서브메뉴
검색
Design Across Distance and Difference: Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design
Design Across Distance and Difference: Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152106
- ISBN
- 9798382741185
- DDC
- 378
- 서명/저자
- Design Across Distance and Difference: Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design
- 발행사항
- [Sl] : University of Michigan, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 166 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
- 주기사항
- Advisor: Daly, Shanna;Sienko, Kathleen Helen.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2024.
- 초록/해제
- 요약There is a growing interest in socially engaged engineering, which emphasizes the consideration of social, cultural, environmental, and economic factors to broadly benefit society. However, current workforce training and engineering education programs do not adequately support skill sets needed to link complex societal needs and contexts to design processes. Effective stakeholder-facing communication skills and designer-facing reflective skills are needed for engineers to assess stakeholder needs, design contexts, and their own approaches as designers. These challenges are made more difficult when design is done across distance and socio-cultural differences, which is increasingly common due to remote communication and design technologies. A lack of preparation in these cases can lead to ineffective or even harmful designs, especially if effective socially engaged practices are not incorporated early in design processes during problem identification, problem definition, requirements development, and initial concept generation. Despite these complexities and persistent evidence of ineffective design solutions, engineers continue to engage in ways that imply they can navigate design work objectively and apolitically, assuming good intentions and technical skills compensate for gaps in broader understanding. This dissertation focuses on two key, understudied skills for early stages of socially engaged design: stakeholder engagement with prototypes in remote design contexts, and designers' reflective considerations of the impacts of their positionalities and other stakeholders' positionalities on design decision-making. The first study explores strategies for remotely engaging project stakeholders with prototypes through semi-structured interviews with engineering ten students and ten practitioners. The second and third studies explore conceptions of the roles of identity and positionality in design for 'social good' contexts through an exploratory, interview-based study of five undergraduate students and a larger, interview-based study of ten undergraduate students and ten practitioners. Regarding remote stakeholder engagement with prototypes, student and practitioner participants reported overlaps between many in-person and remote approaches, as well as strategies for adapting to remote engagements. Four distinct strategies tailored to remote engagements emerged from the findings including the use of third-party, in-person facilitators and various ways to share digital and physical prototypes asynchronously. Participants also discussed implicit consideration of stakeholder identities, such as age and professional position, in selecting appropriate strategies, and reported learning these skills on the job rather than through formal education. While student participants discussed mixed perceptions of the effects of remote engagement on design outcomes, practitioners described remote, hybrid, and in-person engagements as equally effective, highlighting gaps between student and practitioner skill sets. The studies of designer conceptions of positionality revealed that even among participants with personal interest in identity and positionality in design, conceptions were self-reported as implicit and limited by a lack of language and free discussion within engineering design communities. Participants also cited exposure to differences in identities and contexts, many of which came from their personal lives outside of design work or education, as driving the development of their conceptions of positionality.
- 일반주제명
- Higher education
- 일반주제명
- Engineering
- 일반주제명
- Mechanical engineering
- 키워드
- Front-end design
- 키워드
- Positionality
- 키워드
- Remote design
- 키워드
- Prototyping
- 기타저자
- University of Michigan Design Science
- 기본자료저록
- Dissertations Abstracts International. 85-12B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017162872
■00520250211152106
■006m o d
■007cr#unu||||||||
■020 ▼a9798382741185
■035 ▼a(MiAaPQ)AAI31349103
■035 ▼a(MiAaPQ)umichrackham005488
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a378
■1001 ▼aMoses, Nicholas D.
■24510▼aDesign Across Distance and Difference: Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design
■260 ▼a[Sl]▼bUniversity of Michigan▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a166 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: B.
■500 ▼aAdvisor: Daly, Shanna;Sienko, Kathleen Helen.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2024.
■520 ▼aThere is a growing interest in socially engaged engineering, which emphasizes the consideration of social, cultural, environmental, and economic factors to broadly benefit society. However, current workforce training and engineering education programs do not adequately support skill sets needed to link complex societal needs and contexts to design processes. Effective stakeholder-facing communication skills and designer-facing reflective skills are needed for engineers to assess stakeholder needs, design contexts, and their own approaches as designers. These challenges are made more difficult when design is done across distance and socio-cultural differences, which is increasingly common due to remote communication and design technologies. A lack of preparation in these cases can lead to ineffective or even harmful designs, especially if effective socially engaged practices are not incorporated early in design processes during problem identification, problem definition, requirements development, and initial concept generation. Despite these complexities and persistent evidence of ineffective design solutions, engineers continue to engage in ways that imply they can navigate design work objectively and apolitically, assuming good intentions and technical skills compensate for gaps in broader understanding. This dissertation focuses on two key, understudied skills for early stages of socially engaged design: stakeholder engagement with prototypes in remote design contexts, and designers' reflective considerations of the impacts of their positionalities and other stakeholders' positionalities on design decision-making. The first study explores strategies for remotely engaging project stakeholders with prototypes through semi-structured interviews with engineering ten students and ten practitioners. The second and third studies explore conceptions of the roles of identity and positionality in design for 'social good' contexts through an exploratory, interview-based study of five undergraduate students and a larger, interview-based study of ten undergraduate students and ten practitioners. Regarding remote stakeholder engagement with prototypes, student and practitioner participants reported overlaps between many in-person and remote approaches, as well as strategies for adapting to remote engagements. Four distinct strategies tailored to remote engagements emerged from the findings including the use of third-party, in-person facilitators and various ways to share digital and physical prototypes asynchronously. Participants also discussed implicit consideration of stakeholder identities, such as age and professional position, in selecting appropriate strategies, and reported learning these skills on the job rather than through formal education. While student participants discussed mixed perceptions of the effects of remote engagement on design outcomes, practitioners described remote, hybrid, and in-person engagements as equally effective, highlighting gaps between student and practitioner skill sets. The studies of designer conceptions of positionality revealed that even among participants with personal interest in identity and positionality in design, conceptions were self-reported as implicit and limited by a lack of language and free discussion within engineering design communities. Participants also cited exposure to differences in identities and contexts, many of which came from their personal lives outside of design work or education, as driving the development of their conceptions of positionality.
■590 ▼aSchool code: 0127.
■650 4▼aHigher education
■650 4▼aEngineering
■650 4▼aMechanical engineering
■653 ▼aEngineering design
■653 ▼aFront-end design
■653 ▼aPositionality
■653 ▼aRemote design
■653 ▼aStakeholder engagement
■653 ▼aPrototyping
■690 ▼a0537
■690 ▼a0548
■690 ▼a0745
■71020▼aUniversity of Michigan▼bDesign Science.
■7730 ▼tDissertations Abstracts International▼g85-12B.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162872▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
