DT548: MA in Professional Design Practice · the Vocational Education System was established in...

Programme Review DT548: MA in Professional Design Practice Part B: Programme Document

“There is insufficient time at undergraduate level to address the full range of competencies needed to work effectively in the design industry.”

— Enterprise Ireland

Programme Document | MA Professional Design Practice | February 2008 1

Contents

1. PROGRAMME BACKGROUND AND STRUCTURE 4

1.1 INTRODUCTION TO FACULTY OF APPLIED ARTS 4

1.2 SCHOOL OF ART DESIGN AND PRINTING 4

2. PROGRAMME TITLE, AWARD AND SUBMISSION DATE 6

2.1 TITLE OF PROGRAMME AND AWARD SOUGHT 7

2.2 PROGRAMME AIMS AND LEARNING OUTCOMES 7

2.3 NATURE, DURATION AND GENERAL STRUCTURE OF PROGRAMME 11

2.4 RELATIONSHIP WITH PROFESSIONAL BODIES 11

2.5 PROGRAMME ADVISORY BOARD 12

2.6 ADMISSION CRITERIA 13 2.7 ENGLISH PROFICIENCY 13

3. ACCESS, TRANSFER AND PROGRESSION 14

4. CURRICULUM, ASSESSMENTS AND SYLLABUS 16

4.1 TEACHING METHODS 19

4.2 REAL WORLD PROJECTS 19

4.3 STAFF DEVELOPMENT 19

4.4 MARKS AND STANDARDS 19

4.5 ELIGIBILITY FOR ASSESSMENT 19

4.6 ASSESSMENTS 20

5. EXAMINATIONS: MARKS AND STANDARDS 23

5.1 ELIGIBILITY FOR ASSESSMENT 23

5.2 ASSESSMENTS 23

PROGRAMME SYLLABUS 24


1. Programme Background and Structure

1.1 Introduction: Faculty of Applied Arts

The Faculty of Applied Arts at the Dublin Institute of Technology is the pioneering educational leader in the

creative, visual and performing arts and media in the country. It provides a wide and unique range of

innovative, multidisciplinary and professional-level educational and research programmes in film,

broadcasting, audio, art & design, music, photography, journalism, public relations, printing and publishing,

animation and computer imaging, multimedia, and the management of the new information and

communication technologies. Programmes are offered at both undergraduate and postgraduate level and

all share a strong commitment to linking creative practice with critical theory and new technology. The

Faculty’s underlying philosophy is to provide education and training in the key disciplines within the cultural

industries while also acknowledging the significant technological and cultural changes that are currently

occurring. Thus the programmes seek to preserve the best of the creative, performing and media arts

while meeting the challenges of the digital age.

1.2 School of Art Design and Printing

The first Technical Schools of Art and Science in Dublin were established in 1887 in Kevin Street. When

the Vocational Education System was established in 1930, these technical schools came to be

administered by the City of Dublin Vocational Education Committee (CDVEC). In 1971 the national

network of the Regional Technical Colleges was established throughout the country and included Art and

Design education in their programmes of study. At the same time the CDVEC set up its own whole time

programme in Art and Design in what was to become the College of Marketing and Design. The current

programmes in Fine Art and Design were developed in the 1970s. The success and continued popularity

of these programmes is exemplified by the high profile of the graduates in the market place and by the

number of applicants for places with in excess of 1000 portfolios being submitted for consideration

annually.

The School of Art, Design and Printing provides a wide range of innovative, inter-disciplinary and

professional level educational and research programmes in visual communication, multimedia design,

illustration, interior design, furniture design, product design, painting, sculpture, printmaking, printing

technology, printing management and publishing. In 2003, the School launched a BSc programme in

Product Design in collaboration with the Faculties of Engineering and Business at DIT. Most recently, the

School has developed an innovative on-line distance education programme in the visual arts in


cooperation with the Sherkin Island Development Society on Sherkin Island off the west coast of Cork.

This programme which allowed the school to develop its expertise in on line learning and new pedagogical

strategies in visual arts education has completed its pilot phase and has been developed into a 4 year BA

in Visual Arts. Other new programme proposals include an MA in Design and an MA in Community Art.

The school has also developed an active postgraduate research profile and since 1999 the number of

MPhil and PhD students has increased to eleven. (See appendix 1 for description of current postgraduate

research projects). Community links are a vitally important part of the School’s mission and these include

The National Drug Treatment Centre, the LARKIN Centre for the Unemployed, the Mater and Children’s

Hospital Development Initiative. The school is represented on the board of ELIA (European League of the

Institutes of the Arts) and is a member of CUMULUS.

Departments in the School of Art, Design and Printing

The school is organized into three departments: the Department of Design, the Department of Fine Art

and the Department of Printing. The focus in the Department of Design is on the provision of professional

certificate and degree level education in Display Design, Visual Communication, Interior Design, Product

Design and Furniture Design. The Department of Fine Art offers degree level education in fine art theory

and practice. Learners can specialize in painting, sculpture, fine art printmaking and interdisciplinary

studies. The Department of Printing is the National Centre for Education and Training for the Print and

Graphic Reproduction Industry. It provides National Standards based apprenticeship training for the

sector.


2. Programme Title, Award and Submission Date

Introduction

In an increasingly competitive marketplace design buyers have recognised that design has the ability to

give their products and services a competitive edge. As this awareness has grown, so too have the

demands that design buyers, or clients, place upon design consultancies. Design services are now

expected to demonstrate a deeper understanding of a clients’ brief and the variety of factors that affect

their business goals. In short design consultancies need to provide services that are more strategically

orientated.

At government level in Ireland the importance of design is now being recognised. The Consumer Goods

Sector report to The Enterprise Strategy Group 1 has identified design as the key vertical issue for the high

margin consumer goods sector. The report recommends the development of a design-friendly business

environment encouraging an appreciation of design in firms in Ireland and increasing the links between

design education and enterprise. The report acknowledges that in the past design has been unfairly

relegated to an “aesthetic function” however design now needs to provide a more “strategic input” at the

beginning of a development process. It is also worth noting that under “Education recommendations” the

report advocates a strong “applied element” to design programmes.

