Author
İlhan, Ali Oğulcan
Publication Date
2017-10-03
Publication Place
-
IEEE
Subject
Design education in the US, Longitudinal analysis, IPEDS, Disciplinary growth, US higher education
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
0747-9360
Record ID
16bab66e-6e1d-4f90-8199-7adee5d69b1e
Library Location
Industrial Design
Date
2017-10-03
Notes
Due to copyright restrictions, the access to the full text of this article is only available via subscription.
Sample Text
As part of a larger project that analyzes disciplinary and interdisciplinary growth in the United States, this article quantitatively investigates the expansion of undergraduate education in design at four-year colleges and universities between 1988 and 2012. It utilizes data from the US Integrated Postsecondary Education Data Survey (IPEDS), which is especially suitable for investigating field-level change. Results show that undergraduate design education is growing in both absolute and relative terms, but this growth varies according to different institution types and conditions. Hence, variables such as control type (i.e., public vs. private), Carnegie classification type, institution size, and institutional revenues have differential influences on the diffusion of bachelor's degree-granting programs and the share of bachelor's degrees. This study provides valuable insights to policymakers, administrators, and design educators who seek to make meaningful interventions within the academy, and it will advance our understanding of the changing institutional organization of design education and the future of design disciplines in the United States.
DOI
10.1162/DESI_a_00458
Cilt
33
