O impacto da reforma universitária no ensino do design em Portugal nos graus de licenciado e mestre
- Name
- Maria Guerreiro
- Year
- 2017
- Institution
- Lisbon School of Architecture Universidade de Lisboa
- Supervisors
- Maria Mendes, Fernando Moreira da Silva
- Discipline
- Design
- Scope
- Design Education
- Taxonomy
- Epistemology
- Type
- Theoretical
- Language
- Portuguese
- Wordcount / Pagecount
- 140,700 / 402
- Joint supervision
- No
University education of design in Portugal
Research Process (5 methods)
x
Education statistics related to HEIs with courses in the area of design
Master and undergraduate design students
In-class design students
Professors and course coordinators
| # | Name of Method | Research Phase | Research Approach | Researcher Role | Object of Study / Participants | N |
|---|---|---|---|---|---|---|
| 1 | Literature review | Exploratory | Qualitative | x | x | x |
| 2 | Document analysis | Generative | Quantitative | x | Education statistics related to HEIs with courses in the area of design | unspecified |
| 3 | Questionnaire | Generative | Qualitative | x | Master and undergraduate design students | 435 |
| 4 | Observation | Exploratory | Qualitative | Observational | In-class design students | unspecified |
| 5 | Interview | Generative | Qualitative | x | Professors and course coordinators | 19 |
Knowledge Transfer & Exchange
Knowledge Exchange (PhD Process): Produced with input
| IK&T | Academia | Design Practice | Society |
|---|---|---|---|
| Context | Yes | No | No |
| Vision | No | No | No |
| Means | No | No | No |
Recommendations (7)
Harmonize public higher-education Design curricula with Bologna directives, reducing the curricular incongruities identified between institutions and between the first and second cycles.
- Scope:
- Macro
- Time Horizon:
- Medium
- Evidence Strength:
- Indicative
- Feasibility:
- Medium
Deepen competency-based teaching in Design through stronger use of project work, experimental practice, and transversal-skills development, replacing overly passive content-delivery models.
- Scope:
- Meso → Macro
- Time Horizon:
- Short → Medium
- Evidence Strength:
- Indicative
- Feasibility:
- High
Train Design students to “learn to learn,” adapt quickly to technological, scientific, and professional change, and understand the broader social function of design—not only its immediate technical outputs.
- Scope:
- Meso
- Time Horizon:
- Long
- Evidence Strength:
- Indicative
- Feasibility:
- Medium-High
Expand structured collaboration with communities, companies, and research-and-development partners through live projects, visits, seminars, and formal protocols that connect theory, practice, and experience.
- Scope:
- Meso → Macro
- Time Horizon:
- Short → Medium
- Evidence Strength:
- Indicative
- Feasibility:
- High
Strengthen transition-to-work mechanisms in Design education, including closer employer contact, clearer insertion-into-active-life supports, and systematic tracking of graduate outcomes.
- Scope:
- Meso → Macro
- Time Horizon:
- Medium
- Evidence Strength:
- Indicative
- Feasibility:
- Medium-High
In future studies, include alumni and professional workplaces in data collection so that analysis extends beyond current students and captures the post-graduation effects of higher-education policy on Design practice.
- Scope:
- Macro
- Time Horizon:
- Medium
- Evidence Strength:
- Indicative
- Feasibility:
- High
Identify, compare, and disseminate the strongest pedagogical and curricular practices across public Design schools, using them as shared references for improving teaching quality and institutional learning.
- Scope:
- Macro
- Time Horizon:
- Medium
- Evidence Strength:
- Indicative
- Feasibility:
- High