In the report Opportunities in Design 2, Enterprise Ireland have identified a number of gaps in the design

industry’s skill base including; weak project management skills, weak design management skills, poor

marketing skills, poor teamwork skills and low IT related skills. According to Enterprise Ireland, these gaps

in the skill base are holding back the development of the design industry in Ireland. It is therefore

incumbent on the education sector to help address these skill gaps.

Through cooperation with the design industry and the delivery of an integrated programme structure the

MA in Professional Design Practice programme seeks to address these skill gaps. The programme will

equip graduates with the necessary skills to place their design practice in the wider context of the business

world, both nationally and internationally. It is envisaged that graduates from the MA programme will gain

employment within the design sector or set up their own design companies. The skills and knowledge

acquired will make both options viable.

1 The Enterprise Strategy Group was appointed by the Tánaiste to prepare an enterprise strategy for growth and

employment in Ireland up to the year 2015.

2 A report focusing on the growth opportunities for the Irish design industry commissioned by Enterprise Ireland 1999


2.1 Title of Programme and Award Sought

MA in Professional Design Practice from the Dublin Institute of Technology with grade of Pass, Lower

Second Class Honours, Upper Second Class Honours or First Class Honours.

Postgraduate Diploma in Professional Design Practice

Participants who do not submit a dissertation but have successfully completed the taught aspect of the

programme are entitled to a Postgraduate Diploma in Professional Design Practice, with grade of Pass,

Lower Second Class Honours, Upper Second Class Honours or First Class Honours.

It is not possible for participants who have received the award of Postgraduate Diploma in Professional

Design Practice to also receive the award of MA in Professional Design Practice.

Date of submission

June 2007

2.2 Programme Aims and Learning Outcomes

Aims

The overall aim of the MA in professional design practice is to impart an advanced, critically informed

knowledge and understanding of design professional practice. This programme aspires, in particular, to

equip students with an advanced and particularised knowledge, understanding, capacity and confidence in

identifying, addressing and critiquing the specific design issues arising in ambiguous problem solving

scenarios, and to develop appropriate solutions to design problems in a variety of ill defined contexts. As a

further result of such learning, students will be expected to demonstrate an advanced capacity to articulate

and implement best model practices in a variety of contexts. A particular emphasis is placed on

developing students’ aptitude for team working, verbal communications, conducting research and the

formation of critical faculties allowing the student to undertake independent and informed analysis on

topics relating to design practice.

Learning Outcomes

In accordance with the NQAI standards for Level 9 and other relevant government policy and legislation,

the graduate of the MA in Professional Design Practice will attain knowledge, competence and skills in line

with the learning outcomes outlined below.

Having successfully completed the programme, students will be able:


Knowledge

• To demonstrate an in-depth knowledge of the underlying theories and core concepts within the discipline

of professional design practice relating to; design process, printing and design management.

• To examine critically the values and practices of design professionals and design buyers within Ireland

and in an international context.

• To exhibit critical awareness of contemporary professional design practice issues and problems.

• To show evidence of advanced research skills and techniques to a level that enables the student to

undertake research as a professional career and/or at a post graduate level.

• To convey specialist knowledge of a particular aspect related to professional design practice, through

research and/or scholarship to a Level 9 standard (dissertation).

Competence/Skills

• To draw on a range of sources and demonstrate an ability to synthesise them in order to provide

appropriate graphic design solutions in unpredictable and ill defined contexts.

• To articulate, in verbal and written form, the appropriateness of design solutions in a manner that brings

clarity to the value of graphic design.

• To trouble shoot pre-press and print production issues and articulate how these issues affect graphic

design decisions.

• To demonstrate competency in the use of information technology related to graphic design practice.

• To successfully manage complex graphic design projects through all the stages associated with “real life”

industry based projects.

• To operate effectively within a design team that is working in new and ambiguous circumstances.

• To build upon professional relationships developed on the programme, with relevant design professionals

in the field.

• To reflect on their own design practice, identify issues and devise strategies to progress their own



personal and professional development.

Note: Students who choose to complete the programme at the Diploma exit point will have achieved

similar learning outcomes with the exception of the experience gained in conducting an extended piece of

research. Students exiting at this level will, however, be equipped with a thorough knowledge of research

methods and skills upon which they can build on at a later point in their careers.

DT 548 MA in Professional Design Practice

Semester 01 & 02

Module Code Module Title Average Weekly Contact Hours Total Learning Hours for Year Credits Assessment

Lecture Tutorial Studio Workshop Industry TOTAL Contact Independent TOTAL ECTS Marks

Totals 5.0 3.5 5.0 1.0 0.5 15.0 412.0 1088.0 1500.0 90 1300

Core (linked) GDES 1001 Design Prof Practice 2.5 1.0 5.0 – 0.5 9.0 216.0 384.0 600.0 30 500

Core (linked) DESM 1003 Design Management 2.5 1.5 – – – 4.0 96.0 204.0 300.0 20 300

Core (linked) RESM 1002 Research – 1.0 – 1.0 – 2.0 100.0 500.0 600.0 30 500

Core (linked) PPGD 1005 Prepress Production – 1.0 3.0 – – 4.0 96.0 104.0 200.0 5 200

Core (linked) PFGD 1004 Commercial Print Production 1.0 – – 0.5 0.5 2.0 48.0 52.0 100.0 5 100

2.3 Nature, Duration and General Structure of Programme

The MA in Professional Design Practice combines contemporary teaching practices, meaningful industry

links and excellent facilities to deliver a programme that is a combination of research, practical studio

work, critical theory and development of relevant technology skills. Continuous input from the design

industry is central to the development and delivery of the programme. This link will ensure that participants

on the programme will understand the context of design within business and the economy. There are four

main design projects on the programme; 3 team based and 1 individual project. Each team-based project

will have an industry specialist in a related field who will act as a guide and mentor for the duration of that

project. In each of these projects there will be significant emphasis upon collaborative learning and both

written and verbal communication skills, consolidated through structured and reflective individual, peer and

tutor assessment. Participants will be required to work in teams, keep reflective journals, produce written

reports and give a verbal presentation at the end of each project.

