國立虎尾科技大學 |

Design Across Distance and Difference : = Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Design Across Distance and Difference :/
Reminder of title:	Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design.
Author:	Moses, Nicholas D.
Description:	1 online resource (166 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382741185

Design Across Distance and Difference : = Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design.
Moses, Nicholas D.

Design Across Distance and Difference :Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design. - 1 online resource (166 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

Thesis (Ph.D.)--University of Michigan, 2024.

Includes bibliographical references

There is a growing interest in socially engaged engineering, which emphasizes the consideration of social, cultural, environmental, and economic factors to broadly benefit society. However, current workforce training and engineering education programs do not adequately support skill sets needed to link complex societal needs and contexts to design processes. Effective stakeholder-facing communication skills and designer-facing reflective skills are needed for engineers to assess stakeholder needs, design contexts, and their own approaches as designers. These challenges are made more difficult when design is done across distance and socio-cultural differences, which is increasingly common due to remote communication and design technologies. A lack of preparation in these cases can lead to ineffective or even harmful designs, especially if effective socially engaged practices are not incorporated early in design processes during problem identification, problem definition, requirements development, and initial concept generation. Despite these complexities and persistent evidence of ineffective design solutions, engineers continue to engage in ways that imply they can navigate design work objectively and apolitically, assuming good intentions and technical skills compensate for gaps in broader understanding. This dissertation focuses on two key, understudied skills for early stages of socially engaged design: stakeholder engagement with prototypes in remote design contexts, and designers' reflective considerations of the impacts of their positionalities and other stakeholders' positionalities on design decision-making. The first study explores strategies for remotely engaging project stakeholders with prototypes through semi-structured interviews with engineering ten students and ten practitioners. The second and third studies explore conceptions of the roles of identity and positionality in design for 'social good' contexts through an exploratory, interview-based study of five undergraduate students and a larger, interview-based study of ten undergraduate students and ten practitioners. Regarding remote stakeholder engagement with prototypes, student and practitioner participants reported overlaps between many in-person and remote approaches, as well as strategies for adapting to remote engagements. Four distinct strategies tailored to remote engagements emerged from the findings including the use of third-party, in-person facilitators and various ways to share digital and physical prototypes asynchronously. Participants also discussed implicit consideration of stakeholder identities, such as age and professional position, in selecting appropriate strategies, and reported learning these skills on the job rather than through formal education. While student participants discussed mixed perceptions of the effects of remote engagement on design outcomes, practitioners described remote, hybrid, and in-person engagements as equally effective, highlighting gaps between student and practitioner skill sets. The studies of designer conceptions of positionality revealed that even among participants with personal interest in identity and positionality in design, conceptions were self-reported as implicit and limited by a lack of language and free discussion within engineering design communities. Participants also cited exposure to differences in identities and contexts, many of which came from their personal lives outside of design work or education, as driving the development of their conceptions of positionality.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382741185Subjects--Topical Terms:

1148448
Higher education.
Subjects--Index Terms:

Engineering designIndex Terms--Genre/Form:

554714
Electronic books.

Design Across Distance and Difference : = Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design.
LDR:05128ntm a22004217 4500 001 1147902
005 20240916075426.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382741185
035 $a (MiAaPQ)AAI31349103
035 $a (MiAaPQ)umichrackham005488
035 $a AAI31349103
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Moses, Nicholas D. $3 1473743
245 1 0 $a Design Across Distance and Difference : $b Characterizations of Remote Stakeholder Engagement and Designer Perceptions of Positionality During Front-End Engineering Design.
264 0 $c 2024
300 $a 1 online resource (166 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
500 $a Advisor: Daly, Shanna;Sienko, Kathleen Helen.
502 $a Thesis (Ph.D.)--University of Michigan, 2024.
504 $a Includes bibliographical references
520 $a There is a growing interest in socially engaged engineering, which emphasizes the consideration of social, cultural, environmental, and economic factors to broadly benefit society. However, current workforce training and engineering education programs do not adequately support skill sets needed to link complex societal needs and contexts to design processes. Effective stakeholder-facing communication skills and designer-facing reflective skills are needed for engineers to assess stakeholder needs, design contexts, and their own approaches as designers. These challenges are made more difficult when design is done across distance and socio-cultural differences, which is increasingly common due to remote communication and design technologies. A lack of preparation in these cases can lead to ineffective or even harmful designs, especially if effective socially engaged practices are not incorporated early in design processes during problem identification, problem definition, requirements development, and initial concept generation. Despite these complexities and persistent evidence of ineffective design solutions, engineers continue to engage in ways that imply they can navigate design work objectively and apolitically, assuming good intentions and technical skills compensate for gaps in broader understanding. This dissertation focuses on two key, understudied skills for early stages of socially engaged design: stakeholder engagement with prototypes in remote design contexts, and designers' reflective considerations of the impacts of their positionalities and other stakeholders' positionalities on design decision-making. The first study explores strategies for remotely engaging project stakeholders with prototypes through semi-structured interviews with engineering ten students and ten practitioners. The second and third studies explore conceptions of the roles of identity and positionality in design for 'social good' contexts through an exploratory, interview-based study of five undergraduate students and a larger, interview-based study of ten undergraduate students and ten practitioners. Regarding remote stakeholder engagement with prototypes, student and practitioner participants reported overlaps between many in-person and remote approaches, as well as strategies for adapting to remote engagements. Four distinct strategies tailored to remote engagements emerged from the findings including the use of third-party, in-person facilitators and various ways to share digital and physical prototypes asynchronously. Participants also discussed implicit consideration of stakeholder identities, such as age and professional position, in selecting appropriate strategies, and reported learning these skills on the job rather than through formal education. While student participants discussed mixed perceptions of the effects of remote engagement on design outcomes, practitioners described remote, hybrid, and in-person engagements as equally effective, highlighting gaps between student and practitioner skill sets. The studies of designer conceptions of positionality revealed that even among participants with personal interest in identity and positionality in design, conceptions were self-reported as implicit and limited by a lack of language and free discussion within engineering design communities. Participants also cited exposure to differences in identities and contexts, many of which came from their personal lives outside of design work or education, as driving the development of their conceptions of positionality.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 1148448
650 4 $a Engineering. $3 561152
650 4 $a Mechanical engineering. $3 557493
653 $a Engineering design
653 $a Front-end design
653 $a Positionality
653 $a Remote design
653 $a Stakeholder engagement
653 $a Prototyping
655 7 $a Electronic books. $2 local $3 554714
690 $a 0537
690 $a 0548
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Michigan. $b Design Science. $3 1473744
773 0 $t Dissertations Abstracts International $g 85-12B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31349103 $z click for full text (PQDT)