A Joint Syllabus in Universal Design - for Design Schools in Norway

Universal Design seems to be a political ideal, and as a result finds place in the curricula of design and engineering schools in Norway. To study curriculum we extract universal design course descriptions in Norwegian Universities and discuss the emerging topics through content analysis. We finally compare our findings with the state of the art practices in Universal Design. Recent study (titled: Universal Design seems to be a political ideal, and as a result finds place in the curricula of design and engineering schools in Norway). To study curriculum we extract universal design course descriptions in Norwegian Universities and discuss the emerging topics through content analysis. We finally compare our findings with the state of the art practices in Universal Design. Recent study (Universal Design seems to be a political ideal, and as a result finds place in the curricula of design and engineering schools in Norway) shows disparity of what is administratively accepted as universal design, what is taught in schools and what are the practices in the industry. The challenges emerge from focus on narrow parametric measurable personal needs based on the ICF (International Classification of Functionality, Disability and Health). In practice, on the other hand many industries apply far more comprehensive approaches that include user experience and holistic user journey and stakeholder involvement. In conclusion, there is a need for a more pragmatic approach to design curricula where design science and participatory design paradigms are interwoven and accessible to students through practical pedagogical approaches. Comparing state of the art practices, industry demands and current disjointed curricula in Norwegian design schools, we propose a joint comprehensive curriculum/syllabus for Universal design at the leading design schools in Norway, this one-year project sought to identify and map the Norwegian landscape in relation to knowledge in Universal Design. Based on the information gathered, we suggest a joint: • Definition of Universal Design • List of methods that students should know and be able to practise • Syllabus in Universal Design • “Database" of practical exercises and tasks for training students • Example database (Website) with good examples that our students and teachers have designed, together with a description of why these are good examples of Universal Design.) shows disparity of what is administratively accepted as universal design, what is taught in schools and what are the practices in the industry. The challenges emerge from focus on narrow parametric measurable personal needs based on the ICF (International Classification of Functionality, Disability and Health). In practice, on the other hand many industries apply far more comprehensive approaches that include user experience and holistic user journey and stakeholder involvement. In conclusion, there is a need for a more pragmatic approach to design curricula where design science and participatory design paradigms are interwoven and accessible to students through practical pedagogical approaches. Comparing state of the art practices, industry demands and current disjointed curricula in Norwegian design schools, we propose a joint comprehensive curriculum/syllabus for Universal design at the leading design schools in Norway, this one-year project sought to identify and map the Norwegian landscape in relation to knowledge in Universal Design. Based on the information gathered, we suggest a joint: • Definition of Universal Design • List of methods that students should know and be able to practise • Syllabus in Universal Design • “Database" of practical exercises and tasks for training students • Example database (Website) with good examples that our students and teachers have designed, together with a description of why these are good examples of Universal Design.