In order to successfully complete the MA Programme, participants must also select a topic within the

professional practice of communication design and complete a written dissertation of approximately

15,000 words. Upon completion of the dissertation a participant should be able to demonstrate an in-depth

critical understanding of their chosen topic.

The programme is full time and runs for 1 full calendar year. This includes the DIT semesterised calendar

of 2 taught semesters consisting of 15 weeks each and the summer period in which participants produce a

research based thesis for submission in September. The programme is tightly structured and within this

time participants will;

• complete 3 team based,”live” design projects.

• manage 2-3 design projects through production phases.

• complete 1 self directed, “live” design project.

• complete four projects, one each for marketing, media law, project management and entrepreneurship.

• produce one research project in the form of a thesis on a topic relating to the professional practice of

design.

2.4 Relationship with Professional Bodies

In May 2002 the programme development team met with representatives from the Graphic Design

Business Association, the Institute of Designers in Ireland and Design Ireland, to discuss the development

of the MA in Professional Design Practice. Each representative expressed their support and commitment

to the programme. A report on the meeting was produced and distributed to all participants.


The purpose of these links is to involve the design industry in the design, development and delivery of the

MA programme. Representatives from each organisation have contributed to the programme development

to date. They have also expressed their ongoing commitment to involvement in the development and

delivery of the MA programme.

GDBA

The Graphic Design Business Association (GDBA) was established in 1990 to represent, support and

promote the Irish Graphic Design consultancy sector. It has 36 members throughout Ireland, ranging

from medium sized companies operating internationally to partnerships and specialist groups with fewer

than five staff. The GDBA organises the annual Irish Design Effectiveness Awards (IDEA) a unique

competition to demonstrate the commercial effectiveness of design projects. www.graphicdba.com

IDI

Formed in 1972, the Institute of Designers in Ireland (IDI) is recognised at a national, EU and international

level as the representative body for the Irish design profession. The members, whether they be in private

practice or salaried employment, work in the fields of consumer and capital projects, interiors and

exhibitions, textiles and fashion, all aspects of visual communication, new media, design management and

design education. www.idi-ireland.com

Design Ireland

Established in January 2000, the objective of Design Ireland is to inspire and encourage a positive

understanding and utilisation of design by all strands of society, in particular business bodies and

Governmental agencies, while internationally demonstrating the creative success and vitality of Irish

Design. Design Ireland, an initiative of the combined representative bodies of the Irish design

community (Graphic Design Business Association, Institute of Designers in Ireland, Royal Institute of

Architects in Ireland and Institute of Creative Advertising and Design), has been established

as a result of the Government review of the Irish design consultancy sector. It is a business-focused

enterprise and encompasses all the design disciplines. www.designireland.ie

2.5 Programme Advisory Board

Eunan McKinney

Managing Director of Source Visual Thinking and Chairman of the GDBA

Anne Hartnett,


Managing Director of Fuse Graphic Design and Education Officer of the GDBA

John O Connor

Head of School, School of Art Design and Printing, Faculty of Applied Arts DIT

Brenda Dermody

Lecturer in Design Communications, School of Art Design and Printing, DIT

Eamon Byrne

Lecturer in Management studies, School of Art Design and Printing, DIT

John Greene

Lecturer in Design Communications, School of Art Design and Printing, DIT

2.6 Admission Criteria

To be considered for entry into the MA in Professional Design Practice applicants must;

• Possess an honours degree with a grade of 2.2 or higher in an art or design related discipline.

• If requested attend for interview and submit a portfolio of work which demonstrates a maturity and

a readiness to undertake post graduate studies.

• In exceptional circumstances applicants who do not meet this criteria may be considered for entry

onto the programme.

2.7 English Proficiency

The MA in Professional Design Practice is delivered in English. The minimum IELTS score is 6.5.


3. Access, Transfer and Progression

The MA in professional design practice will continue to target, as it has in the past, recent graduates of

third level programmes in art and design disciplines. In line with Institute-wide requirements, students

registering on this programme are required to possess minimum of a 2.2 honours degree, or the

equivalent. An interview may be required. At the moment, most students who meet this standard are

offered places on the programme.

The Institute deems students eligible for consideration for entry onto this programme where they possess

a pass degree to a minimum 2.2 honours standard.

In practice, the Department assesses students solely on the basis of merit, with particular reference to

past academic performance, motivation (as exhibited in the application form) and relevant work

experience. Canvassing by or on behalf of students is not entertained and is discouraged.

Credit for Prior Learning

Any applicant who has an honours undergraduate degree and a minimum of five years working in the

design sector can apply for exemptions for some or all of the taught aspects of the programme. To

receive credit for prior learning, applicants must be able to demonstrate that their experiential learning in

the industry is equivalent to the learning outcomes for the modules from which they seek exemption.

This must be demonstrated to the satisfaction of the programme team through any combination of, but not

limited to, the following methods:

• Interview

• Portfolio review

• Written submission

Exceptional Entry

In accordance with DIT policy provision is made for the exceptional entry of students not meeting the

above criteria. This typically occurs where the student has been enrolled on an honours degree

programme but has nonetheless missed out on an honours degree as a result of exceptional

circumstances, for example, bereavement or illness. This facility is used sparingly and requires the written

support of:


• Two referees, one of which must be an academic.

• The Head of Department.

• The Head of School.

• The Faculty Director.

• The Institute’s Committee on Exceptional Entry.

Access for disadvantaged categories of person

Although no specific provision has been made for these categories, the Department welcomes, in

particular, applications from mature learners and people with disabilities, subject to meeting the entry

criteria noted above. The Department is pro-active in assisting students with limited means in obtaining

support from the Institute’s Office of Student Services, as well as from the Department of Social and

Family Affairs. The Department endeavors always to comply strictly with the provisions of the Equal Status

Acts, 2004.

