MDes Prog Doc 1617 - V1 PDF

73035 Master of Design Scheme
Definitive Scheme Document

2016/17
Design Strategies
Design Practices
Interaction Design
International Design & Business Management
Urban Environments Design
This Definitive Scheme Document is subject to review and changes which the School of
Design can decide to make from time to time. Students will be informed of the changes
as when appropriate.
Updated 4 Aug 2016
73035 Master of Design Scheme ()

Definitive Scheme Document 2016/17
Master of Design
Design Strategies
()
Design Practices
()
Interaction Design
()
International Design and Business Management
()
()
School of Design, The Hong Kong Polytechnic University
Contents
Master of Design
Definitive Scheme Document
2016/17
Scheme Code
73035
Section A: Master of Design Scheme Framework and Management

1.
School of Design
1.1
Vision
1.2
Mission
1.3
Core Values
2.
Aims and Themes of the Master of Design Scheme
3.
Shared Subjects among Specialisms
4.
Learning and Teaching
4.1
Overview of Teaching Philosophy
4.2 Intended Learning Outcomes

4.3 Curriculum Mapping
4.4 Teaching Methods and Environments
4.5
Mode of Delivery and Block Mode Delivery of Some Shared Subjects

4.5.1 Mode of Delivery
4.5.2 Block Mode Delivery of Some Shared Subjects
4.5.3 Attendance Requirements of Block Mode Subjects
4.6 Subject Syllabi

4.7
Master of Design Scheme Website
4.8 Presentation of Achievements of Graduates to the Community and Industry

5.
Entrance Requirements and Admission to the Specialisms of the Scheme
5.1
Common Admission Exercise
5.2
Common Admission Criteria
5.3
Common Entrance Requirements
5.4
Specific Entrance Requirements for Different Specialisms
5.5
Admission of Subject-based Students
6.
Master of Design Scheme Leadership and Management
6.1
Master of Design Scheme Leader
6.2 Management of Constituent Specialisms of the Scheme

6.3 Master of Design Scheme Committee
6.4 Terms of Reference of the Master of Design Scheme Committee
6.5
Master of Design Scheme Manager
Descriptions of Specialisms included in this Scheme

7.
Master of Design (Design Strategies)
7.1
Introduction and Aims
7.2
Objectives
7.3
Award
7.4
Curriculum
7.5
Mode of Attendance
8.
Master of Design (Design Practices)
8.1
8.2 Objectives
8.3 Award
8.4 Curriculum
8.5 Mode of Attendance
9.
Master of Design (Interaction Design)
9.1
9.2 Objectives
9.3 Award
9.4 Curriculum
9.5
Mode of Attendance
10. Master of Design (International Design and Business Management)

10.1 Introduction and Aims
10.2 Objectives
10.3 Award
10.4 Curriculum
11. Master of Design (Urban Environments Design)
11.2 Objectives
11.3 Award
11.4 Curriculum
Academic Regulations
12. General Academic Regulations
12.1 Students Status
12.2 Subject Registration
12.3 Subject Exemption
12.4 Credit Transfer
12.5 Deferment of Study
12.6 Assessment - Overview
12.6.1 Progression/ Academic Probation/ Deregistration
12.6.2 Retaking of Subjects
12.6.3 Exceptional Circumstances
12.6.4 Grading
12.6.5 Graduation Requirements
12.6.6 Guidelines for Award Classification
13. Intellectual Property
14. Plagiarism and Acknowledgement of Source Materials
14.1 What is Plagiarism?
14.2 How are Sources Referred to?
14. 3 How to Cite Bibliographic Reference?
15. Photocopying of Copyright Materials
Section B: Subject Syllabi
This Definitive Scheme Document is subject to review and changes which the School of
Design can decide to make from time to time. Students will be informed of the changes
as and when appropriate.
General information
Scheme Title
Master of Design Scheme
Specialisms offered
Design Strategies
()
Design Practices
()
Interaction Design
()
()
()
Scheme Code
Host School
Mode of Attendance
Medium of Instruction
73035
School of Design
Mixed mode
English
NORMAL AND MAXIMUM DURATION OF STUDY

Specialisms
Credit
Study Load
Duration of Study
Design Strategies
36 credits
Full-time load
Normal duration
1.5 years
Maximum duration
years
Normal duration
years
Maximum duration
years
Normal duration
year
Maximum duration
years
Part-time load
Design Practices
36 credits
Full-time load
Interaction Design 36 credits
Full-time load
Normal duration
Maximum duration
1
2
year
years
International
Full-time load
Normal duration
year
Maximum duration
years
Normal duration
1.5 years
Maximum duration
36 credits
Design & Business

Management
Urban
36 credits
Environments
Design
Full-time load
Commencement period
3 September 2016
SCHEME LEADER
Prof Laurent Gutierrez
SPECIALISM LEADERS
Design Strategies
Design Practices
Interaction Design
International Design &
Business Management
years
Prof Laurent Gutierrez

Dr Ernesto Spicciolato
Dr Kenny Chow
Mr Benny Leong
Prof Timothy Jachna
Scheme Manager
Ms Christine Tsin
Enquiries
Miss Sarah Kwok (email sarah.kwok@polyu.edu.hk)
Section A
Master of Design Scheme Framework and Management

1
School of Design
As a key area for the activity of the School of Design, Master of Design studies are
strongly motivated by and reflect the vision, mission and values of the School.
1.1 Vision
To establish the School of Design as a top tier international design school, applying
Asian innovation to global opportunities.
1.2 Mission
To sustain excellence in design education, practice, consulting and research
To harness the legacy and dynamism of Asian cultures in creating solutions for human
needs
To create strategic models for products, brands and systems in local and global markets
1.3 Core Values

Humanistic design
Mastery of making
Strategic thinking
Creative and critical engagement
Envisaging design as processes
Sustainability
Sensitivity to history and culture
Cross-disciplinary collaboration
Clarity and conviction in communication
Aims and Themes of the Master of Design Scheme
Hong Kongs geographical, economic and political positioning vis a vis international
markets, Chinese Mainland and the Pearl River Delta in particular, put the city on the
forefront in the integration of the vast industrial potential of the PRC in relation to the
international design market. The School of Design at The Hong Kong Polytechnic
University is uniquely situated to provide postgraduate education for the new
generation of designers needed to meet this challenge.
Specifically, the transition in Hong Kong and the Pearl River Delta to a knowledge
economy and the development of the design and creative industries, require design
education to:
strengthen conceptual and analytical approaches to design
contribute to value innovation across several dimensions, including economics,
society and culture, and sustainability
enhance design for experience, where design transforms the personal and social life of
users and consumers
provide strategic and process-based understanding of design development and
management
provide approaches to the evolution from OEM (original equipment manufacture) /
ODM (original design manufacture) to OBM (original brand management), and to the
creation of internationally competitive product and service brands
apply advanced technologies and multi-media to the experience of design and the
offerings of businesses and other users of design services
consider regional development in the light of global best practice
This Master of Design Scheme addresses these needs in two ways. Through specific
structured Scheme it addresses discrete professional requirements and industry
situations. It also provides a wide offering of subjects which are shared among the
specialisms, thus allowing for students to come together from different backgrounds
and professional positions, encouraging an integration of design analysis,
understanding of technological changes and business strategies for value innovation.
The Scheme also encourages closer collaborations with international design
institutions, local design industry and mainland design institutions. The teaching
materials and case studies are informed by research and high level consultancy.
Shared Subjects among Specialisms
The School of Design will use this Scheme to further clarify its vision to the community
and industry. This will be reflected in a common orientation subject for students on the
Scheme.
A number of subjects are shared among the specialisms in this Scheme, including both
core and elective subjects.
This is shown in the conceptual diagram below:
Design Strategies specialism
Common Core Subjects
Design Practices specialism
Interaction Design specialism
International Design and Business Management specialism
Urban Environments Design specialism
Electives and other

shared subjects
The following chart indicates the place of different subjects in each of the specialisms
contained within this Scheme. Where a subject is not listed as an elective for a
particular specialism, students may approach the Specialism Leader on which they are
Electives and other
registered to seek permission to take the subject as an elective.
shared subjects
Design Strategies
Design Practices
Interaction Design
Urban Environments
Design

Business Management
Credits
SD5018 Research and Analysis for Design1
*SD5001 Innovation Tools for Strategic Design
Subjects
Common Core Subject

**SD5400 Vision and Change
Specialisms Core Subjects
*SD5002 Design and Culture: Cultural Identity

and Authorship
^SD5303 A Proposition for Design Vision and
Opportunity
To be offered during weekday

evenings for Design Strategies and
International Design and Business
Management; weekdays for Design
Practices and Interaction Design
To be offered in weekend block mode
for Design Strategies, Design
Practices, Interaction Design and
Urban Environments Design;
weekdays for International Design
and Business Management
10
SD5151 Essential Design Theories and Concepts
SD5152 Essential Integration of Technologies in

Design and Business Innovation
SD5163 Managing Value Creation2
SD5164 Lifestyles, Cultures and Innovation
SD5171 International Design and Business

Management Multidisciplinary Project 1
SD5173 Capstone Reflective Thesis
MM5001 Essential Business Theories and

Concepts
MM5251 Cross-cultural Management
*SD5104 Branding: From Local to Global

Strategies
SD5401 Value Strategies for China
SD5405 China Lifestyle Transformation
SD5406 Design Experience
SD5409 Capstone Research
SD5410 Design and Make Capstone Project
SD5502 Information Architecture and

Visualization
SD5507 Graduate Seminar I: Theories in
Interaction Design
SD5508 Graduate Seminar II: Human Computer
Interaction
SD5509 Prototyping and Scripting
SD5520 Concept Workshop
SD5524 Tangible Interaction Workshop
SD5527 Graduate Studio Workshop I
SD5528 Graduate Studio Workshop II
SD5529 Embedded Interaction Workshop
SD5530 Demonstration Project
SD5702 The City from Inside
SD5703 Urban Interior Environment
SD5704 Public Realms
SD5705 Urban Public Space Design
SD5706 Strategic Approaches to the City
SD5707 Urban Systems and Strategies
SD5709 Capstone Project

Business Management
Interaction Design
Urban Environments
Design Practices
Design
Design Strategies
Credits
SD5701 Urban Ecologies
Cont) Subjects
Elective Subjects
E
*SD5201 Collaborative Design and Technology
*SD5202 Innovative Products and Services

Development
*SD5215 Introduction to Ergonomics
*SD5216 Introduction to Intellectual Property:

Fundamentals and Strategy
Design Practices
Interaction Design
* SD5014 Consumer as Producer: Critical

Trends in Product Development and Consumer
Culture
*SD5015 Globalization and Design
*SD5019 Design Criticism and Visual Arguments
*SD5020 Special Topics in Contemporary
Design
*SD5021 Chinese Traditions and the 21st
Century
*SD5112 Strategic Design: Regional Case
Studies
*SD5113 Strategies for Sustainable ProductService Systems
Credits
Elective Subjects offered by other SD

programme and PolyU Departments
* To be offered in weekend block mode.

