Malene Harsaae

VIA University College, Education, Faculty Member

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Address: Aarhus, Midtjylland, Denmark

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Pierre McDonagh

University of Bath

amy song

NEOMA Business School

Thórey S Thórisdóttir

University of Iceland

Daniella Ryding

Kirsi Niinimäki

Aalto University

Marina Bouzon

Universidade Federal de Santa Catarina - UFSC (Federal University of Santa Catarina)

Donna Sgro

University of Technology Sydney

Mark J O'Connell

Seneca College of Applied Arts & Technology

Edson Gutierrez

Hervé Corvellec

Lund University

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Papers by Malene Harsaae

Active Learning and Critical Thinking in Fashion Design Education

Design for sustainability is not a new concept, it has, however, evolved from a single product to... more Design for sustainability is not a new concept, it has, however, evolved from a single product to a complex system, which places design and engineering in the tension between consumption dynamics, product thinking and system thinking, accompanied by an increased need to understand user values to qualify, operate and integrate "sustainable product strategies." Throughout history, fashion educations have subjected to support the interest of the fashion industry and its changing conditions. However, the present structure (Fast fashion) has resulted in a reduced focus on people and products. Consequently, we find that "supporting the interest of the industry" might not be uncritically to follow the current path of training students based on the market indication and mindset of the fast-fashion paradigm. Instead, we advocate that education has an obligation to train students to address and rethink fashion strategies and product development in the transition towards sustainability and social responsibility; therefore, we see education as an accelerator for change. This article presents a didactic approach to foster students' ability to diverge between zooming out and zooming in as it enables exploratory, action-orientated, and transformative learning and encourages students to think critically and systematically. Zooming out relates to the context or the bigger picture. Through empirical research, students experience and establish what is going on as opposed to speculating on what might be going on.

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Better Innovation by Design? Can a Collaborative Cross-Disciplinary Approach Assist a Paradigm Shift in Education Practice?

DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016, 2016

This paper is a case study aimed at exploring the cross-disciplinary synergy between design think... more This paper is a case study aimed at exploring the cross-disciplinary synergy between design thinking and product engineering. Teams of Bachelor of Engineering students were given a product engineering innovation challenge and asked to solve it using a design thinking methodology. The results were compared to similar groups who did not make use of design thinking. The questions were: would design thinking assist in the development of innovative product design solutions and if it does-how & why? What are students really thinking & doing when engaged in creative product design innovation? The results indicate that the processes, practices and persona inherent in design thinking do indeed facilitate innovative product design.

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Reorienting Design Thinking Through Systems Thinking

Proceedings of the International Conference on Engineering and Product Design Education, EPDE 2023

Building Better Business - Designing New Futures: New Sustainable Paths in Design and Business Education

Frydenlund Academic, 2020

Better Education by Design: Can a collaborative cross-disciplinary approach assist a paradigm shift in education practice?

18th international conference on engineering and produkt design education, Sep 8, 2016

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Bridging the Education Gap Between Design & Business Education

Better Education by Design: Can a collaborative cross-disciplinary approach assist a paradigm shift in education practice?

This paper is a case study aimed at exploring the cross-disciplinary synergy between design think... more This paper is a case study aimed at exploring the cross-disciplinary synergy between design thinking and product engineering. Teams of Bachelor of Engineering students were given a product engineering innovation challenge and asked to solve it using a design thinking methodology. The results were compared to similar groups who did not make use of design thinking. The questions were: would design thinking assist in the development of innovative product design solutions and if it does – how & why? What are students really thinking & doing when engaged in creative product design innovation? The results indicate that the processes, practices and persona inherent in design thinking do indeed facilitate innovative product design.

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Is Fashion in Need of a Paradigm Shift: If yes, how might that affect the creation of fashion and thus the fashion design education?

