Growth of undergraduate education in design in the united states, 1988–2012

Name: Growth of undergraduate education in design in the united states, 1988–2012
Author: İlhan, Ali Oğulcan

İsim	Growth of undergraduate education in design in the united states, 1988–2012
Yazar	İlhan, Ali Oğulcan
Basım Tarihi:	2017-10-03
Basım Yeri	- IEEE
Konu	Design education in the US, Longitudinal analysis, IPEDS, Disciplinary growth, US higher education
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	0747-9360
Kayıt Numarası	16bab66e-6e1d-4f90-8199-7adee5d69b1e
Lokasyon	Industrial Design
Tarih	2017-10-03
Notlar	Due to copyright restrictions, the access to the full text of this article is only available via subscription.
Örnek Metin	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

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Growth of undergraduate education in design in the united states, 1988–2012

Yazar İlhan, Ali Oğulcan

Basım Tarihi 2017-10-03

Basım Yeri - IEEE

Konu Design education in the US, Longitudinal analysis, IPEDS, Disciplinary growth, US higher education

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 0747-9360

Kayıt Numarası 16bab66e-6e1d-4f90-8199-7adee5d69b1e

Lokasyon Industrial Design

Tarih 2017-10-03

Notlar Due to copyright restrictions, the access to the full text of this article is only available via subscription.

Örnek Metin 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