** To be offered as a 2-day workshop at the
beginning of Semester 1.
^ To be offered during weekday evenings.

Business Management
Urban Environments
Design
Design Strategies
*SD5012 Future Contexts for Design
SD5922 Game Design
*AF5340 Finance and Accounting for Design

Business
^MM5712 Marketing Management in China
*MM5761 Marketing Management
^MM578 Services Marketing
^MM588 Brand Marketing
E
E
11
Learning and Teaching
4.1 Overview of Teaching Philosophy

The creation of a breakthrough product or service brand is no longer within the
experience or manageable scope of the individual designer. It is the collaborating
processes for value creation, development, production and marketing that are more
relevant for successful businesses and design applications.
Design is now a subject approachable from several distinctly different specialisms such
as art, engineering and even computer sciences. It is, however, essential for the
students to be able to manoeuvre in the transformation of and the interaction among
OEM, ODM, OBM, and OSM. Such a belief justifies the qualitative expansion of
student knowledge structure and content from form design into a higher level of
multidisciplinary area of design, development, and management of total products,
services and brands.
At the postgraduate level, the learning and teaching process in design itself is becoming
a collaborative and interactive process as a result of advancements in technology and
changes in education management structures. It is believed that the interaction among
students themselves, designers and the industry is now an important part of the
learning and teaching experience.
Students are encouraged to adopt a deep study approach involving:

the engagement of high level cognitive strategies such as critical and evaluative
thinking;
the relating, integrating and applying of theories to practice;
the achievement of understanding the issues dealt with on the Scheme in both breadth
and depth and with due regard to their complexity;
the critical exploration of methods that support collaborative practice and integration
of information from diverse sources;
the adequacy of theories and models to practice;
commonsense or inherited views on phenomena, particularly design practice;
their own practice as designers, design strategists or educators.
The teaching approach is directed towards facilitating the development of active,
independent and integrative approaches to learning. The general philosophy of
teaching is to play a guiding and supportive role in student-centered learning,
attempting to foster independent reasoning and the ability to develop independent
intellectual inquiry.
4.2 Intended Learning Outcomes

4.2.1 Professional / Academic Knowledge Skills
The ability to design and develop innovative and sustainable products and services
Understand the relationship and interaction between people, technologies,
organization and the natural world
Proficiency with design research methods
Innovate values across different dimensions, including economics, society and
culture, and sustainability
4.2.2 Generic Skills for All-roundedness
12
Demonstrate critical and creative thinking.

Awareness of current and emerging issues in design and its
relationships to people and the environment
Communicating ideas effectively in written, oral and visual forms
Multi-disciplinary project management skills within a multi-cultural context
4.3 Curriculum Map: Subject to Programme Outcomes Alignment

To achieve the above aims, the following chart indicates the alignment between subjects and the programme. The degree of significant relevancy is shown as follow:
A black dot means having the most significant relationship.

A grey dot means having a lesser significant relationship.
An empty box means the least significant relationship.
Programme Outcomes
Subjects
Professional / academic knowledge and skills
Generic skills for all-roundedness
The ability to
design and
develop
innovative and
sustainable
products and
services
Demonstrate
critical and
creative
thinking
Proficiency
with design
research
methods
Innovate
values across
different
dimensions,
including
economics,
society and
culture, and
sustainability
Awareness of
current and
emerging
issues in design
and its
relationships to
people and the
environment
Communicating
ideas effectively
in written, oral
and visual forms
SD5400 Vision and Change

SD5001 Innovation Tools for Strategic Design
Understand the
relationship
and interaction
between
people,
technologies,
organization
and the natural
world
SD5002 Design and Culture: Cultural Identity

and Authorship
Multidisciplinary
project
management
skills within a
multi-cultural
context
SD5012 Future Contexts for Design
SD5014 Consumer as Producer: Critical Trends

in Product Development and Consumer Culture
SD5015 Globalization and Design

SD5018 Research and Analysis for Design
SD5019 Design Criticism and Visual Arguments
SD5020 Special Topics in Contemporary Design
SD5112 Strategic Design: Regional Case Studies

SD5113 Strategies for Sustainable ProductService Systems
SD5021 Chinese Traditions and the 21st

Century
SD5104 Branding: From Local to Global
Strategies
13
SD5201 Collaborative Design and Technology
SD5202 Innovative Products and Services

Development
SD5215 Introduction to Ergonomics

SD5216 Introduction to Intellectual Property:
Fundamentals and Strategy
SD5303 A Proposition for Design Vision and
Opportunity
AF5340 Finance and Accounting for Design
Business
MM5761 Marketing Management

SD5152 Essential Integration of Technologies in
Design and Business Innovation
SD5163 Managing Value Creation

MM5712 Marketing Management in China
MM578 Services Marketing
MM588 Brand Marketing
MM5001 Essential Business Theories and

Concepts

SD5502 Information Architecture and
Visualization
SD5507 Graduate Seminar I: Theories in
Interaction Design
14
SD5508 Graduate Seminar II: Human Computer

Interaction

SD5922 Game Design
15
4.4 Teaching Methods and Environments

Different subjects involve different learning environments. These range from lectures
and seminars to studio-based design production. In some cases, particular
environments have been created for subjects associated with a particular specialism,
and these are described in the section describing that specialism.
Field trips are a feature of some syllabi. The duration and location may vary from time
to time upon relevance to the subject. Additional expenses incurred will be met by
students unless otherwise advised. Students will be advised of the additional cost
before they register for the subject.
On-line collaboration is also a feature of the Scheme and it is expected that this
approach will be used more frequently as the technology to support this matures. For
example, dedicated web resources for inter-university or inter-national work and an
intranet to support cross-functional work among full and part-time students are
possible. Remote teaching and learning is another technological possibility in the
future.
4.5 Mode of Delivery, Block Mode Delivery of Some Shared Subjects and
Attendance Requirements
4.5.1 Mode of Delivery
The Master of Design Scheme is offered in a mixed mode, i.e. classes are held in
daytime, evening or a combination of both during weekdays and/or weekends.
Students are given a mixed mode status and are required to attend classes specified for
individual specialism of the Scheme.

Normally classes are held during weekends. Each subject requires 3 weekends,
normally spread over 4-5 weeks. A couple of core and elective subjects are held during
weekday evenings and shared electives offered by full time Specialisms during
weekdays.
Normally it takes 2 years for mixed-mode students with part-time load to complete the
specialism and 1.5 years for mixed-mode students with full-time load to complete the
specialism. Non-local mixed mode full-time students must commit for a minimum of 9
credits per semester (except Summer semester).

Normally classes are held during daytime on weekdays except SD5104, SD5202 and a
shared elective offered by Design Strategies will be delivered during weekends. Each of
the weekend subjects requires 3 weekends, normally spread over 4-5 weeks.
Normally it takes 1 year for mixed-mode students with full-time load to complete the
specialism.

Normally classes are held during daytime on weekdays except the shared electives
offered by Design Strategies will be delivered during weekends. Each of the weekend
subjects requires 3 weekends, normally spread over 4-5 weeks.
specialism.
Master of Design (International Design and Business Management)

Normally classes are held during daytime on weekdays except some shared electives
will be delivered during weekday evenings or weekends. Each of the weekend subjects
requires 3 weekends, normally spread over 4-5 weeks.
16
specialism.
Master of Design (Urban Environments Design)

Normally classes are held during daytime on weekdays except the shared electives
offered by Design Strategies will be delivered during weekends. Each weekend subject
requires 3 weekends, normally spread over 4-5 weeks.
Normally it takes 1.5 years / 3 years to complete the specialism.
4.5.2 Block Mode Delivery of Some Shared Subjects

(Please refer to the subject list on P.10-11 for list of subjects offered in block mode)
Subjects that are shared among the specialisms are particularly those concerned with
analysis and reflection on method. They are normally offered in block mode i.e. 5 full
days over 4 weekends. However a five-day block mode may be adopted for subjects
offered in the Chinese Mainland and overseas. Students will be advised of the
additional costs to the standard subject registration fee in advance of registration for
those subjects that include visits to the Mainland or overseas. (Remarks: a specialism
core subject for Design Strategies Specialism, SD5018 Research Analysis for Design
and electives of International Design and Business Management Specialism offered by
Faculty of Business, MM5712, MM578 and MM588 will be held during weekday
evenings).
Where subjects have a large enrollment, there will be smaller tutorial groups in
addition to large-scale lectures. Further support will be provided during the
intervening weekdays by appointment, and in respect to the subsequent subject report.
This format supports intense engagement of the students with the subject materials,
and supports student-centred and peer group learning. The structure of each days
learning activities will vary and include visiting faculty, study and discussion groups,
small projects, presentations, and laboratory/studio work where required.
A substantial proportion of these common subjects will be delivered in the School of
Design where students will have use of a lecture room, discussion and small group
working spaces, laboratories/studios, a large social space, and secluded gardens on the
podium.
Mastery of the subject materials is supported by, firstly the high level of specialist
expertise held by the subject coordinators, and secondly, the quality of the students
participation in the delivery of the subjects. Each subject will normally be delivered by
one or more faculty members, and visiting professionals may provide case study input.
The pedagogical design of the delivery of the subjects will support lively interaction
among students from different backgrounds. There will be a facility to provide reading
references/materials for students in advance of joining a subject. In the case of
weekend block mode subjects, the twelve-day interval that normally occurs between the
4th and 5th sessions is designed to allow reading time. Most common subjects require
a written output (in some instances accompanying designed output) to be handed in 4
weeks after the 5th session. These reports are expected to be analytical and contain
justifications for choices made with reference to the appropriate explanatory literature.
The engagement of the student in a particular subject will span more than 8 or 9 weeks
as course materials will be made available prior to the start of each subject.
Group discussions, seminars and tutorials are participant-centered learning activities
designed to develop insight into some of the complexities of the issues raised in the
Scheme, and to improve communication skills. Students will be required to undertake
assignments individually and in small teams in order to simulate professional
situations.
17
Typical Format of Block Mode Subjects

