Specific learning outcomes of the Programme
The first cycle degree programme in Industrial Design aims to train industrial designers combining instrumental knowledge for project development with the ability to contextualise hypotheses of engineering, development and production. In particular, the programme trains designers able to consider the constraints and resources of the industrial system they work in their design work.
The programme aims to provide the tools for formal and functional product representation, transmitting digital image production techniques, knowledge of visual languages, perceptual mechanisms and colour systems, as well as competences in product planning, design, distribution market launch methods.
The adopted learning model is inductive, based on a learning process that develops a simultaneous mix of basic, technical, professional and transversal knowledge. This specific format is supported by teaching methods which focus strongly on design techniques, based on a wide range of experience consolidated in the work carried out by students and teaching staff jointly. For this purpose, Projectual laboratories, with high teacher-student ratios in well-equipped design facilities, and Instrumental laboratories, where students gain not only knowledge but know-how, are run.
The curriculum is structured across three areas of knowledge:
- BASIC KNOWLEDGE. This knowledge does not refer directly to the profession but is fundamental for professional development. This broad knowledge base includes logical and mathematical skills, computer literacy, some elements of economics, a grounding in technology, etc.
- TECHNICAL AND PROFESSIONAL KNOWLEDGE. This knowledge constitutes the foundations of the activities of the different professional figures. These knowledge and competencies are key to ensuring professional activities in each referred sector.
- TRANSVERSAL KNOWLEDGE. Skills concerning professional behaviour, personal skills, not linked to a specific professional context. They include communication, interpersonal, decision-making, problem solving, negotiation skills etc. which are essential for transforming technical knowledge into effective professional performance.
The programme also includes humanities and engineering subjects that are complementary to the design area.
This choice supports the expected career opportunities and is functional to meeting the objectives of improving the quality of everyday life through industrial production. The curriculum therefore supports technical learning with a humanistic and economic dimension.
The aim is to culturally control not only the final product of the design process, but the complexity of economic, cultural, relational and communication processes leading to that final product. In other words, students gain specific design skills as well as the flexibility that only complex learning based on both technique and humanities can offer.
The programme runs learning activities in:
- a- single-subject course units;
- b- integrated courses;
- c- design laboratories.
The first two years of the programme cover basic learning, while the third year focuses on specific thematic areas.
