Interdisciplinary integrative capabilities as a catalyst of responsible technology-enabled innovation: A higher education case study of Design MSc dissertation projects

Abstract

It has been acknowledged that global challenges are in the way of delivering responsible innovation, as reflected in the Sustainable Development Goals – a set of strategic objectives formulated by the United Nations General Assembly, to promote environmentally, societally, and economically-sustainable development. Design higher education has an important role to play in equipping the next generation of professionals with knowledge and skills for tackling pressing system-level challenges. Sustainable design research and ways of integrating emerging technologies in future design higher education curricula have, separately, attracted significant interest in recent years. However, comparatively little effort has concentrated on the role that a broader range of technologies can play in shaping the design higher education provision with system-level sustainability challenges in mind. This article presents an analysis of 180 Design MSc dissertation projects, implemented at a UK higher education institution between 2019 and 2022, focusing on research challenges of societal and industrial relevance. The data set includes a mapping of dissertation projects to relevant technologies, industry sectors, and Sustainable Development Goals. Data analysis suggests a balanced distribution of projects across a range of sustainability goals, although under-represented thematic areas have also been highlighted. The methods adopted for this study, based on a systematic study of relational patterns reflecting associations of dissertation projects with technologies, industry sectors, and sustainability goals, provide a blueprint for future data-driven research on the role played by technologies within student projects in design higher education, with an emphasis on their relevance to sustainable innovation challenges.