If not, does it work out well?
If so, which model do you use?
Hope to hear from you!
Kind regards,
Paul
Dear Paul,
I don't understand exactly what kind of interns are you referring but inside Politecnico School of Design there was (once upon a time) an effective model for the "follow-up" of internship activities (mandatory for our student and pursued in huge network of professional design studios and enterprises). Each under-graduate course had a Internship supervisor that -as a tutor- had three task: selecting the proper student for the available job (through a colloquium and a portfolio assessment), be available for the student in case of problems (exploitation, issues connected with intellectual property…) and, at the end of the experience he/she had a closing colloquium for understanding the effectiveness and the quality of the experience. The evaluation of the experience was gathered in an evaluation survey usefull for both our career office and their politics for student placing, and the School and its need to assess the educational profile and the given competences. Unfortunately (dew to new planning of the use of human resources) this model doesn’t exist any more. I’ve been in charge with it for several years and it was very effective!!
Dear Manuela,
Thank you very much for your reaction! I'm referring to students that are placed in companies to perform a design oriented research....i.e. the student has to deliver an advice (plan) on how to improve the current situation. I have been experimenting with some design oriented research models and I get the idea that this helps the student....
So, I'm aiming at the (internship-)activity itself and not so much what's happening before and/or after... Hope to hear some more from you!
Here we use a so-called Meta-design approach with mix up a contextual research - context (place), users, company's feature (production, materials, technology, distribution channels...), market (competitors benchmarking) - and a blue sky research (inspirations, mood-boards, other fields solutions...). They have to turn from problem solving to PROBLEM FINDING. That's the key! The paper I'm adding here was focusing of the role of vision in particular but it gives you an idea I hope :-)
Without reading your paper I fully agree that problem finding is the major challenge... this accounts for at least as 80% of problems (jumping to solutions)..... I'll read the paper later!
Thanks again!
Hi Paul,
In Arnhem (HAN) we have positive experiences with using 1:10:100 for research oriented design projects (both in the curriculum as in internships). I know the HHS build some experience with the Frame Creation Method, although I do not know to what extent this is used in internships.
Koen
Conference Paper UX in the Wild: on Experience Blend & Embedded Media Design
Conference Paper Requirements from the Void: Experiences with 1:10:100
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