Progression

The majority of graduates formerly enrolled on the MA in professional design practice take up employment

in the graphic design industry. Students who complete the MA in Professional Design Practice may also

be eligible to pursue further qualifications at postgraduate level. Graduates from the 2003-2004 and 2004-

2005 were contacted to their determine their current employment status . 100% are in related employment

with 6 self employed and 9 as employees . 2 work in education , 12 as graphic designers an 1 as a CAD

technician . 7 are senior designers , 4 are junior designers , 2 are lecturers , 1 works in management and

1 is a technician .


4. Curriculum, Assessments and Syllabus

Curriculum

The overall structure is based around 3 integrated areas of study and the production of a research thesis.

Area 1: Design Practice

This is project led, it encourages and develops understanding of critical and creative practice in the area of

design. Team work, research, practical risk-taking, analysis, development and presentation of concepts

are important in the design process in addition to working towards an informed, refined and relevant

realisation of communication design solutions. A variety of teaching methods will be used including

lectures, seminars and tutorials; workshops; discussion groups and critiques.

Participants will work on three “real world” team based design projects and one “real world” self directed

design project. Industry involvement is central to these projects. An industry specialist in the particular field

relevant to the project will;

• Provide an overview of contemporary industry best practice relevant to the specific project.

• Draw attention to the technical, business, marketing, human issues that may affect the final design

solution.

• Provide objective advice and feedback at key project stages.

Area 2: Design Management

This area of study incorporates strategic marketing, project management, media law and entrepreneurial

skills, allowing participants to apply them to their professional design practice. A variety of teaching

methods will be used including lectures, tutorials; discussions and facilitation.

Area 3: Production Technology

This consists of two support modules of five credits each in pre-press technology, printing and print

finishing technology, allowing students to bring their design solutions through to a finished printed product.

Other production technologies will be addressed as required. A variety of teaching methods will be used

including lectures, demonstration; industrial visits; discussions and critiques.


This graphic demonstrates the linked and integrated nature of the curriculum in the MAPDP .

Design projects are not stand alone exercises but are clearly related to issues dealt with in

Production Technology and Design Management . Similarly , the written thesis must relate to

issues in Design Practice , Production Technology or Design Management .

Research Thesis

Participants must select a topic relevant to the professional practice of design and complete a written

thesis of approximately 15,000 words. Upon completion of the thesis a participant should be able to

demonstrate an in-depth critical understanding of their chosen topic. Participants will be offered a module

in research methods and also appointed a tutor who will advise them through the thesis process. The

finished thesis should demonstrate a deep level and sound understanding of the chosen area as well as

imaginative, informed and original contributions. The thesis will require approximately 600 hours of the

participant’s time.


4.1 Teaching Methods

Central to the programme is the recognition of the participant as the centre of the learning process,

supported by their peers and the lecturers. The programme actively encourages the participant’s

involvement in the construction of their learning activities, in group and individual contexts. Independent

learning and teamwork play significant roles and involve reflective diaries, time management, project

management, team working and research skills. The programme contributes to the students’ autonomy as

learners, as practitioners and as professionals.

4.2 Real world projects

One of the core characteristics of the programme is the emphasis on “real world projects” and the

interaction with “real world” clients. Through the use of real world projects the programme aims to create a

learning environment where students construct personal knowledge based on real world issues and

practices. In this environment students are more likely to internalise the learning that takes place because

they feel a greater sense of responsibility and ownership of their work when required to make decisions

based on real world issues.

4.3 Staff Development

Through the involvement of the Learning and Teaching Centre, staff will continue to update their own

teaching and learning skills through participation in a range of training programmes and workshops to

develop and explore more effective education strategies and assessment methodologies.

4.4 Marks and Standards

Examinations are conducted in accordance with the regulations laid down by the Academic Council of the

Dublin Institute of Technology. Assessments are in accordance with the General Assessment regulations

(2004) and Addendum to the General assessment Regulations ( 2005 )

4.5 Eligibility for Assessment

To be eligible for assessment, registered learners must have complied with the specific regulations of their

programme and the General Regulations of the Dublin Institute of Technology.

Learners - General

Examination registration forms and timetables of examinations will be posted on the official notice boards.

The onus lies on each learner to find out the dates of their examination. No timetable or reminder will be


sent to individual learners.

All candidates for examination must make application on the prescribed form to the General Office by the

due date. A penalty fee will be imposed for late applications.

Where the learner is permitted to sit a supplemental examination, notice must be given to the General

office on the prescribed form and by due date.

Learners who, through illness or other extraordinary circumstances, are prevented from presenting

themselves for examination or submitting work for assessment should forward a medical certificate, or

other acceptable evidence, to their year coordinator, or school office immediately. Medical certificates or

such evidence will not be accepted as explanation of poor performance.

4.6 Assessments

The institute is currently developing regulations on assessment in the context of modularisation.

Continuous Assessment operates throughout the MA Programme. Learners must satisfy the examiners in

all areas in order to pass the examination. Assessment marks are made available to the individual learner

to ensure awareness of their progress. At the end of each semester or module, or whenever appropriate.

Referral

When a candidate is referred, he/she will not receive the MA or Postgraduate Diploma Award until the

deficiency in the required standard has been satisfied. This may be done as appropriate in the

Supplemental Examinations:

• By re-submitting a total portfolio or any particular assignment or part thereof or

• By undertaking any other specific requirement as laid down by the Examination Board of the School of Art,

Design and Printing.

Candidates who have been referred may only receive their final MA/Postgraduate Diploma award at the

pass level grade.

Deferral

If exceptional circumstances prevail and the candidate is unable to submit for assessment at the

appointed time, either for formal written examination, portfolio or other project work, he/she will be deemed

not to have reached the standard required by virtue of non-submission.

