The core intention of the DGC course is to develop a more symbiotic relationship between
education and practice. We explore this by opening up the concept of education as a liminal
space, wherein an exchange of opinions, thoughts and beliefs are shared and respected
between learners, practitioners and course tutors.
The DGC course philosophy is underpinned largely by a keen focus upon work-based learning
(WBL) initiatives and application of constructivist educational theory. In utilising a broad
range of experiential learning activities the course has built a reputable relationship with
the local design industry and educational practice alike.
The course format for many is a more ‘realistic’ option. It provides an alternative to the
traditional academic design course through the provision of vocationally situated challenges
that aim to embed theory into practical activity and navigate a seamless and transformative
exchange between higher level education and practice.
A defining aspect of the DGC course is its ability to build and maintain relationships with
leading practitioners within design. This takes many forms and is consistently growing over
the years, be it in collaborating with industry partners to set applied briefs or act as
mentors, conducting specialist workshops or hosting studio visits
Over the past two years with 40 external WBL projects under our belt, we are at a point
wherein we feel accomplished at integrating education and industry. This mode of delivery
ensures relevance within the course curriculum, and also maintains consistency with regard
to expectation and standards from both points of view.
The course team are conscious of the fact that a wide variety of skills are required to
successfully practice and engage within the design sector upon graduation. These required
skills are not purely technical, but also incorporate ‘soft’ skills such negotiation,
presentation, listening, notation, discussion, debate and reflection. The challenges
provided on the course allow for a broader type of learning through design – not just
learning to design.