Activity
Session
Week 1
Sat
Sun
2:30 pm 9:30 pm
10:30am 5:30 pm
Develop the objectives, theoretical basis and

frameworks, issues relating to application;
case studies; discussion groups
Week 2
Sat
Sun
2:30 pm 9:30 pm
10:30am 5:30 pm
Completion of subject syllabus;

develop the guidelines for the subject report
or other required output
Self-study
Reading, collection of data for preliminary

draft of the subject report or other required
output
2:30 pm 9:30 pm
Discussion and review of subject

report/output plans/ progress. Reports to
submitted for grading 4 weeks later
Week 3
Week 4
Sat
Total class
contact:
Self study:
30-35 hours
10+ hours
Preparatory work before and in between the

workshop sessions. Compile and write a
report/ prepare output on the application and
implications of the subject materials in
relation to innovative design, strategies for
design, and professional practice.
4.5.3 Attendance Requirements

Block Mode Subjects
Full attendance is required for the entire 5 days of the delivery of block mode subject
(and where this is not possible, permission must be obtained from the subject
coordinator and specialism leader prior to the commencement of the subject.
typically with the provision of appropriate additional independent tasks or studies.
Late application will normally not be considered.) This supports learning in
collaborative groups, and some of the assessment is based on small group activities
such as presentations and projects. Summative assessment on a project type output,
with built in formative assessments or opportunities to obtain feedback on work in
progress is evident.
Weekday and Weekday Evening Subjects

The minimum attendance requirement of teaching and learning events is 70%. Subject
coordinators may stipulate a higher percentage and additional requirements where
appropriate. This allows for unavoidable absences, normally for force majeure reasons
such as illness or special matters with evidence presented for approval.
4.6 Subject Syllabi

Syllabi for all subjects are contained in section B of this document. Students are invited
to note that:
The syllabi are subject to change throughout the semester and changes are at the
discretion of the subject coordinator and the Scheme Committee concerned, where
appropriate. Assessments and corrections may be made by the tutor in relation to
students and subject content, in addition to timetable for assessment and projects,
quizzes and field trips, etc. In case of student absence, it is the student's responsibility
to contact the tutor concerned for instructions and advice.
Students with known physical or cognitive disabilities must inform the subject tutor in
the first week of class so needs can be assessed. If the disability will not impact
performance in class there is no need to inform the tutor.
18
4.7 Master of Design Scheme Website

In the spirit of sharing resources among the specialisms of the Scheme, students will be
supported by an on-line Master of Design website, or the Universitys Learning
Management System running on the cloud. The URL for accessing LEARN@PolyU is:
http://learn.polyu.edu.hk. Both are to be accessed at any time during their studies and
this will be part of the support infrastructure of the Scheme. The materials for this will
include PolyU eLearning (https://www.polyu.edu.hk/elearning/) website, and
guidance on the use of the Library. It will also have a calendar of forthcoming events.
4.8 Presentation of Achievements of Graduates to the Community and Industry

At the conclusion of each running of the specialisms within the Scheme, the
achievements of the students will be highlighted to the community and industry. This is
a necessary and important step to both disseminate good practice and to allow the
community and industry to consider the results that are being accomplished. In the
case of design artifacts this may take the form of an exhibition undertaken with the
Hong Kong Design Centre and its annual Business of Design Week or the Annual Show
of the School. Publication and electronic dissemination will also be undertaken as
appropriate.
Entrance Requirements and Admission to the Specialisms of

the Scheme
5.1 Common Admission Exercise

The specialisms of the Scheme undertake a common admission exercise and share
comparable standards and criteria. Particular specialisms may also have additional
requirements concerning practical experience and require a portfolio submission.
Applicants to a particular specialism may be advised that their interests are more
suitably served by admission to another specialism within the Scheme.
5.2 Common Admission Criteria

The Scheme seeks applicants who display the potential to reflect critically on design
practice and display substantial design capacities in the case of those specialisms with
practical components. Interviewing panels will look for evidence of the following:
motivation and commitment to Scheme aims and objectives
a breadth of academic and professional design experience
an ability to transform understanding of experience through openminded
critical analysis
a capacity to conceptualize design and related professional practice in a wider
economic and cultural context.
5.3 Common Entrance Requirements

Bachelors degree or equivalent. Candidates with other tertiary qualifications and
substantial professional experience will be considered on a case-by-case basis. Specific
Bachelors level preparation is preferred in the case of some specialisms, as described
below.
Language requirement: English is the medium of instruction, discussion and
presentation. Applicants whose Bachelors degree or equivalent qualification is not
awarded by a recognised university where the language of instruction is English, are
necessary to fulfill the following minimum English language requirement:
o
A Test of English as a Foreign Language (TOEFL) score of at least 80 for the

Internet-based test or 550 for the paper-based test or 213 in the computerbased test; or
19
An overall Band Score of at least 6 in the International English Language

Testing System (IELTS).
Applicants will also be required to demonstrate oral competence in English by

means of an interview.
Interview and portfolio requirement:

Short-listed applicants will be interviewed and are required to submit a portfolio of
prior design work. The portfolio will be reviewed and evidence will be sought of: a high
level of conceptual and technical achievement in design; competence in presentation,
including use of language as well as images; and the extent to which a mature
individual orientation toward contemporary design issues is demonstrated.
5.4 Specific Entrance Requirements for Different Specialisms

A Bachelors degree or the equivalent and a minimum of two years of design-related
professional experience are required.
The specialism is intended for both designers and non-designers. Experience required
may be in design or in an activity related to design, including brand management,
production, marketing, engineering or teaching.
Interview and portfolio requirement: Shortlisted applicants will be invited for an
interview. Portfolios of professional work will be reviewed during the selection process.

A Bachelors degree in design or the equivalent in a related discipline is required.
The specialism is intended for bachelors degree holders who are focusing their work on
lifestyle products and services, and who are looking to contribute to the development of
original design manufacturing, branded products, and experience design. In particular,
the specialism is designed for applicants with bachelors degrees in: industrial/ product
design, visual communication and brand design, interactive design, interior/
environment design, architecture, fashion, and industrial/ design engineering, but
others will be considered on a case by case basis.
Interview and portfolio requirement: Shortlisted applicants will be interviewed.
Portfolios of professional work will be reviewed during the selection process.

A Bachelors degree in design or the equivalent in a related discipline is required.
interaction experience in respect to products, systems and services. In particular, the
specialism is designed for applicants with design-oriented bachelors degrees in:
industrial/product design, visual communication, interactive design,
environment/interior design, architecture, and industrial/ design engineering, but
others will be considered on a case by case basis.
Master of Design (International Design and Business Management)

A Bachelors degree or the equivalent in design, business or technological fields is
required. The ideal and targeted student intake should be evenly distributed across the
above three disciplines; as well as the local, Mainland and overseas.
20


A Bachelors degree in Spatial Design field, Architecture, Interior, Landscape or Urban
Planning or the equivalent in a related discipline is required.
urban environments, and who are looking to contribute to the development of original
urban design. In particular, the specialism is designed for applicants with bachelors
degrees in: interior/ environment design, architecture, urban, landscape design / urban
planning, but others will be considered on a case by case basis.
5.5 Admission of Subject-based Students

The Scheme may admit additional students for enrolment on some subjects. The
decision to admit subject-based students rests with the Scheme Leader and will be
made on a need basis. These students will be subject to the normal admission
requirement and the Universitys prevailing regulation, should they wish to seek
admission to the specialisms contained in this Scheme or other Schemes leading to
PolyU awards in future.
The number of subject-based students to be admitted per class should not exceed 10%
of the total class enrolment. Approval from School Boards Chairman is required for
admission of subject-based students above the 10% ceiling.
Master of Design Scheme Leadership and Management
The Dean of the School of Design exercises overall responsibility for the quality of the
Scheme, with operational authority delegated to the Master of Design Scheme Leader.
6.1 Master of Design Scheme Leader

The Master of Design Scheme Leader is accountable in day-to-day operational terms to
the Dean of School; and will normally hold office for two to three years.
The Scheme Leader will provide the academic and organisational leadership for the
Scheme through the Scheme Committee and through liaison with individual Specialism
Leaders.
In particular, a Scheme Leaders responsibilities are:
(i)
to ensure the effective conduct and organisation of the Scheme within agreed policies
and regulations;
(ii)
to negotiate with the Dean of School and Head(s) of Department(s) about the allocation
of appropriate staff for teaching and other duties required by the Scheme;
(iii)
to develop good working relationships with the Heads and relevant senior staff of
departments involved in the Scheme and with staff teaching on the Scheme;
(iv)
to report to the Dean of School and Head of Departments concerned on the on-going
requirements of staff and resources for the Scheme, as part of the preparation of
departmental estimates;
(v)
to coordinate any necessary interaction with professional bodies through the

appropriate internal mechanisms;
(vi)
to lead the on-going academic review and development of the Scheme as a whole;
(vii) to coordinate the inputs and the debate of the Scheme Committee leading to the annual
Scheme review reports which form part of the Annual QA Report and Business Plan,
21
and the periodic Scheme reviews and revalidations subsumed in the Departmental
Assessment process; and
(viii) to take executive action as agreed by the Scheme Committee.
6.2 Management of Constituent Specialisms of the Scheme