In this event, notice must be given in writing to the Head of School of Art, Design and Printing prior to the


submission/examination date and the matter will be brought to the attention of the Examination Board

meeting for decision.

Repeat Examination

Where a candidate is undertaking a referral, a deferral or a repeat examination, the required standard

must be attained within a limited period. Refer to 11.3 in Harmonisation of Marks and Standards

document.

Submission of End of Year work

Final Submission dates for end of year portfolios will be set annually by the School. These dates, to be

announced in January each year. Written permission from the Head of School will be required by any

programme committee proposing to set alternative dates.

Submissions

A period of at least 2 hours will be allowed for participants to make their submission on the day.

Submission times will be recorded and receipted by the appropriate member of academic staff on the

programme committee.


“In an era when trading on price alone is an exceedingly risky and vulnerable strategy, design represents one of the only true business differentiators.” — Sir Christopher Frayling, Chairman British Design Council


5. Examinations: Marks and Standards Introduction

Examinations are conducted in accordance with the regulations laid down by the Academic Council of the

Dublin Institute of Technology. Assessments are in accordance with the General Assessment regulations

(2004) and Addendum to the General assessment Regulations ( 2005 )

5. 1 Eligibility for Assessment

To be eligible for assessment, registered participants must have complied with the specific regulations of

their programme and the General Regulations of the Dublin Institute of Technology.

Participants General

Examination registration and timetables of examinations will be posted to participants at the beginning of

the first term. The onus lies with each participant to take note of the dates of relevant examinations.

All candidates for examination must make application on the prescribed form to the General Office by the

due date. A penalty fee will be imposed for late applications.

Where a participant is permitted to sit a supplemental examination, notice must be given to the General

Office on the prescribed form and by the due date.

Participants, who, through illness or other extraordinary circumstances, are prevented from presenting

themselves for examination or submitting work for assessment should forward a medical certificate, or

other acceptable evidence, to their year co-ordinator or department head immediately. Medical certificates

or such evidence will not be accepted in explanation of poor performance.

5.2 Assessments

The system of continuous assessment is an applied process rather than a conclusion is the guiding

principle underlying this assessment. The participant’s progress, rather than the end product defines the

assessment criteria throughout the design projects. Throughout the dissertation process participant realise

a body of research work reflecting their particular interests within the practice of graphic design.

Compensation

Compensation cannot be applied to the thesis component.


Programme Syllabus

Module List

1. Design Professional Practice

2. Design Management

3. Research

4. Pre-press Production

5. Commercial Print Production


Dublin Institute of Technology Pre-Requisite Modules code(s)

Co-Requisite Modules code(s)

ECTS Credits

Module Code Module Title

PPGD 1005 PFGD 1004 DESM 1003 RESM 1002

30 GDES 1001 Design Professional Practice

Module Author: John Greene

Module Description

This module will cover the area of design professional practice. To facilitate participant’s understanding of

professional design practice, they will ‘learn by doing’. Participants will achieve this by working on ‘live’

design projects with ‘live’ clients. Together with guidance from industry specialists and design tutors,

participants will learn, to a professional industry standard, how to plan and manage design projects,

communicate effectively with clients, develop client briefs, plan and structure design presentations and

produce design reports. Through the use of a learning log and reflection report, participants will be

required to reflect on what they have learned in order to identify strategies to overcome their own

knowledge/skill deficiencies. To facilitate the development of important team working skills (which are

necessary in the design industry) it is envisaged that participants will work on three team based projects.

One further project will be an individual project this will allow participants to develop a level of expertise in

a specific area, relevant to professional design practice, that is of particular interest to themselves.

Module Aim

The aim of this module is to impart an advanced, critically informed knowledge and understanding of

design professional practice. The module aims, to equip students with an advanced and particularised

knowledge, understanding, capacity and confidence in identifying, addressing and critiquing the specific

design issues arising in ambiguous problem solving scenarios, and to develop appropriate solutions to

design problems in a variety of ill defined contexts. As a further result of such learning, students will be

expected to demonstrate an advanced capacity to articulate and implement best model practices in a

variety of contexts. A particular emphasis is placed on developing students’ aptitude for team working,

verbal communications, conducting research and the formation of critical faculties allowing the student to

undertake independent and informed analysis on topics relating to design practice.

Learning Outcomes


On completion of this module, the learner will be able to:

1 To draw on a range of sources and demonstrate an ability to synthesise them in order to provide

appropriate design solutions in unpredictable and ill defined contexts.

2 Acquire the necessary information from a client to facilitate the production of an appropriate

design brief.

3 Produce design briefs to a professional industry standard.

4 Plan and effectively manage a design project from initial client meeting to final solution delivery.

5 Prepare and deliver formal design presentations to a professional industry standard.

6 Produce design solutions that take cognisance of a client’s business/legal/technical issues.

7 Work effectively and efficiently within a design team towards completing project goals.

8 Communicate convincingly the value of their design solutions to their clients.

Learning and Teaching Methods

This module principally uses project based learning and group work. In conjunction with this method of

learning, other approaches utilised consist of lectures, workshops, group discussion and tutorials. As

individuals each student is expected to reflect on and evaluate their own work and that of their team.

Module Content

Understanding the value of design Effective design research

Planning and managing the design project Dealing with ambiguity

Managing the client Modelling design process

Producing client briefs Preparing for client presentations

Delivering client presentations Designing for the process

Module Assessment

Assessment for this module is broken into four areas:

Practical Project 1 - 20% (Group)



Individual Project 4 - 30% (Individual)

Participants must submit all elements for assessment with a 40% requirement overall to pass the module.

Submission for practical components, reports and learning logs is determined by the design project

schedule this can vary from project to project due to the nature of working with live clients and live

projects. All participants receive feedback on practical projects upon completion. Formative feedback is

given to participants on their practical work, learning logs and reflective reports.


Essential Reading

The Business Side of Creativity. Foote C. 2002, Norton

The graphic designer's guide to clients: how to make clients happy and do great work. Shapiro, Ellen.

