/her Master¿s Project.

Figure 1 shows the overall structure of the programme.

Figure 1: Programme structure of the Master¿s programme in Product Design

The first and second semester consist of compulsory courses. The third semester consists of two compulsory courses and one elective course. During the fourth semester the student will work on his/her Master¿s Project.

Practical Training

During the second semester, students will be required to complete practical training. This training has a value of 20 ECTS credits and is designed to give students real work experience in private business or the public sector. Students will acquire knowledge of relevant organisational models, decision-making mechanisms and gain experience of the methods used in the organisation. The goal is that students will be able to further develop their skills in the product design environment.

Individual cooperation agreements are entered into between the University College and relevant businesses, municipalities and other public sector bodies regarding the practical organisation of specific student assignments which can be completed at the cooperation partner¿s location within a period of three months. The assignments will tend to involve research and development tasks at the cooperation partner¿s location. Practice in public sector may be that students assign to ongoing research projects within the institution. The student is assigned a contact person with the cooperation partner or the research project for the agreed time period. Guidance will come from both the staff working at the place of practical training as well as the University College teaching staff.

As some businesses prefer that students complete a placement of between three to six months, the location of the practical training the study programme has been so positioned that students may extend their practical placement into the summer months. Placement that exceeds three months is a volunteer option, and is not a part of the formal study programme. Practice training more than three months do not account for more ECTS credits.

Master¿s Project

In the fourth and final semester of the programme, students will complete a Master¿s Project. This is an independent and in-depth piece of work that is based on the learning activities that the students have completed during their education up to this point. Under the guidance of teaching staff, the student will develop his or her own topic for the Master¿s Project. It may also be written in conjunction with an external third party within the industry. All the courses in the first three semesters of the study programme must be successfully completed before the student may submit his/her Master¿s Project for assessment.

Through the study programme the students will acquire information competence and knowledge about the use of references that makes them able to find relevant literature and information. They will be able to search for academic literature and set up a list of literary references in accordance with the current template. They will be able to use basic rules for quotations and use of references. In addition they will be familiar with what is regarded as plagiarism and academic cheating in the work that they do in connection with their studies.

Central for the Master¿s programme in Product Design is sustainable development through the subject areas design methodology, strategic design, product and material communication, market analysis and innovation.

Courses

The first three courses in the programme - MAPD4100, MAPD4200 and MAPD4000 - are compulsory. MAPD4100 and MAPD4000 focus on giving students a good understanding of the philosophy of science with a particular emphasis on contemporary research approaches used in product design. MAPD4200 is designed to give students a thorough understanding of aesthetic theory and practice. Another goal of these first three courses is to create a basis and a common level of product design knowledge for all students from which to launch bring into the next phase of the Master¿s programme.

The three compulsory courses, MAPD4300, MAPD5100 and UNIK4000, constitute an important part of the core knowledge of the Master¿s programme. MAPD4300 focuses on psychology-based design and markets. In course MAPD5100 students expand their skills of communication by the use of product concepts and physical products. The course UNIK4000 is taught in collaboration with Unik[1] at Kjeller. This course will provide students with an understanding of the role of technology and innovation in a cross-disciplinary design process.

Courses MAPD5200 and MAPD5300 are elective courses through which students can deepen their understanding on particular topics. MAPD5200 focuses on interpreting, understanding and developing the context in which a product is to be used. MAPD5300 challenges students to experimentally apply production processes to materials. Other courses may be added to the programme at a later date. MAPDPRA is the practical training course. Students will spend a minimum of 12 weeks in an applied environment. The final course that students must complete is MAPD5900, in which they will do their Master¿s Project.

Each course has a separate course description, specifying learning outcomes, contents, teaching and working methods, Coursework assignments , examination forms and forms of assessment. The details for each course can be found below in Section 10. Note that the elective courses will require a minimum number of students in order to be run.

Scientific Theory and Methods

Product design and design research at the Master¿s level requires expertise in the area of scientific theory and research methods. Students taking the Master¿s degree in Product Design will be introduced to scientific theory in general, with particular emphasis on the sustainability concept during the first semester as a part of the course MAPD4100.

In the course MAPD4000 students develop their critical reading and academic writing skills.

This is an intensive course in scientific theory and methods. Here they will be introduced to general scientific methods - such as empirical data collection methods, fieldwork techniques and data triangulation - as well as more targeted techniques in design research methodology, such as different sustainable design approaches, user-oriented methods and scenario development. During later courses, such MAPD4300 and MAPD5100, scientific methods will be explored in relation to their practice. Having competence in research enables the designer to work in cross-disciplinary teams, as well as better understand and explore the subject that they are working with.

The programme has been planned as a progression and a context which will result in a rounded, multi-disciplinary and international understanding of the field, with an emphasis on integration of theory and practice.

