When mind, heart, and hands meet: communication design and designers

Hong Kong’s transformation from a manufacturing to a knowledge-based economy has prompted the local government to promote the city as a regional design center. The 2008 Policy Address delivered by Hong Kong’s Chief Executive calls for the creation of a large pool of creative and knowledgeable talent. The government recognizes that, in addition to disciplinary knowledge and skills, the high-quality workforce demanded by the economic transition requires creativity and broader competences. The University Grants Committee of Hong Kong considers outcome-based education (OBE) the best approach to developing a workforce qualified to meet the demands of the professional marketplace and, accordingly, is strongly encouraging its deployment in all higher education institutions. This article investigates the effects of the OBE approach on the curriculum revision, implementation, and evaluation of a two-semester undergraduate-level communication design course that was selected for an OBE pilot study at the author’s university. To establish stronger linkage between the academic and professional contexts, it was deemed necessary to seek the opinions of experienced design practitioners about the attributes they expect of graduates and the methods they employ in training junior designers. The author conducted in-depth interviews with 13 art/creative directors from 11 design agencies in Hong Kong in 2007. Their opinions were incorporated into the formulation of intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs) for the revised outcome-based course curriculum, which was then implemented in the 2008–2009 academic year. This article reports the findings of the aforementioned interviews and discusses the design of the revised curriculum with illustration from samples of students’ creative projects. It also provides a preliminary evaluation of the effectiveness of the course design and student learning, as revealed in quantitative and qualitative feedback from students and in the course designer’s self-reflection.