Design Academy Erasmus Policy Statement

Design Academy Eindhoven (DAE) is an international oriented and respected HEI, a University of the Arts, that plays and active part in the international field of design, design education and design research.

DAE trains designers as expert non-specialists who are capable of relating to a wide range of specialisms, and bringing them together in a meaningful, empathic and strategically relevant way. DAE’s track record can be read as living proof of this fundamental desire to alter conventions, perceptions and systems. Just like the generations before them, in our view future designers need to be trained for that role in a way that braces the relevance of their work in the light of the many challenges our society faces.

In our recent Institutional Plan, we talk about our commitment to social causes, a commitment to represent diversity and a commitment to work on themes that are strategically important for collectivity. Design Academy Eindhoven commits itself to an agenda of Radical differentiation and impact. Staying true to the approach and values that have formed the core of our identity, the fundamental shift that characterises today’s position of design should be more strongly reflected within the structure of the curriculum and radical differentiation of the educational and research portfolio. The academy wants
to be a catalyst of diversification. We need to reconsider the role and position of design, acknowledge its changing societal consequences and the way the social and cultural backgrounds of designers are to become part of the equation. In this context we have identified three main drivers:

Pluralism

We approach design as hybrid, conceptual, contextual and global. Instead of focusing on a single design discipline or medium, DAE chooses to underscore DAE’s role as a platform for debate within the field. Our core values are those of an inclusive, cosmopolitan society that embraces diversity in every respect.
Pluralism stands for diversity, not only within the curriculum. As part of the overall policy of the academy it also refers to diversity and inclusion within our community.

Social Agenda

What unifies our teaching and our research agenda is a shared understanding of design, as first and foremost a social and cultural practice. We teach design as a ‘political instrument’, a means to engage societal developments and problems and as a tool to explore and develop alternatives. A sensitive antenna for social phenomena allows us to act as an agent of change. The contribution of design to humanity and its social, cultural and natural environment is the most important mainspring for creating new concepts and alternatives. We train designers to be aware of the implications of their work. The link between an engaged, hybrid, and integrative approach on the one hand and professional autonomy based on expertise as a principle on the other, is characteristic of the academy, as a community, as an organisation and as an educational and cultural institute in which individual qualities of all members can prosper.

Design as Praxis

Design results in change. It is therefore never without consequences, which underlines the inseparable connection we draw between design, values and politics. We see the manual and analytical skills our students master are equally essential tools in the contemporary designer’s tool chest. We train designers not to operate in isolation but at the nexus of a broad spectrum of specialisms: fluency in a broad spectrum of languages - technical, theoretical and philosophical - is a key attribute of the future designer.

Offering one bachelor and one master course, DAE covers a wide spectrum within the design field. The programmes are all offered in English, serving the international student body, of which over 70% comes from abroad. Although the academy has many years of experience already working on an international level, it remains determined to continue to broaden the possibilities for students and staff on mobility and long-life learning issues. DAE is a strong believer of the international classroom and of peer-to-peer review. The quality assurance procedure is set on the global level, resulting in accreditation of our BA and MA courses by international committees.

Modernising our curriculum is an ongoing process, where international developments play an important role. International learning outcomes are achieved through the international classroom, through student and until now in less extent staff mobility and through (strategic) partnerships.
In recent years DAE has worked on its partnerships in the field of design education and research. Partners are chosen on their specific design education expertise, their specific design quality and reputation; they may also derive from historic connections. Cumulus and ELIA have proven to be important networks for DAE to determine new connections.

Erasmus+ plays a vital role in all aspects through key action 1 (both incoming and outgoing mobility of students and staff) and key action 2 (strategic partnerships).

DAE has worked intensively on professionalisation of its procedures and information strategy. In recent years it has resulted in a successful increase of (mainly) student mobility (in KA103 and KA107) and preparations have been made for further steps.

It is now time to go more in-depth in searching for strategic alliances and cooperation (key action 2). As our education is becoming more and more flexible and student-centred, we look to cater what students (and tutors!) need to enhance their (long life) learning experience and raise their knowledge level. Not only in terms of outgoing mobility, also for our incoming students. We will further assure equal opportunities
Also finding in our partnerships so-called critical friends as part of our quality assurance and inviting them to peer review our courses and methods.

The current pandemic and its effect on mobility emphasizes the need to find ways for more online and blended solutions. Modernisation for DAE is not only on the agenda for the curriculum itself, in our view it also means developing new ways of mobility, using technology as a tool to connect and exchange. Virtual or online learning and mobility, blended learning and mobility, joint online programmes; these are but a few of the possibilities we wish to look into, also with our partners, in the coming years. Sustainability plays an important role here as well.