2003 New York: Allworth Press.

Visual research: an introduction to research methodologies in graphic design. Ian Noble, Russell Bestley.

2005. Thames and Hudson

Beyond logos: new definitions of corporate identity. Clare Dowdy. 2003. RotoVision

Don't Make Me Think: A Common Sense Approach to Web Usability. Krug S. Black R. 2000, Que

The perfect package: how to add value through graphic design. Catharine M. Fishel. 2003. RotoVision.

Editorial design: for print and electronic media. Yolanda Zappaterra. 2002. RotoVision.

Supplemental Reading: How to Be a Graphic Designer, Without Losing Your Soul. Adrian Shaughnessy. 2005. Princeton

Architectural

Design Literacy (Continued): Understanding Graphic Design, Heller S. 1999, Allworth Press

The Best of Brochure Design: No. 8 . Ann Willoughby. March 2005. Rockport Publishers Inc.

Redesigning identity : graphic design strategies for success. Fishel, Catherine. 2002. RotoVision

Forms, folds, and sizes: all the details graphic designers need to know but can never find. Poppy Evans.

2004.

This end up : original approaches to packaging design. Mono Design. 2003. Rotovision.

The Designer and the Grid, Roberts L. & Thrift J. 2002, Rotovision

Type at work : the use of type in editorial design. Andreu Balius. 2003. Airlift.

Web references, journals and other

http://www.thedesignencyclopedia.org/

http://www.britishdesign.co.uk/

http://www.designcouncil.org.uk/


http://www.thedesignencyclopedia.org/

http://www.britishdesign.co.uk/

http://www.designcouncil.org.uk/

http://www.aiga.com

http://www.dgi.ie

http://www.designireland.ie

http://www.gdba.ie

http://www.creativeireland.com

Further Details

Given the ‘live project’ and ‘live client’ involvement in the projects and also the practical nature of this

module it is recommended that the class size should not exceed twenty students. It consists of 10 contact

hours per week which is delivered as a linked module that runs over two semesters.

Date of Academic Council approval ………………………….


http://www.aiga.com/

http://www.dgi.ie/

http://www.designireland.ie/

http://www.gdba.ie/

http://www.creativeireland.com/



ECTS Credits


PPGD 1005 PFGD 1004 GDES 1001 RESM 1002

20 DESM 1003 Design Management

Module Authors: Kevin P. Byrne. Jim McCauley, Eavan Murphy

Module Description

The knowledge areas covered and the competencies fostered in this module have been carefully chosen

to augment the designers visual, creative and technical skills with the appropriate range of skills and

knowledge necessary to operate in the role of a design studio manager. The module is broken into 3 units:

1 strategic marketing

2 media law for designers

3 project management and entrepreneurship

All units must be passed at 40% to pass this module .

Module Aim

The aim of this module is to give the learner a set of skills and knowledge that will enable them to

effectively manage design projects and a design practice.

Design Management Unit 1: Project Management and Entrepreneurship ___________________________________________________________________________________

Author: Kevin P. Byrne.

Description

This module unit is project management and entrepreneurship. This unit creates an overview of design

service operations, entrepreneurship and innovation.

Aim

The aim of this unit is to give the learner an understanding of design service operations, innovation and

entrepreneurship.

Learning Outcomes


On completion of this module unit, the learner will be able to

1 describe all elements of the designers value chain;

2 analyse both internal and external environments to the designer;

3 manage a design/studio environment effectively;

4 create entrepreneurial opportunities;

5 evaluate the various corporate entities which are available to the entrepreneur.

6 demonstrate awareness of the various sources of funding for start-ups


Lectures and presentations combined with a series of industrial visits and practical workshops.

Guest Lectures.

Content

The module unit defines service operations. It identifies where the designer is positioned within the value

chain. It aims to develop various management tools available to the designer which will enhance the

effective operation of the design entity. It encourages an environment for entrepreneurship and innovation

while concurrently delivering knowledge required by the entrepreneur.

Assessment

Unit 1 assessment will be based on a written individual report. The report will be a minimum of 2,500

words.

Essential Reading: Service Operations Management, Johnston R., Clark G., Financial Times, Prentice

Hall, 2001, Entrepreneurship / Robert D. Hirsch, Michael P. Peters, Boston, Mass.: Irwin/McGraw-Hill,

1998

Supplemental Reading

Web references, journals and other: www.pira.co.uk, www.dotprint.com, www.printmediaacademy.com.

Irish Printer, PrintWeek.


Design Management Unit 2: Strategic Marketing __________________________________________________________________________

Author: Jim Mc Cauley

Description

This module unit coves all aspects of marketing and its relevance to the design function. It sets about

matching the inherent design skills of the student with marketing and communication opportunities for the

benefit of the client. Learners will be able to assist the client in choosing appropriate and effective

marketing strategies such as marketing communications, advertising, branding, direct marketing and

electronic web design. Specific aspects of the marketing plan that would be of direct benefit to the student

should they desire self employment are also addressed.

Aim

The aim of this module unit is to….

1. Introduce the student to strategic marketing planning and to outline the role the designer plays in

assisting the client in developing this process.

2. Acquaint the student with the need for and importance of a marketing plan that will assist them in

industry or in possible self-employment endeavours

Learning Outcomes

On completion of this module unit, the learner will be able to……

1 Perform the Design function within the overall marketing requirements of the client.

2 Incorporate the design function into the overall marketing strategy

3 Produce a Marketing Plan appropriate to a start-up business


Facilitation of project work through tutorials and group learning. Small use of lectures and guest lecturers

from marketing profession

Content

The role of marketing in the firm and in the economy

Examination of consumer choice behaviour

The market research process

Analysing marketing opportunities

Developing marketing strategies

Shaping the marketing offering

Addressing the key aspects of a Marketing plan as it applies to a start-up business


Assessment

Complete one project assessment based on the marketing problems that face organizations including how

to integrate the design function into the overall marketing strategy and marketing plan .