Each constituent specialism of the Scheme will have a Specialism Leader and Deputy
Specialism Leader, as well as a Specialism Executive Group for the specialism
composed of faculty who take a leading role in its delivery. This Executive Group
monitors integration within the specialism and tries to anticipate future developments
that impact on the specialism.
Specialism Leaders responsibilities are:
(i)
to ensure the effective conduct and organisation of the constituent specialism within
agreed policies and regulations;
(ii)
to keep in close touch with the academic welfare and progress of students on the
specialism, and to be closely aware of students views about the specialism;
(iii)
to lead the on-going academic review and development of the specialism.
6.3 Master of Design Scheme Committee

The Master of Design Scheme Committee will meet at least twice a year, and
additionally at the request of the Chairman or of one-third of its membership or of the
Chairman of the Senate. This committee oversees Schemes performance with
particular attention to the coordination among specialisms.
The Master of Design Scheme Committee will have the following membership:
(i)
Master of Design Scheme Leader (Chair)
(ii)
Master of Design Scheme Executive Group Members

Specialism Leaders
Dean of School, SD ex officio
Master of Design Scheme Manager
(iii)
Other Members
Subject Coordinators
Student Representatives (one from each specialism)
Representatives from academic/administrative/supporting departments which make a
significant contribution to the Scheme
Representative from Masters Alumni Association (as appropriate)
6.4 Terms of Reference of the Master of Design Scheme Committee

The Scheme Committee will exercise the overall academic and operational
responsibility for the specialisms within the Scheme and their development within
defined policies, procedures and regulations.
It will be specifically responsible for the following:
(i)
the effective conduct, organisation and development of the specialisms in the Scheme,
including
ensuring the appointment of tutors as required by the Scheme in consultation with the
Dean of School;
ensuring that the mechanics of operation, including Scheme/year/subject time-tabling,
teaching rooms, access to specialist facilities, etc., are organised and effective;
the coordination of teaching and other inputs;
the implementation of policies for monitoring student progress, student counselling,
etc.
22
(ii)
stimulation of the development of teaching methods and Scheme materials, through

Dean of School, School Learning and Teaching Committee, subject coordinators, and
the Educational Development Centre, as appropriate;
(iii)
review of academic regulations, admission policy, assessment and examination

methods;
(iv)
the continuing critical review of the aims, objectives and development of the Scheme
and individual specialism;
(v)
the definition and maintenance of the academic standard of the Scheme;
(vi)
ensuring that the views of students on the Scheme are known and taken into account;
(vii) the evaluation of the operation, health and progress of the Scheme as defined in the
Universitys Scheme review procedures.
6.5 Master of Design Scheme Manager

The Scheme Manager works closely with the Scheme Leader in providing
administrative support for the Scheme. This involves:
(i)
Management of the administrative support for the recruitment of students, the

registration of students for subjects, processing of assessment information for
SARPs/Boards of Examination;
(ii)
Monitoring student demand for subjects, and informal liaison with applicants and
students on issues relating to the objectives of the Scheme;
(iii)
Collection of feedback from students through various mechanisms about the relevance
of subject content and recommendations for any changes;
(iv)
Assisting with sourcing and appointment of appropriate subject coordinators;
(v)
Monitors registration for subject workshops and alerts the Scheme Leader and Subject
Coordinators in the event of a low registration rate so that a timely decision to
cancel/postpone the offering can be made, and appropriate arrangements made for the
few students who have registered;
(vi)
Support for appropriate classroom facilities and conditions, organisation of

appropriate technical support;
(vii) Monitoring of fee collection arrangements, administration of all payments including

those to faculty, and maintenance of financial records to enable the Scheme Executive
Group to monitor the financial status of the Scheme.
Description of Specialisms included in this Master of Design Scheme

The main aim of the Design Strategies specialism is to equip students with knowledge
in design at a level that facilitates the integration of design, technology and business.
This knowledge is obtained through studies in the development and management of
products and related services in the business and cultural contexts of an evolving
knowledge-based economy.
The specialism aims at satisfying the high demand amongst designers, brand
managers, business development directors, engineers and researchers for a core of new
knowledge modules to facilitate career advancement in a wide range of design-led
businesses oriented to the development of future markets.
The specialism also aims at enhancing the skills of students at analytical, technological
and strategic levels, tailored especially to the demands of the rapidly-evolving Hong
Kong and mainland China context. The curriculum of this specialism is characterized
by an integration of design analysis, understanding of technological changes and
business strategies for value innovation.
23
7.2 Objectives
Address industrys call for a new generation of design-enabled leaders able to act as
initiators, original system builders and business planners who will provide expertise
and direction in the development and implementation of strategies and creative
solutions for successful and internationally competitive product and service brands;
Provide knowledge of best international practice and critical understanding of local
experience, influenced by Asian lifestyle, culture and design philosophies, while
responding to local and regional social and environmental concerns.
7.3 Award
Students must successfully complete all subjects (36 credits) in order to receive the
award of Master of Design (Design Strategies). The normal period of study for full-time
load is 1.5 years and part-time load is 2 years.
Credit distribution
Common Core (compulsory)
1 credit
Specialism Core (compulsory)
17 credits
Electives
18 credits
7.4 Curriculum
The specialism encourages a high level of integration, linking the methods, concerns
and strategies of designers, technologists, future planners and business developers.
This is suggested in Figure 1, where design plays the role of a core concern that is
amplified and developed through knowledge and methods that centre on technology
and innovation, and which is finally applied to circumstances where business
development is the principal concern.
Figure 1: Integration in Specialism Structure
Design and Business
Application and testing

Implementation issues, design
development processes
Best practice internationally
Case studies from the Pearl River Delta
Business
Application Implementation & Coordination)
s
Technology, Innovation, Futures
Innovation & Scenario building
Design
Exploration & Experience
Design and Technology, Innovation and

Futures
Transformative technologies
Technology in the design process
Innovation management
Scenario-building for the future
Design and Analysis
24
Cultural and social experience of design

Strategies for basic design innovation
User-centred approaches to design
Design-centred research methods
In Figure 2 the three key objectives at the three triangular points are achievable
through maximising the connections between design, technology and business.
Figure 2: Meeting the Key Objectives

PRD Experience &
Local Relevance
Integrated and User-Oriented
Design & Collaboration
Business
Technology
Asian Life Style & Culture
Original Branding &

Strategic Management
Design
Cultural Strength &

Identity
International
Competitiveness
Common Core Subject (compulsory)

SD5400 Vision and Change (1 credit)
Introducing the MDes Scheme, it provides an overview of objectives and methods and
encourages collaboration among participants.
Specialism Core Subjects (compulsory)

Theory/Method Subjects
SD5001 Innovation Tools for Strategic Design (3 credits)
This presents a survey of approaches to innovation at every stage of design
development process using design-led models.
SD5002 Design and Culture: Cultural Identity and Authorship (3 credits)
The cultural context of design and the impact of design on cultural change is
considered.
SD5018 Research and Analysis for Design (3 credits)
This class teaches research methods that help to create better designs. It covers the
main ways of producing observations, and methods of analyzing these observations to
aid the design process. It also serves as an introduction to design research.
SD5104 Branding: From Local to Global Strategies (3 credits)
An introduction to branding concepts and strategies with a particular focus on
globalization and branding in China; from marketing, design and user perspectives.
SD5303 A Proposition for Design Vision and Opportunity (5 credits)
The goal of the final paper is to synthesize learning from the specialism and project it
into new contexts by creating an argument and a plan for innovative action.
Students are required to successfully complete SD5400 Vision and Change and 9
taught subjects (28 credits) before they can register for SD5303 A Proposition for
Design Vision and Opportunity.
Students are required to complete 18 credits of elective subjects for graduation.
25
Electives
SD5012 Future Contexts for Design (3 credits)
An overview of approaches to future projections regarding culture, society, technology
and the application of design is presented for discussion.
SD5014 Consumer as Producer: Critical Trends in Product Development and Consumer
Culture (3 credits)
Focusing on the role of consumers and the means for asserting their interests, a critical
approach to design economics and process is undertaken.
SD5015 Globalization and Design (3 credits)
Global processes and their interaction with design in the circumstances of
contemporary living, including economic, sociological and technological points of view
set the stage for a critical look at the future.
SD5019 Design Criticism and Visual Arguments (3 credits)
A high level introduction to design analysis focusing on artifacts and circumstances,
this subject is especially intended for students without a design background.
SD5020 Special Topic in Contemporary Design (3 credits)
This is an opportunity to explore emerging issues with participation of leading
international or local designers/academics based on exploratory content.
SD5021 Chinese Traditions and the 21st Century (3 credits)
An examination of pre-modern Chinese design theories and practices and their
potential relevance to contemporary design development is the focus.
SD5112 Strategic Design: Regional Case Studies (3 credits)
Studies of the application of strategic design to enterprises in the Pearl River Delta that
engage with local and global markets are examined.
SD5113 Strategies for Sustainable Product-Service Systems (3 credits)
Methods and technologies for achieving ecological sustainability are explored.
SD5163 Managing Value Creation (3 credits)
This subject introduces the theory and context of value creation from the standpoints of
economics and design. Considerable reading and substantial analysis of case studies of
subject matters will be required.
SD5201 Collaborative Design and Technology (3 credits)
Design and collaboration in mainland China gives students an unique opportunity to
understand the technical, cognitive, psychological and social aspects of design in
increasingly coordinated global and regional environments.
SD5202 Innovative Products and Services Development (3 credits)
Using a business-centred approach to guide innovation in design development, much
attention is paid to international best practice.
SD5215 Introduction to Ergonomics (3 credits)
This subject introduces students to the basic theories and methods for applying
ergonomic to the design field. We review ergonomic principles and survey resources for
designers working in product design, visual communication and interface design. This
introductory course is for students with little or no experience in ergonomics.
SD5216 Introduction to Intellectual Property: Fundamentals and Strategy (3 credits)
The subject will provide understanding of intellectual property and identify different
rights related to it under special situations. Students will be equipped to apply theories
to real world scenarios.
26
AF5340 Finance and Accounting for Design Business (3 credits)