Subject areas and topics are taught by means of lectures, seminars, group discussions, assignments, studio workshops and tutorials. The problem-solving method for cross-disciplinary project work will be widely used as a general methodology in addition to the method for implementing specific product design tasks. The organisation of cross-disciplinary collaboration will be carried out both individually and/or in groups. Work such as report writing, literature studies, assignment writing and subject reports (individual or in groups) is part of the learning process in addition to the completion of specific product design commissions.

Project-based learning

The programme largely employs project-based learning, in which problem-solving methodology forms the basis for teaching. Project-based learning has two aspects. Firstly, students are given a specific product development task which they complete during the teaching period, preferably in cooperation with an external client. Secondly, students must systematically document processes. They visualise and share acquired knowledge critically and constructively as reflective practitioners. This way they consciously evaluate, adjust and refine their own work during the project period.

Reflective Practice

Reflective practice refers to the ability to continuously analyse and adjust the strategies to solve a problem as the process develops and the context change. This demands skills of paying critical attention to the practical values and theories which inform a variety of possible practical approaches. It is a learning process that has the aim of enhancing abilities to communicate and making informed decisions. It strengthens designer competence such as critical judgement about aesthetics and technical solutions. Furthermore, reflective practice is strategies connected to lifelong learning and thus prepares a continuously development of personal knowledge as a professional.

Reflective practice is employed widely throughout the master¿s programme in order that students are able to communicate with collaborators. They create a collaborative reflective space where creative, philosophical and critical approaches are balanced with a structured, practical process. This contribute to a transparent creative process, where all involved learn from their experiences to make qualified decisions.

Research-based education

The education is research-based. It emphasises student-active learning forms and close supervision by teachers and potential clients. Cooperation between the University College and external partners will form the framework for specifying the teaching programme. During the programme, emphasis is laid on integrating scholarly working methods and theories, thus enabling students to critically assess and employ given working methods in their own work assignments and to interpret and use research results.

Tutoring

The programme places a strong emphasis on group and personal tutoring. By way of tutoring, students develop the ability to do qualitative judgement and reflective practice. Thus, they are able to develop suitable strategies for solving different types of problems. In combination with all taught courses and with the Master¿s thesis, students will receive professional tutoring from teaching staff.

A particular emphasis is placed on the delivery of practical information to students in and around the studio workshops. In experimental approaches the creative possibilities of materiality in products are highlighted. Experimental approaches to develop products are linked with the need for structure and possible applications.

Further topics will also be offered in other relevant areas, such as tutoring in portfolio preparation, presentation techniques and software courses.

Studio Workshops

Due to the focus on materials and processes in this study programme, the studio workshops play a significant role in the educational experience of product design students. They spend a considerable amount of time in the studio workshops manipulating and testing ideas and methods in various materials under the guidance of professionals. Potential new products are discussed both regarding new concepts and new use of materials.

To be open for ideas that occur in a practical realisation of a product is emphasised. A variety of methods are possible, where both technical and artistic approaches can merge. The explorative nature of a creative design process is in this way enhanced in practice. The tactile understanding of the materiality of the object is important. This tactile understanding is linked both to production and possible user experiences. This is combined with discussions about further strategies for useful application of the new findings.

In this programme both cognitive and psychomotor skills thus are equally valued and developed through a coordinated approach to theory and practice. All studio workshops are fitted with advanced production tools and machines, and are staffed with experienced studio technicians.

Co-design and external partners

The MAPD approach is that collaborative design - co-design - is a professional design practice, a collaborative, social process that draws on and engages different areas of expertise and competence, both users and professionals alike. This process is characterised by inquiry, knowledge construction, negotiation and an interaction and interweaving of the interests, imagination and personal Resources of each participant.

The MAPD programme includes concepts of user orientation and collaborative design. Students are asked to continually reflect on and work with how they approach users, how they involve them in a design process and design with them, as opposed to merely designing for them. As their projects develop and user orientation issues arise, studio practice is contextualized in social practice and with theoretical understanding within a project, thus linking the students¿ actual hands on experience with user issues to more overall theoretical considerations and to their own human experience and sense of empathy.

During the programme, students are encouraged to make contact and develop networks with external partners. Excursions are made to various institutions, Government departments, private practices and companies. In addition a variety of professionals are invited to the Department of Product Design to lecture or make presentations to students. The objective of this approach is to provide insight into various aspects of the product design profession in Norway and internationally.

Information and Communications Technology

Prior to their start in the Master¿s programme, students should have achieved basic knowledge of information and communication technology (ICT) and be able to make effective use of this in project work. More advanced ICT teaching will be offered throughout the Master¿s programme.

The programme has an international focus, which means that students will receive an education adapted to increasing globalisation and to a labour market which is globally directed, both culturally and linguistically. It is expected that following graduation students will be able to obtain professional employment in countries which demand language skills in English, both written and oral.

The curriculum has therefore been designed for a global perspective and with an awareness of the cultural dimension of the topics covered. The cultural awareness contributes to the aim that students acquire knowledge that will strengthen the understanding and development of multicultural competence, respect and tolerance.