Essential Reading

Principles of Marketing:European Edition: Kotler, P., Armstrong G., & Saunders J. (2005) 4th Edition.

Published by: FT Prentice Hall.


Marketing Plans (How to Prepare them, How to Use them) by Malcolm McDonald. (2002) 5th Edition.

Published by: Butterworth-Heinemann

Web references, journals and other

www.marketingteacher.com & www.mii.ie


http://www.mii.ie/

Design Management Unit 3: Media law for Designers __________________________________________________________________________

Author: Eavan Murphy

Description

The module unit provides students with an understanding of the Irish legal system. The unit examines

themes of privacy and image rights, as well as addressing the contract law aspects of design practice.

Students also gain a particular appreciation of intellectual property rights and related legal concerns.

Aim

The primary aim of this module unit is to provide students with an overview of the complexities and inter-

dependencies of media law in professional design practice, and to offer students the appropriate legal

knowledge and skills to deal with such. The unit will enable students to anticipate, recognise and avoid

potential legal problems, whether working as part of a design team or as a consultant.

Learning Outcomes

On completion of this module unit, the learner will be able to

1 demonstrate a detailed understanding of the Irish legal system as it applies to professional

design practice.

2 show evidence of understanding how to liase with legal professionals where necessary

3 be able to demonstrate a detailed understanding of intellectual property at a theoretical and

practical level

4 recognise and respect the intrinsic nature of law within the design business environment.


Lectures and discussions requiring advance reading, problem based learning exercises and video.

Content

Irish legal system

Defamation, privacy, image rights

Control of content, advertising, contracts

Trademarks, domain names, registered designs, passing off

Copyright and related rights

Assessment

100% continuous assessment


Essential Reading

Kellher D & Murray K. 2006, Information Technology Law in Ireland, Tottel.

Clarke S & Smyth S. 2005, Intellectual Property Law in Ireland, 2nd edit., Tottel.

McGonagle M. 2002, Textbook on Media Law, 2nd edit, Thompson Round Hall.


Gross L et. Al. (eds) 2003, Image Ethics in the Digital Age, University Of Minnesota Press

Mooney Cotter A. (ed.)2004 Information Technology Law, Law Society of Ireland.

Stokes S. 2001, Art and Copyright, Hart Publishing.

Web references, journals and other:

www.cai.ie Copyright Association of Ireland

www.irlgov.ie


http://www.cai.ie/

http://www.irlgov.ie/



ECTS Credits


GDES 1001 PPGD 1005 PFGD 1004 DESM 1003

30 RESM 1002 Research

Module Author: Louise Reddy.

Module Description

This module provides participants with the opportunity to conduct research on a chosen topic that is

important to them and has professional relevance in a graphic design context. Students learn how to

develop their research proposal, outlining a plan and schedule which provides them with an appropriate

framework to produce a dissertation (approximately 15,000 words) that meets the academic rigour suitable

at taught Master’s level.

During the early stages of the process, emphasis is placed on offering guidance and advice in formulating

a research topic. The module provides a broad understanding of research skills, techniques and

methodologies that may be utilised in a research project. Particpants are also acquainted with available

material and resources as well as the criteria that should be adhered to when producing research on the

MA in Professional Design Practice programme. Drawing on the academic expertise available in the

School of Art, Design and Printing participants are also assigned a supervisor who can offer guidance and

direction during the research process with feedback given on their first draft. At key points during the first

two semesters the students are provided with three thesis weeks during which time they can devote all of

their class time to their research project.

The writing up and editing of the thesis takes place over the summer semester. Submission of a complete

draft takes place on September 10th which will allow students to incorporate feedback from their

supervisors.

Module Aim

The aim of this module is to promote discourse and debate in design research among participants and

develop the appropriate skills and knowledge to enable the learner to produce a dissertation at Master’s

level that places them at the forefront of learning in their chosen field of research.


Learning Outcomes


1 Choose a suitable research topic relevant to the broad discipline of graphic design practice.

2 Formulate a hypothesis and research question and develop a research proposal.

3 Plan and manage the complexities associated with an independent research project.

4 Conduct a critically focused literature review.

5 Evaluate and choose various research methods appropriate to a specific research project.

6 Conduct an analysis of data demonstrating their ability to integrate knowledge collected from a

range of primary and secondary sources.

7 Draw conclusions from the evidence compiled and formulate judgements that enable them to

make appropriate recommendations.

8 Write a dissertation investigating or testing a hypothesis from a research proposal that is

informed by the forefront of learning in their field of research.

9 Reflect upon and critically evaluate the research process and learning outcomes.


This module uses a mixture of workshops and seminars that focus on supporting dissertation development

and include regular sessions with dissertation supervisors. These sessions take place over the first and

second semester and students use the final semester to write up and edit their dissertation .

Module Content

Choosing a research topic

Developing a proposal

Research skills, using resources, planning and organisation

Research techniques, methods and analysis

Conducting a search of relevant literature and producing a literature review

Writing a dissertation, required structure and conventions

Module Assessment

The assessment of this module consists of a dissertation of approximately 15,000 words. Specifically ,

students are assessed according to the following criteria ;

1Statement of Aims and Objectives - 5 %

2 Background - 5%

3 Literature Review - 20 %

4 Data Collection and Methods - 20%


5 Data Analysis and Results - 20%

6 Learning and Reflection - 10%

7 Conclusions – 10%

8 Presentation – 10%

See appendix for Thesis Assessment Score Sheet .

Essential Reading

Greene, J (2004) The Thesis Handbook for the MA in Professional Design Practice, Internal document,

DIT.

Anderson, J and Poole, M (2001) Assignment and Thesis Writing, 4th ed, John Wiley & Sons, Australia.


Wisker, G (2001) The Postgraduate Research Handbook, Palgrave, UK.

Creme, P and Lea, M (2003) Writing at University: a guide for students, Open University Press, UK.


Designed Web CT site for the module.