The subject will enable students to appreciate management accounting as an
introduction and decision support system within the modern design business.
MM5761 Marketing Management (3 credits)
Students will be able to appreciate the role and value of marketing in high competitive,
dynamic and turbulent environment, so as to apply the theories, concepts and
techniques to their work environment.
Electives offered by other specialisms (for descriptions, please see section 9.4 on P. 3031 and section 11.4 on P.35-36:
SD5502 Information Architecture and Visualization (2 credits)
SD5507 Graduate Seminar I: Theories in Interaction Design (2 credits)
SD5508 Graduate Seminar II: Human Computer Interaction (2 credits)
SD5509 Prototyping and Scripting (3 credits)
SD5520 Concept Workshop (1 credit)
SD5701 Urban Ecologies (2 credits)
SD5702 The City from Inside (2 credits)

Subjects will be taught in a variety of time frames. Normally the Specialism Core
SD5018 Research and Analysis will be delivered during weekday evenings, the
minimum attendance requirement of teaching and learning events is 70%.
Common Core SD5400 Vision and Change, Specialism Core and Elective subjects are
presented on either weekends or evenings to accommodate students needs. The
structure supports flexibility for students in choosing their path through the curriculum
that is delivered in weekends. The weekend block mode subjects are normally offered
in a period of 4 consecutive weekends, or alternatively, in a block of 5 consecutive days
which require full attendance.

There is a need to realize on an operational basis the links between culture, business
and technology that underpin the Master of Design; these are issues connected with
practice and realization. It is in response to this that the Master of Design in Advanced
Practices has been established in 2005/06. The specialism was incorporated into this
new Master of Design Scheme as one of its offerings, titled as Master of Design (Design
Practices).
This specialism aims to develop stronger process-oriented skills reflecting advanced
practices in design realization and studio-based design. Within a framework of
practical design outcomes, methodological and theoretical understanding will be
integrated with design exploration and the application of technological innovation.
Asian lifestyle, its local and regional social and environmental concerns along with
design and manufacturing in the Pan-Pearl River Delta provide a context for
exploration of practical design development. Cross-cultural experience and team work
are essential aims of this offering, preparing graduates to be international collaborators
with practical understanding of global problems and opportunities.
8.2 Objectives
Lead students to achieve a high level of aesthetic, intellectual and technical mastery in
the conceptualization, development, fabrication and evaluation of design. This
involves: research, teamwork, design planning, working in collaboration with external
27
partners, acquisition of advanced production and manufacturing processes, complete

real-world project development from concept to prototype.
8.3 Award
award of Master of Design (Design Practices). The normal period of study is one year.
Credit distribution
Elective
1 credit
32 credits
3 credits
8.4 Curriculum


SD5104 Branding: From Local to Global Strategies (3 credits)
An introduction to branding concepts and strategies with a particular focus on
globalization and branding in China; from marketing, design and user perspectives.
SD5202 Innovative Products and Services Development (3 credits)
Using a business-centred approach to guide innovation in design development, much
attention is paid to international best practice.

Workshop Subjects
SD5401 Value Strategies for China (4 credits)
Working with an industrial partner, the growing importance of systemic and network
thinking in creating value is explored along with value shifts in regard to the future of
manufacturing and service businesses together with softer issues like sustainability and
social responsibility.
SD5405 China Lifestyle Transformation (4 credits)
Research techniques relating to user-centred information and evaluation provide
scenarios for future developments in Chinas use of technology and design. From this,
real-world project development, from concept to prototype, is undertaken.
SD5406 Design Experience (4 credits)
Using a model of product/service management, multidisciplinary teams apply this
model to practical issues relating to ergonomics and interaction as they are emerging in
the China context based on working with an industrial partner.
SD5409 Capstone Research (4 credits)
28
This comprehensive research brief forms the basis for the second stage Capstone
Development. Work is individual though small teams and collaborations between
students can be considered in the case on shared research fields. Supervision is by an
SD research tutor and final capstone development supervisor. Students are required to
assemble a team of outside experts and industry sponsors who will be part of their
review team.
SD5410Design and Make Capstone Project (7 credits)
This final project seeks to synthesize learning in the specialism by using the techniques,
methods and models introduced to develop an innovation solution to a contemporary
problem. Students are expected to be proactive in obtaining and industrial partner and
appropriate supervisors and to conclude with a highly realized prototype or other
design representation.
Elective (3 credits)
These will be drawn from regularly occurring subjects within the MDes Scheme,
including SD5001, SD5002, SD5012. SD5014, SD5015, SD5019, SD5020, SD5021,
SD5112, SD5113, SD5163, SD5201, SD5215, SD5216, SD5502, SD5507, SD5508,
SD5509, SD5520, SD5701, SD5702, AF5340 and MM5761 (for descriptions, please see
section 7.4 on P.25-27, section 9.4 on P.30-31 section 11.4 on P.35-36).

Subjects will be taught in a variety of time frames. SD5400 Vision and Change, the
Common Core subject and Specialism Core Workshops are taught on weekdays in the
mornings and afternoons. SD5018 Research and Analysis for Design will be delivered
during weekdays, occasionally in evenings; the minimum attendance requirement of
teaching and learning events is 70%.
SD5104, SD5202, and other elective subjects offered by Design Strategies are weekend
block mode subjects, normally offered in a period of 4 consecutive weekends, or
alternatively, in a block of 5 consecutive days which require full attendance.

In contrast to many interaction programmes that focus almost exclusively on screen
related interaction, this disciplinary approach to interaction takes a broader view of
interactivity and is a future-oriented programme that seeks to rebalance the people and
technology equation in favour of people. Technology has become much more reliable;
the next step is to understand peoples cognitive processes including social, cultural
and information modality preferences and to support these differences through more
intuitive interactive systems. Through theoretical, empirical and human-centered
approaches based on current and developing strategies, innovative project work will be
done supported by lectures and seminars involving information transfer and critical
analysis. The overall goal is synthesis of human cognition, technical possibility and
aesthetic refinement. The interactive work undertaken in this specialism may include:
environments, games, databases, interactive services and other exploratory and
emerging situation; work is based on the perspective that design is fundamentally
about communication whether manifest in a communication technology, product
interface, service system or overall designed experience.
Technology and globalism go hand in hand, thus we seek an international cohort that
will benefit from cross-cultural experience, developing social and cultural sensitivities
and knowledge that are important to interactive experience.
29
9.2 Objectives
Put people first in the people/technology equation through understanding active
communication processes, learn methods for analysis and construction of interactive
design, understand the application of existing research and develop original research
study, managing project development including problem identification through final
prototype execution;
In such a rapidly developing field, acquisition of knowledge is never complete; students
will learn how to effectively take charge of their own future growth through methods
experienced in this specialism.
9.3 Award
award of Master of Design (Interaction Design). The normal period of study is one year.
Credit distribution
Electives
1 credit
29 credits
6 credits
9.4 Curriculum

SD5502 Information Architecture and Visualization (2 credits)
Information architecturehow information is classified, characterized and displayed is
explored through visualization techniques that reveal navigation and interaction.
SD5507 Graduate Seminar I: Theories in Interaction Design (2 credits)
Providing a theoretic foundation that discusses interaction design as a new approach to
design that is human-centered, and with a focus on designing human- human or
human- objects relations that are mediated through products and services.
SD5508 Graduate Seminar II: Human Computer Interaction (2 credits)
An introduction to HCI research, the focus is the usefulness of the interface between
people and computer. This subject also discusses the interdisciplinary relations
between design and computer science, and provides a technical grounding in both
hardware and software.
SD5509 Prototyping and Scripting (3 credits)
The essential elements in software prototyping are introduced using Unified Modeling
Language (UML) and Python, a scripting language, to support object oriented
programming.
30

Workshop Subjects
SD5520 Concept Workshop (1 credit)
This subject focuses on the fuzzy front end of project development, concentrating on
problem identification and framing and using observation of people and situations.
SD5524 Tangible Interaction Workshop (2 credits)
Creation of spaces and objects that can physically reconfigure themselves to meet
changing needs is the goal.
SD5527 Graduate Studio Workshop I (3 credits)
Reflecting theories introduced in Graduate Seminar I: Theories in Interaction Design,
this subject explores methods for understanding and analyzing user behaviors that
leads to opportunities for designing new user experiences in forms of web applications,
product interfaces, games, or services.
SD5528 Graduate Studio Workshop II (3 credits)
This workshop synthesizes methods and learning before the final demonstration
project.
SD5529 Embedded Interaction Workshop (3 credits)
Building on wired and wireless Internet connections to physical objects, this workshop
looks at the concept, design, and implementation of networked products.
SD5530 Demonstration Project (5 credits)
This final individual project brings together a complete interaction design process,
synthesizing research and development and ending in proof of concept.
Electives (6 credits)
These will be drawn from regularly occurring subjects within the MDes Scheme and
MSc programme, including SD5001, SD5002, SD5012. SD5014, SD5015, SD5019,
section 7.4 on P.25-27 , section 11.4 on P.35-36 and P.140 of Section B).