The teaching will be in English if there are English speaking students. Collaboration in learning activities will be in English. Norwegian students who feel uncomfortable in speaking English can speak Norwegian with facilitation in English by teacher and fellow students.

The programme description has been devised to allow student exchanges with foreign universities and university colleges. This has been done by making the programme modular, i.e. composed of courses, and by allowing students to take individual courses at cooperating institutions abroad. This is recommended in the second semester.

Students taking parts of their programme abroad will be credited accordingly provided that the planned courses are preapproved by the University College and that the approval is incorporated in the individual student¿s study plan. Students are advised to choose institutions that Oslo and Akershus University College of Applied Sciences has agreements with. It is not possible to take more than one year (60 ECTS credits) abroad.

Cooperation agreements

The Department of Product Design has established cooperation agreements at Master¿s level with several institutions. Further information regarding these exchange institutions can be found on the website.

Exchange requirements

Students that have their exchange period approved must attend an obligatory preparation course prior to their exchange period.

They must also plan their exchange period in close collaboration with the programme coordinator, the international office and the specific exchange institution.

Further information regarding exchange requirements and the preparation course can be found on the website.

Exams are tailored to the learning outcomes, course content and teaching and learning methods.

Exam questions are in English. Students may submit their exams in Norwegian, Swedish, Danish or English. All ordinary exams are held in the same term as the corresponding course.

All exams except the master’s thesis are assessed by one examiner, with an external examiner used regularly, at a minimum of every third completion of the course. The master’s thesis is evaluated and graded by one internal and one external examiner. The grading scale on all exams is: A (highest) to F (lowest) where A to E are the pass grades, and F is a fail grade.

All courses included in the specialisation are specified on the diploma, as is the titleof the master’s thesis.

Assessments are carried out in accordance with the Act Relating to Universities and University Colleges, Regulations Relating to Studies and Examinations at OsloMet and Guidelines for Appointment and Useof Examiners at OsloMet.

Exams in Master in Behavioral Science – specialisation in Concepts and Applications

MALK4100 Science, Behaviour and Society: Portfolio exam that includes 3 individual written assignments (A-F)

MALK4000-403 Behavior Analysis and Radical Behaviorism: Individual written home examination, 5 hours (A-F)

MALKA211 Introduction to Behavior Analysis: Individual written school examination, 3 hours (A-F)

MALKA212 Refinement of Behavior Analytic Terms: Individual written school examination (combination of essays and multiple choice/digital tests), 2 hours (A-F)

MALKA213 Laboratory Exercises – Experimental Analysis of Behavior Analysis: Individual project examination (A-F)

MALKA214 Experimental Design and Functional Analysis: Individual written school examination (multiple choice test), 3 hours (A-F)

MALKA215 Complex Human Behavior: MALKA215 Complex Human Behavior: Individual written school examination, 3 hours (A-F)

MALKA217 Early Intervention for Children with Pervasive Developmental Disorders: Individual written school examination, 3 hours (A-F)

MALKA218 Ethical Considerations in Applied Behavior Analysis: Individual written home examination, 3 hours (A-F)

MALKA219 Organizational Behavior Management (OBM): Individual written home examination, 3 hours (A-F)

MALKA220 Behavioral Economics: Portfolio exam that includes 2 individual written assignments (A-F)

MALKA222 Clinical Behavior Analysis: Individual written home examination, 3 hours (Pass/Fail)

MALK5920/MALKD5920 Master’s Thesis: Master’s thesis, individual (A-F)

Quality Assurance

The purpose of the Quality Assurance System at HiOA is to strengthen the students¿ learning outcome and development by increasing the quality throughout. HiOA wants to cooperate with its students and their participation in the Quality Assurance System is crucial. Some of the overall goals of the Quality Assurance System are:

• Ensuring that the educational institution, including practical training, learning and study environment keep a high quality.
• Ensuring the relevance of the study programmes for the professional field.
• Ensuring a continuously improving quality development.

Student evaluations:

• Course evaluations.
• Annual student survey among the students at HiOA.

For more information about the Quality Assurance System, please see our website (available in Norwegian only).

External programme supervisors

External programme supervisors are a part of ensuring the quality of the individual study programmes. An external programme supervisor is not an examiner, but someone who supervises the quality of the study programmes. All study programmes at Oslo and Akershus University College of Applied Sciences shall be supervised by an external programme supervisor. However, how the external programme supervisors are used may vary. Reference is made to Guidelines for Appointment and Use of Examiners at HiOA).

Course descriptions

The course descriptions give an overview of objectives, topics, working methods, coursework assignment, courses and final assessment of the individual course. The required reading list follows each course. The description of course and reading lists will be regularly assessed and adjusted in the light of subsequent research and social changes. For each course a timetable will be produced, specifying in detail the topics treated and the teaching plan for the period. All courses will be taught in English, except when there are only Norwegian speaking students in the class.

[1] UniK is an institute owned by UiO, NTNU and the three big Kjeller Institutes (FFI, IFE and Telenor R&D).