Further Details

This is a linked module that is run over three semesters with seminars and tutorials taking place during the

first two semesters, the final draft is submitted one week after the summer semester.





ECTS Credits


GDES 1001 PFGD 1004 DESM 1003 RESM 1002

5 PPGD 1005 Prepress Production

Module Author: Louise Reddy.

Module Description

Prepress technology is an area that is intrinsically linked to design and printing technology, it is in this

context that students are provided with an opportunity to learn about the processes involved in artwork

production. This is achieved through practical project work where participants ‘learn by doing’. All projects

used in this module are designed by the students which helps to ensure that the knowledge and skills

gained during the prepress module remains relevant to the learner. The artwork that is prepared and

output by the students is later used to generate plates and print the projects based on their own

specifications.

Participants on this module gain insight and practical experience of prepress production and issues or

potential problems that can arise when design projects are carried through the prepress process for print.

Working in groups, students are expected to find solutions and strategies to ensure work is produced

successfully. Students are also expected to review current literature and draw on this research when

evaluating their work.

Module Aim

The aim of this module is to equip participants with appropriate knowledge of prepress technology so that

they can successfully prepare and produce artwork for print and ensure that they can communicate

effectively with prepress specialists and/or printers when specifiying their requirements for a design

project.

Learning Outcomes


1 Prepare and output artwork using appropriate technology with consideration given to printing and

finishing processes.

2 Identify potential prepress issues at the design stage of a project.

3 Describe the various stages of prepress production and explain associated terminology.


4 Identify good systems of communication and effective strategies to ensure effective workflow of a

project through the various stages of production with relevant parties.

5 Evaluate and critically discuss the success of production on completion of printed projects that

draws on practice and theory.


This module predominantly uses project based learning and groupwork. In conjuction with this style of

learning, other methods utlised where appropriate consist of lectures, demonstrations, practicals and

tutorials. As individuals each student is expected to reflect and evaluate their own work and that of the

team.

Module Content

Input processes and associated technology

Output processes and associated technology

Colour management

Prepress and printing issues

IT for graphic design professionals

Planning and schedules

Module Assessment




Learning journal - 20% (Individual)

Reflective Report - 30% (Individual)

Students must submit all elements for assessment with a 40% requirement overall to pass the module.

Submission for practicals and learning journals is built around the print production schedule for project

work where students go through the process of planning , preparing and outputting artwork . During this

time they are required as a team to identify and resolve any issues that arise . A record of their

contribution is kept in their own individual learning journals and supplemented by independent research

.Post production students are expected to reflect and evaluate their production process that draws on

their learning and experience of the module . All participants receive feedback on practical projects upon

completion. Formative feedback is given to students on their learning journal and draft submission of their

reflective report which is submitted at the end of the module.


Essential Reading

Dabbs, A and Campbell, A (2004) The Digital Designer’s Bible, Ilex, Sussex.

Gatter, M (2004) Getting it Right in Print, Laurence King, London.


Felici, J (2003) The Complete Manual of Typography: A guide to setting perfect type, Adobe Press,

Berkeley

Johanson, K and Lundenberg, P (2002) A Guide to Graphic Print Production, John Wiley & Sons, Australia

Poppy, E (2004) Forms, Folds and Sizes: All the details graphic designers can never find but need.

Rockport, Massachusetts.


MacUser Journal

Designed Web CT site for the module

Further Details

Given the practical nature of this module the class size should not exceed twenty students. It consists of

four contact hours per week which is delivered as a linked module that runs over two semesters.





ECTS Credits


GDES 1001 PPGD 1005 DESM 1003 RESM 1002

5 PFGD 1004 Commercial Print Production

Module Author: Kevin P. Byrne.

Module Description

In this module students are introduced to the operations, materials and technology involved in the

reproduction and finishing processes of printed material. This module also gives the student an overview

of the production technologies which complement the role of the designer.

Module Aim

The aim of this module is to augment participant’s existing design skills with a range of relevant technical

skills and expertise in the areas of commercial printing and finishing in order to facilitate their ability to

work effectively as graphic design professionals.

Learning Outcomes

On completion of this module, the learner will be able to

1 demonstrate an in-depth knowledge of the roles and responsibilities of all personnel involved in

the print production process;

2 communicate effectively a clients design requirements to printing personnel, in written and verbal

form, on matters relevant to print/finishing production;

3 demonstrate an advanced understanding of the major print production technologies and how they

relate to graphic design practice;

4 examine critically the practices of graphic design professionals that can lead to common print

production issues and articulate how these issues can be prevented;

5 critically examine a design proposal in order to identify the key factors that will affect price/cost in

commercial printing and finishing processes.


1 Problem based learning combined with a series of industrial visits and practical workshops

2 Guest lectures


Module Content

All major print and packaging production processes with a focus on relief printing from concept to finished

product.

All aspects of electronic, digital and lithographic print and packaging processes from concept to finished

product.

Commercial printing processes and their applications

Print Quality assessment

Ancillary operations

Materials and substrates

Print Finishing

Module Assessment




Learning Journal - 20% (Individual)

Reflective Report - 30% (Individual)

Students must submit all elements for assessment with a 40% requirement overall to pass the module.

Submission for practicals and learning journals is built around the print production schedule for project

work. All participants receive feedback on practical projects upon completion. Formative feedback is given

to students on their learning journal and draft submission of their reflective report which is submitted at

the end of the module.

Essential Reading

Printing production management / Gary G. Field, Livonia, NY: Graphic Arts Publishing, 1996

Supplemental Reading:

Print buyer's guide to more effective communication with printers / BPIF, London : British Printing

Industries Federation, 1989, The print and packaging buying handbook / Alan Jamieson, London:

Blueprint, 1996


www.pira.co.uk, www.dotprint.com, www.printmediaacademy.com. Irish Printer Magazine, PrintWeek

Magazine.

Further Details This is a linked module delivered across two semesters.


DT548: MA in Professional Design Practice · the Vocational Education System was established in...

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