Common Core subject and other Specialism Cores are taught on weekdays in the
mornings and afternoons. SD5018 Research and Analysis for Design will be delivered
during weekdays, occasionally in evenings; the minimum attendance requirement of
teaching and learning events is 70%.
Elective subjects offered by Design Strategies are weekend block mode subjects,
normally offered in a period of 4 consecutive weekends, or alternatively, in a block of 5
consecutive days which require full attendance.
10 Master of Design (International Design and Business

Management)
MDes (ID&BM) is a multidisciplinary programme based on integrative design thinking
management approach, pulling together professional knowledge in the areas of design,
business and technological fields to achieve managing design as a competitive
strategy in an international business setting.
31
The primary aim is to equip T-shaped professionals with high-level competencies to

better understand and manage global business dynamic and to function in and
contribute to design-sensitive and technological-intensive business environments.
In the MDes (ID&BM) programme, T-shaped professionals refers to
students and graduates who possess in-depth competence in one of the
domain specialisms (design, business or technological fields) and are
complemented with multidisciplinary competences in the other two
specialisms. This pedagogical approach naturally stimulates whole-brain
development resulting in a balanced development in analytical and creative
thinking.
The secondary aim of this specialism is to support Hong Kong economic industries
progression by providing uniquely trained T-shaped professionals to lead the
transformation of local enterprises and to challenge existing mindset in technological
innovations, product and service designs from an integrative design thinking
management approach.
The tertiary aim of this specialism is to create an impact at the regional and global level
in addition to meeting local economic demands for well balanced business developers,
entrepreneurs, products and services innovators. The collaborative institutes will be
taking the regional role as the International Design and Business Management centre
to facilitate exchange of talents, knowledge transfer and central-platforms for
international multidisciplinary project collaborations.
Other than the professional development aims stated above, the structure of the
programme brings learning behaviour transformations.
The evenly distributed admission ratio of each discipline cultivates an interesting
teaching and learning scenario where each student in the programme has the
opportunity to learn, as well as to teach. Students with design expertise will act as a
mentor for students with business and technical expertise, and vice versa. All students
in the programme, irrespective of their disciplinary background, learn together to
nurture a new mindset and attitude where cross-disciplinary stimulation is the
foundation of innovation.
10.2 Objectives
Engage students who possess prior knowledge and competent of design, business or
technology domain to interact with and understanding of specialists of other
disciplines, and to perform integrative design thinking skills of a T-shaped
professional in dynamic business environment.
Enable students to attain a high level of creative and analytical mastery in the
framing, evaluation of design problem; conceptualization and rapid simulation of
design solution involving multidisciplinary and multi-cultural team-work practices.
This also involves: research, design and business planning, identification of
appropriate technologies, working collaboratively with external partners and
complete real-world project development from concept to prototype.
10.3 Award
award of Master of Design (International Design & Business Management). The normal
period of study is one year.
Credit distribution
Electives
32
1 credit
29 credits
6 credits
10.4 Curriculum

SD5151 Essential Design Theories and Concepts (2 credits)
This subject introduces core design theories, concepts and emerging knowledge to both
design and non-design students by means of lectures, seminars and assigned project.
These fundamental design knowledge form the essential attributes in managing design as
a competitive strategy.
SD5152 Essential Integration of Technologies in Design and Business Innovation (2
credits)
This subject introduces fundamental theories, concepts and emerging trends in
technology to students with and without technology disciplinary background. These
core knowledge form the essential attributes in managing technology as a competitive
strategy.
MM5001 Essential Business Theories and Concepts (2 credits)
This subject introduces and refreshes non-Business and Business students with the
ability to apply key concepts associated with the analysis of business issues, and by
having students of different disciplinary backgrounds work together on the completion
of a Business Plan.
SD5163 Managing Value Creation (3 credits)
This subject introduces the theory and context of value creation from the standpoints of
economics and design. Considerable reading and substantial analysis of case studies of
subject matters will be required.
SD5164 Lifestyles, Cultures and Innovation (3 credits)
This course provides students with an overview of different perspectives of cultural and
lifestyle concepts and their application for developing appropriate innovation via a
design project.
MM5251 Cross-cultural Management (3 credits)
This subject would focus on enabling students to evaluate and to communicate the
impact of culture (particularly Chinese culture) on business and management practice.
SD5171 International Design and Business Management Multidisciplinary Project 1
(with embedded context in Research and Analysis for Design and Business) (3 credits)
SD5172 International Design and Business Management Multidisciplinary Project 2
(with embedded context in Frame Creation) (6 credits)
The ID&BM multidisciplinary projects which include a research phase (project 1) and a
project phase (project 2). The two-phased of projects require students to apply design
thinking and problem framing techniques (the Frame Creation approach), and
working collaboratively to complete real-world project development from concept to
prototype.
SD5173 Capstone Reflective Thesis (5 credits)
The capstone reflective thesis requires students to critically reflect on the learning 0f
multi-disciplinary and international business settings of the specialism from both
personal and professional standings. The thesis is an individual assignment. Topic or area
of interest must be approved by the subject coordinator and supervisor.
33
One elective will be drawn from regularly occurring subjects within the MDes Scheme,
including:
SD5112, SD5113 and SD5201, SD5202, SD5215, SD5216, AF5340 and MM5761 (for
descriptions, please see section 7.4 on P.25-27).
One elective will be drawn from regularly occurring subjects offered by Faculty of
Business, including:
MM5712 Marketing Management in China (3 credits)
China is undergoing economic reform, changing the central planning system to a market
economy. This subject will address the unique political, economic environments and
cultural environments as the factors that have profound impacts on marketing practices
in China. A comparative approach is used to contrast the cultures in China and the U.S.
MM578 Services Marketing (3 credits)
This subject is designed to develop a students understanding of service products,
consumers and markets. The key elements of new service design and development,
managing of delivery process and implementation of services marketing will be
discussed.
MM588 Brand Management (3 credits)
This subject is designed to develop a students understanding of how to manage a
brands equity throughout its life cycle. The elements of brand/ products quality,
branding research and their relationships with branding and marketing plan will also
be discussed. The emphasis is primarily on fast moving consumer brands.

mornings and afternoons. Elective subjects are presented on either weekends or
weekday evenings. The weekend block mode subjects are normally offered in a period
of 4 consecutive weekends, or alternatively, in a block of 5 consecutive days which
require full attendance. The minimum attendance requirement of evening subjects is
normally 70%.
11

The MDes (Urban Environments Design) specialism draws on the contemporary Hong
Kong/China urban experience to offer a unique postgraduate education in urban space
design. In line with the School of Designs human-centred critical approach to
environment design, this studiobased specialism integrates the design of multiple
scales and typologies of urban environments. The Urban Environments Design
specialism will focus on the analysis and design of hybrid and composite interior
environments, urban public spaces and urban systems and strategies, including the
revitalization of existing spaces.
The specialism will be characterised by the following specificities, which in sum make it
distinct from other spatial design Masters programs:
The socio-geographical context of Hong Kong Pearl River Delta China
34
Teaching within a Masters of Design scheme, in a school of design, brings a humancentered approach to the design of urban environments, distinct from the standard
approach of schools of architecture or planning
Nature of the projects: complex/hybrid urban environments integrating formal and
informal uses, top-down and bottom-up spatial production processes
This specialism responds to the unprecedented urban transformations occurring in
cities throughout the world during the past few decades. Taking full advantage of our
immediate and regional urban context of Hong Kong and other Chinese cities as a lab
and context, the MDes (Urban Environments Design) specialism aims at the
development of a high level of intellectual and practical mastery of the analysis and
design of diverse urban environments in the region, with broader implications for
urban contexts worldwide. The approach of the Urban Environments Design specialism
is based on an understanding of socio-cultural dynamics of the regional context
transferred into new design strategies and design interventions.
11.2 Objectives
The primary objective of this specialism is to engage students in an understanding of
complex commercial and public space projects within the context of the contemporary
urban condition in China, as well as sustainable approaches to interventions in the
urban fabric and the revitalization of existing urban structures, public spaces and
systems.
11.3 Award
award of Master of Design (Urban Environments Design). The normal period of study
is one and half years.
Credit distribution
Electives
1 credit
29 credits
6 credits
11.4 Curriculum

Seminar Subjects
SD5701 Urban Ecologies (2 credits)
This subject introduces the conceptual and theoretical basis that is the foundation of
the Urban Environments Design specialism
SD5702 The City from Inside (2 credits)
This subject guides students in attaining an awareness of the issues and design
approaches relevant to spatial typologies of complex urban interior design
environments.
SD5704 Public Realms (2 credits)
This subject guides students in attaining an awareness of the issues and design
approaches relevant to spatial typologies of public space environments
35
SD5706 Strategic Approaches to the City (2 credits)

This seminar would focus on sustainable approaches to strategic interventions into the
urban fabric in the PRD at the urban and territorial design scale.
Studio Subjects
SD5703 Urban Interior Environment (4 credits)
This studio project and seminar would focus on spatial typologies at the complex
interior design scale such as shopping malls, retail branding and hospitality design.
SD5705 Urban Public Space Design (4 credits)
This studio project and seminar would focus on the urban spatial environment in China
within the public domain, such as a landscape design project for a theme park, IT park,
resort or entertainment complex.
SD5707 Urban Systems and Strategies (4 credits)
This subject develops the students awareness and understanding of sustainable
approaches to strategic interventions into the urban fabric and systems.
Capstone Project Subjects
SD5708 Capstone Research (3 credits)
Negotiated on an individual basis, students will devise, execute and write-up a program
of research program tailored to create a basis of knowledge for the students
subsequent Capstone Project.
SD5709 Capstone Project (6 credits)

The capstone project is an extended design project defined individually by each student
in discussion with the subject tutor. It is divided into a research phase and a project
phase.
These will be drawn from regularly occurring subjects within the MDes Scheme,
including SD5001, SD5002, SD5012, SD5014, SD5015, SD5019, SD5020, SD5021,
section 7.4 on P.25-27 and 9.4 on P.30-31).

mornings and afternoons. Elective subjects offered by Design Strategies are weekend
block mode subjects, normally offered in a period of 4 consecutive weekends, or
alternatively, in a block of 5 consecutive days which require full attendance.
Academic Regulations
12
General Academic Regulations
(Academic regulation details can be found in the Student Handbook.)
12.1 Student Status

Students who enrol with a study load of 9 credits or above in a semester are classified
as full-time students. Students who enrol with a study load of less than 9 credits in a
semester are classified as part-time students.
36
12.2 Subject Registration