Better Education by Design?: Using Strategic Design Practice to overcome the challenges faced by international students

Systems Thinking and Interdisciplinarity in Disciplinary Design Education

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022

The field of education is highlighted as an essential area for sustainable development. With the ... more The field of education is highlighted as an essential area for sustainable development. With the aim of developing a positive attitude to addressing global changes, the lifelong learning of the individual is emphasized. UNESCO promotes eight key sustainable competencies to be included in education to ensure that future agents contribute to the necessary green transition and the work towards achieving the 17 UN Sustainable Development Goals. The first one of these key sustainable competencies is 'systems thinking competency.' Many of the systems which surround us and make up our current paradigm on the one hand contribute to keeping the status quo, despite numerous initiatives towards a green transition, and on the other hand the systems entail a complexity that is challenging for students to comprehend and thus change, alter or disrupt. Generally, there is a lack of systemic understanding among students at VIA Design & Business, which, from an environmental perspective; affects their ability to contribute to the radical change needed. The paper explores how students can obtain a deeper understanding and knowledge of the system and subsystems constituting the industry they train for and how this can contribute to foster a green transition.

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Active Learning and Critical Thinking in Fashion Design Education

Proceedings of the 22nd International Conference on Engineering and Product Design Education, 2020

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Old Wine in New Bottles – an Alternative Didactic Approach to Tools Used in Fashion Design

DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)

Design disciplines in general are challenged to foster alternative solutions towards a green tran... more Design disciplines in general are challenged to foster alternative solutions towards a green transition of the industry. This naturally effects the design educations where the majority of curriculums include various learning objectives regarding sustainability, circular economy, recycling , etc. However, in this paper, we argue that many of the traditional tools and skills already inherent in the curriculums have the potential to promote a green transition provided they are introduced differently. Using well-known tools and skills in alternative ways is however challenging as the way in which their use is articulated and presented by lecturers determine the way in which the student implements and makes use of the tools. This article explores whether and how an alternative use of well-known tools in a fashion design context can beneficially contribute to increased product awareness among students and thereby support a sustainable development of the fashion industry. We suggest using the professional tools "line-up" and "collection plan" as anti-poles for the creation of a space for critical reflection. The anti-poles respectively address fashion as dreams and fashion as products. Fashion is a very visible part of consumption. As a concept that involves planned obsolescence, it is a major sinner in polluting the environment. Consequently, fashion design provides a relevant case to explore whether well-known tools and skills submitted through an alternative didactic approach, predominantly through articulation, can contribute to foster design students' ability to contribute to sustainable development in design and engineering education in general.

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Active Learning and Critical Thinking in Fashion Design Education

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Better Innovation by Design? Can a Collaborative Cross-Disciplinary Approach Assist a Paradigm Shift in Education Practice?

Download

Reorienting Design Thinking Through Systems Thinking

Proceedings of the International Conference on Engineering and Product Design Education, EPDE 2023

Building Better Business - Designing New Futures: New Sustainable Paths in Design and Business Education

Frydenlund Academic, 2020

Better Education by Design: Can a collaborative cross-disciplinary approach assist a paradigm shift in education practice?

18th international conference on engineering and produkt design education, Sep 8, 2016

Download

Bridging the Education Gap Between Design & Business Education

Better Education by Design: Can a collaborative cross-disciplinary approach assist a paradigm shift in education practice?

This paper is a case study aimed at exploring the cross-disciplinary synergy between design think... more This paper is a case study aimed at exploring the cross-disciplinary synergy between design thinking and product engineering. Teams of Bachelor of Engineering students were given a product engineering innovation challenge and asked to solve it using a design thinking methodology. The results were compared to similar groups who did not make use of design thinking. The questions were: would design thinking assist in the development of innovative product design solutions and if it does – how & why? What are students really thinking & doing when engaged in creative product design innovation? The results indicate that the processes, practices and persona inherent in design thinking do indeed facilitate innovative product design.

Download

Is Fashion in Need of a Paradigm Shift: If yes, how might that affect the creation of fashion and thus the fashion design education?

Better Education by Design?: Using Strategic Design Practice to overcome the challenges faced by international students

Systems Thinking and Interdisciplinarity in Disciplinary Design Education

DS 117: Proceedings of the 24th International Conference on Engineering and Product Design Education (E&PDE 2022), London South Bank University in London, UK. 8th - 9th September 2022

Download

Active Learning and Critical Thinking in Fashion Design Education

Proceedings of the 22nd International Conference on Engineering and Product Design Education, 2020

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Old Wine in New Bottles – an Alternative Didactic Approach to Tools Used in Fashion Design

DS 110: Proceedings of the 23rd International Conference on Engineering and Product Design Education (EPDE 2021)

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