Students need to register for the subjects at specified periods prior to the
commencement of the semester. If students wish change the subjects enrolled, they
may do so through the online add/drop system during the first two weeks of each
semester (except Summer semester). Dropping of subjects after the add/drop period is
not allowed. Requests for dropping of subjects after the add/drop period will only be
considered under extenuating circumstances and, if approved, will be regarded as
subject withdrawal. The tuition fee paid for the subject will be forfeited and the
withdrawal status of the subject will be shown in the examination result notification
and transcript of studies but will not be counted towards the calculation of GPA.
Requests for dropping subjects submitted after the commencement of the examination
period will normally not be considered. For subjects offered in a block week-end mode,
students are required to submit their application of dropping the subject one week
before the commencement of the subject for consideration. Late application will not be
considered normally.
Students will not be allowed to take zero subjects except in Summer semester unless
they have obtained prior and official approval from the Specialism Leader through a
formal application for Zero Subject Enrolment or Deferment of Study; otherwise they
will be classified as having unofficially withdrawn from their study.
Subject to the maximum study load of 21 credits per semester and the availability of
study places, students are allowed to take additional subjects before graduation, which
are taken out of interest and not for satisfying the award requirement of the Scheme.
Students are required to pay additional fees for these credits.
12.3 Subject Exemption

Students may be exempted from taking any specified subjects, if they have successfully
completed similar subjects previously in another Scheme, at the Masters level, or have
demonstrated the level of proficiency/ability to the satisfaction of the Scheme Leader
and the Dean of School. Prior approval is required. If students are exempted from
taking a specified subject, the credits associated with the exempted subject will not be
counted towards the award requirements. It will therefore be necessary for the students
to take another subject in order to satisfy the credit requirement for the award. A
handling fee will be charged.
12.4 Credit Transfer

Students should submit an application for credit transfer upon initial enrolment on the
Scheme or before the end of the add/drop period of the semester concerned if the
relevant credits are attained after admission. A handling fee will be charged.
The validity period of subject credits earned is eight years from the year of attainment,
i.e. the year in which the subject is completed, unless otherwise specified by the
department responsible for the content of the subject. Credits earned from previous
study should remain valid at the time when the student applies for transfer of credits.
All credits transferred will be counted for satisfying the award requirements.
Transferred credits may be counted for meeting the requirements of more than one
award.
Subject to the approval by the subject-offering department, students may be allowed to
transfer credits for subjects which they have successfully completed previously in
another Scheme. Normally, no more than 50% of the required number of credits for the
academic award can be transferable from approved institutions outside the University.
For transfer of credits from Schemes within the University, normally no more than 67%
of the required credits for the award can be transferred. In the cases where both types
37
of credits are transferred (i.e. from Schemes within the University and from approved
institutions outside the University), no more than 50% of the required number of
credits for the academic award can be transferred.
All credit transfers approval will take effect only in the semester for which they are
approved. A student who applies for transfer of credits during the re-enrolment or
add/drop period for a particular semester will only be eligible for graduation at the end
of that semester, even if the granting of the credit transfer will immediately enable the
student to satisfy the total credit requirement for the award.
12.5 Deferment of Study

Deferment of study is applicable to those who have a genuine need to extend the period
of registration. Approval from the Specialism Leader is required. The deferment period
will not be counted as part of the maximum period of registration.
12.6 Assessment Overview

The types of assessment will vary according to the aims of each subject and the types of
activities undertaken in the classroom, laboratory, or studio. All assessment is criteria
based.
Students' performance in a subject will be assessed by coursework and/or examinations
and/or continuous assessment as stated in the syllabus for each subject. Students
should fulfil the curriculum requirements and know the assessment method,
assessment criteria, grading system, and detailed requirements for academic progress.
In order to pass a subject, i.e., to obtain a grade D or above, students must pass both
coursework, written examination(if applicable) and continuous assessment which
includes attendance. At the beginning of each semester, the subject coordinator should
inform students of the details of the methods of assessments to be used within the
assessment framework as specified.
The overall aim of the assessment is to gauge the ability of the students to demonstrate
appropriate applications of the learning materials. In many subjects this is a cognitive
output the students must demonstrate intellectual skills in analysis, synthesis,
justification, problem identification and problem solving.
Where subjects are led by more than one faculty members, they will all be involved in
grading student output, and moderate each others assessments. Assessment criteria
will be set out clearly in the course outline of each subject, and sufficient detail about
how grade decisions were made must be recorded for future reference in the event of an
appeal. Students will also be given feedback on their assessed output. Students will
receive at least verbal feedback on presentations, written comments on written papers;
and at the end of each semester, each student may seek tutorial feedback on their
overall performance during the semester, and advice as to how to effect any necessary
improvements to the standard of their work.
There will be no re-assessments.
The language of assessment shall be English.
12.6.1 Progression/Academic Probation/Deregistration

12.6.1.1 Subject Assessment Review Panels (SARPs) will be held each semester to
review the performance of students who have registered for subjects in that
period.
12.6.1.2 The Board of Examiners shall, at the end of each semester(except for Summer
semester), determine whether each student is
38
(i)
eligible for progression towards an award; or
(ii)
eligible for an award; or
(iii)
required to be deregistered from the Scheme.
12.6.1.3 When a student has a Grade Point Average (GPA) lower than 2.0, he/she will be
put on academic probation in the following semester. Once the student is able to
pull his/her GPA up to 2.0 or above at the end of the probation semester, the
status of academic probation will be lifted. The status of academic probation
will be reflected in the examination result notification but not in transcript of
studies.
12.6.1.4 A student will have progressing status unless he/she falls within any one of
the following categories, which may be regarded as grounds for deregistration
from the Scheme.
(i)
the student has exceeded the maximum period of registration for the specific
specialism:
Specialism
Maximum period
Design Strategies
3 years for full-time load1

4 years for part-time load
Design Practices
2 years for full-time load
Interaction Design
International Design and
Business Management
(ii)
the students GPA is lower than 2.0 for two consecutive semesters and his/her
Semester GPA in the second semester is also lower than 2.0; or
(iii)
the students GPA is lower than 2.0 for three consecutive semesters.
12.6.1.5 The progression of students to the following academic year will be affected by
the GPA obtained in the Summer semester only when the Summer semester is
mandatory.
12.6.1.6 Notwithstanding Sections 12.6.1.4(ii) and 12.6.1.4(iii) above, a student may be
deregistered from the Scheme enrolled before the time specified in 12.6.1.4(ii)
or 12.6.1.4(iii) above if his/her academic performance is poor to the extent that
the Board of Examiners deems that his/her chance of attaining a GPA of 2.0 at
the end of the Scheme is slim or impossible.
12.6.2 Retaking of Subjects

12.6.2.1 Students may retake any subject for the purpose of improving their grade
without having to seek approval, and they must retake a compulsory subject
which they have failed, i.e. obtained an F grade. Retaking of subjects is with the
condition that the maximum study load of 21 credits per semester is not
exceeded. Students wishing to retake passed subjects will be accorded a lower
priority than those who are required to retake (due to failure in a compulsory
subject) and can only do so if places are available.
12.6.2.2 The number of retakes of a failed subject is not restricted. Only the grade
obtained in the final attempt of retaking (even if the retake grade is lower than
1
Full-time admission only opens for non-local students
39
the original grade for originally passed subject) will be included in the
calculation of the Grade Point Average (GPA). If students have passed a subject
but failed after retake, credits accumulated for passing the subject in a
previous attempt will remain valid for satisfying the credit requirement for
award. (The grades obtained in previous attempts will only be reflected in
transcript of studies.)
12.6.2.3 In case where a student takes another subject to replace a failed elective
subject, the fail grade will be taken into account in the calculation of the GPA,
despite the passing of the replacement subject.
12.6.3 Exceptional Circumstances

Absence from an assessment component
12.6.3.1 If a student is unable to complete all the assessment components of a subject
due to illness or other circumstances beyond his/her control, and considered
by the School as legitimate, the Panel will determine whether the student will
have to complete the assessment and, if so, by what means and under what
time constraint. This late assessment shall take place at the earliest
opportunity, and before the commencement of the following academic year
(except that for Summer semester, which may take place within 3 weeks after
the finalization of Summer semester results). If the late assessment cannot be
completed before the commencement of the following academic year, the
School Board Chairman shall decide on an appropriate time for completion of
the late assessment.
Aegrotat award
12.6.3.2 If a student is unable to complete the requirements of the Scheme in question
for the award due to very serious illness, or other very special circumstances
which are beyond his/her control, and considered by the Board of Examiners
as legitimate, the School Board will determine whether the student will be
granted an aegrotat award. Aegrotat award will be granted under very
exceptional circumstances.
12.6.3.3 A student who has been offered an aegrotat award shall have the right to opt
either to accept such an award, or request to be assessed on another occasion
to be stipulated by the Board of Examiners; the students exercise of this
option shall be irrevocable.
12.6.3.4 The acceptance of an aegrotat award by a student shall disqualify him from any
subsequent assessment for the same award.
12.6.3.5 An aegrotat award shall normally not be classified, and the award parchment
shall not state that it is an aegrotat award. However, the Board of Examiners
may determine whether the award should be classified provided that they have
adequate information on the students academic performance.
Other particular circumstances
12.6.3.6 A students particular circumstances may influence the procedures for
assessment but not the standard of performance expected in assessment.
40
12.6.4 Grading
12.6.4.1 Assessment grades shall be awarded on a criterion-referenced basis. A
students overall performance in a subject shall be graded as follows:
Short description Subject grade Elaboration on subject grading description
Exceptionally
Outstanding
A+
The students work is exceptionally outstanding. It

exceeds the intended subject outcomes in all regards.
Outstanding
The students work is outstanding. It exceeds the

intended subject learning outcomes in nearly all regards.
Very Good
B+
The students work is very good. It exceeds the intended

subject learning outcomes in most regards.
Good
The students work is good. It exceeds the intended

subject learning outcomes in some regards.
Wholly
C+
The students work is wholly satisfactory. It fully meets
Satisfactory
the intended subject learning outcomes.
Satisfactory
The students work is satisfactory. It largely meets the

intended subject learning outcomes.
Barely
Satisfactory
D+
The students work is barely satisfactory. It marginally

meets the intended subject learning outcomes.
Barely Adequate D
The students work is barely adequate. It meets the

intended subject learning outcomes only in some regards.
Inadequate
The students work is inadequate. It fails to meet many

of the intended subject learning outcomes.
F is a subject failure grade, whilst all others (D to A+) are subject passing grades. No
credit will be earned if a subject is failed.
12.6.4.2 A numeral grade point is assigned to each letter grade, as follows:

Grade
Grade point
A+
4.5
B+
3.5
C+
2.5
D+
1.5
12.6.4.3 At the end of each semester/term, a Grade Point Average (GPA) will be
computed as follows. And based on the grade point of all the subjects:
Subject Grade Point x Subject Credit Value
n
GPA =
Subject Credit Value
n
41
where n = number of all subjects (inclusive of failed subjects) taken by the

student up to and including the latest semester/term, but for subjects which
have been retaken, only the grade in the final attempt will be included in the
GPA calculation.
In addition, the following subjects will be excluded from the GPA calculation:
(i)
Exempted subjects
(ii) Ungraded subjects

(iii) Incomplete subjects
(iv) Subjects for which credit transfer has been approved without any
grade assigned
(v) Subjects from which a student has been allowed to withdraw (i.e. those with the
grade W)
Subject which has been given an S subject code, i.e. absent from examination, will be
included in the GPA calculation and will be counted as zero grade point. GPA is thus
the unweighted cumulative average calculated for a student for all relevant subjects
taken from the start of the programme to a particular reference point of time. GPA is an
indicator of overall performance and is capped at 4.0.
12.6.5 Graduation Requirements

12.6.5.1 A student would be eligible for award if he/she satisfies conditions listed in
respect to each specialism included in this Scheme:
(i)
Accumulation of the requisite number of credits for the particular award, as

defined in this definitive Scheme document;
(ii)
Satisfying the residential requirement for at least 1/3 of the credits to be

completed for the award he/she is currently enrolled, unless the professional
bodies stipulate otherwise;
(iii) Satisfying all the compulsory and elective requirements as defined in the
definitive Scheme document; and
(iv) Having a Grade Point Average (GPA) of 2.0 or above at the end of the Scheme.
12.6.5.2 A student is required to graduate as soon as he/she satisfies all the conditions
for award (see Section 12.6.5.1 above). Subject to the maximum study load of
21 credits per semester, a student may take more credits than he/she needs to
graduate on top of the prescribed credit requirements for his/her award in or
before the semester within which he/she becomes eligible for award.
12.6.6 Guidelines for Award Classification

12.6.6.1 The Board of Examiners shall exercise its judgement in coming to its
conclusions as to the award for each student, and where appropriate, may use
other relevant information.
12.6.6.2 The Board of Examiners may consider the Award Grade Point Average (AGPA)
and GPA (GPA is capped at 4.0.) and the overall performance of each student
of the Schemes when determining the award classification.
12.6.6.3 Any subjects passed after the graduation requirement has been met or subjects
taken on top of the prescribed credit requirements for award shall not be taken
into account in the grade point calculation for award classification. However, if
a student passes more elective subjects (or optional subjects) than those
required for graduation in or before the semester in which he/she becomes
42
eligible for award, the elective subjects (or optional subjects) with a higher
grade / contribution shall be included in the grade point calculation (i.e. the
excessive subjects attempted with a lower grade / contribution including failed
subjects will be excluded).
12.6.6.4 The following are guidelines for Boards of Examiners reference in determining
award classifications:
Award
Guidelines
Classifications
Distinction
The students performance/attainment is outstanding,

and identifies him as exceptionally able in the field
covered by the Scheme in question.
Credit
The student has reached a standard of performance/

attainment which is more than satisfactory but less
than outstanding.
Pass
The student has reached a standard of performance /

attainment ranging from just adequate to satisfactory.
13 Intellectual Property
Intellectual property created by students in the course of their study at the University
shall be owned by the University only if the student receives financial support from the
University in the form of wages, salary or stipends for undertaking their study or
research in the University; makes material use of the Universitys resources for his/her
research work; receives material guidance and intellectual input from the Universitys
staff for his/her research work; or if his/her research work is funded by a grant to the
University or to him/her by virtue of his/her employment by the University. Generally
speaking, intellectual property rights, among other things, refers to novel information
and ideas which the law protects. It means the material or communicable result of
scientific, humanistic, literary, and artistic effort. It includes, but is not limited to,
works in the forms of copyright, design, inventions, discoveries, trademark, formulae,
processes, computer software, drawings and sculpture, journal articles and conference
presentations.
The University will ensure that it will give its full support to the protection of the
intellectual property created by students. If such intellectual property is of potential
commercial and industrial value, the University will also give its support to the
commercialisation of the intellectual property and that students will receive an
appropriate share of any revenue arising from such commercialisation after deducting
all the expenditure incurred.
The University has its formulated policy in terms of intellectual property.
14
Plagiarism and Acknowledgement of Source Materials
The University views plagiarism and copying of copyright materials, without the license
of the copyright owner, as a serious disciplinary offence. A website for PolyU students
(http://edc.polyu.edu.hk/PSP/student.htm ) provides information about the resources,
help and support available to help avoid plagiarism. For information and regulations,
please refer to the PolyU Student Handbook (See Academic Studies Plagiarism
from http://www.polyu.edu.hk/as/webpage/for-student/student-handbook
IMPORTANT:
Any submission of work for assessment, which is found evident of plagiarism will lead
to failed grade for the subject concerned. An official warning letter from the School will
be issued to the student and retake of the subject is required.
43
Any student who is found evident of plagiarism for the second time will be reported to
the Universitys Student Disciplinary Committee recommending suspension of study or
even expulsion from the programme.
14.1 What is Plagiarism?

To take (words, ideas, etc.) from someone elses work and use them in ones own work
without admitting one has done so. (Longman Dictionary of Contemporary English,
1987)
... The action of using or copying someone elses idea or work and pretending that you
thought of it or created it. (Collins Cobuild English Language Dictionary, 1987)
... The taking and using as ones own of the thoughts, writings, or inventions of
another. (Shorter Oxford English Dictionary, 1973)
To steal or pass off (the ideas or words of another) as ones own: [to] use (a created
production) without crediting the source: [to] commit literary theft: [to] present as new
and original an idea or product derived from an existing source. (Websters Ninth New
Collegiate Dictionary, 1987)
The appropriation or imitation of anothers ideas and manner of expressing them ... to
be passed off as ones own. (Macquarie Dictionary, 1985)
The above definitions all suggest that plagiarism involves the idea of intending to
plagiarise; it is important to realize that this dishonest intention will be assumed.
Excuses such as having forgotten to insert quotation marks, or not having
remembered that an idea was someone elses, or having thought the reader would
understand that a passage was a paraphrase of someone elses words cannot be
accepted. In a similar way, it will be assumed that those who walk out of a shop
carrying goods which they have not paid for, and do not intend to pay can be accused of
shoplifting.
In short, it is the students responsibility to avoid any possible suggestion of plagiarism
in their work. The golden rule is if in doubt, acknowledge - this should be followed in
all grey areas, i.e. cases in which you are not sure whether the acknowledgement of a
source is necessary or not.
You can visit the website at http://edc.polyu.edu.hk/PSP/student.htm for more
detailed explanations on plagiarism.
14.2 How are Sources Referred to?

There are two ways of referring to a source: by using direct quotations, or by
paraphrasing the authors words. Each of these is exemplified below.
Using Direct Quotations
A quotation integrated with the text, e.g.
The coal reserves, said Thomas J. Johnson (1982, p.21) will not deplete as rapidly as
oil reserves, and this claim is already being borne out by experience.
A quotation presented as an indented paragraph, e.g.
Conflict within the marketing channel required its own definitions, and one of the first
of these was established by Stern and Gorman (1969, p.58). Their view was that a
conflict was a process of system changes: ... a change occurs in the task environment
or within a channel members organisation that eventually has implications for the
channel members ... when the other affected members perceive the change as cause of
frustration, a conflict situation emerges.
44
Note the use of the three-full-stop device (...), separated by one space from the
preceding and/or following words, to indicate a word or words have been omitted from
the original. (The assumption is, of course, that the omission has not changed the sense
of the authors words.)
Secondly, note the use of square brackets, [ ], to indicate that a word has been added or
replaced to clarify (but not of course to alter) the authors original meaning, e.g.
Original
Registers are, then, types of text, not types of discourse, since they
are not defined in terms of what kind of communication they
represent.
Quotation
... [registers] are not defined in terms of what kind of

communication they represent (H.G. Widdowson, 1973).
Thirdly, note that where the original itself includes a word or words between inverted
commas or quotation marks, a quotation should reproduce this by using double
inverted commas between single ones, or vice-versa, e.g.
Original
One obvious development within a pedagogical grammar would be

to use Searles illocutionary acts to fill in Hallidays relevant
models of language.
Quotation
As Widdowson (1973) points out: One obvious development within

a pedagogical grammar would be to use Searles illocutionary acts
to fill in Hallidays relevant models of language, but this
suggestion has yet to be followed up. (Alternatively: ... Hallidays
relevant models of language.)
Fourthly, note that italics in the original may be reproduced by underlining in a

quotation. If the underlining is not the originals, then this should be made clear. The
usual method is to add a note in brackets after the quotation: (my emphasis), (my
underlining) or (emphasis added). If one wants to make it quite clear that the emphasis
is the originals, one can add: (emphasis as in the original).
Paraphrasing the Authors Words

Paraphrasing is not simply altering a word here and there, but rather rewording the
original - either to shorten/summarise or to expand/clarify. Paraphrasing often leads
into grey areas where one may be unsure of whether or not plagiarism could be
alleged, so remember the golden rule: if in doubt, acknowledge. In particular, a
lengthy piece of paraphrasing (say, several paragraphs) should remind the reader at
frequent intervals at least once per paragraph - of the source.
Paraphrasing which shortens/summarises, e.g.
Original
There are many abusive parents for whom [therapy] groups may
be the only answer, not only because of the quality of services
offered, or the potential benefits they promise, but chiefly for the
fact that a group of this type is the only service that some abusive
parents will attend and participate in. Blizinsky, M. (1982, p.311)
Paraphrase
Martin Blizinsky (1982, p.311) believes that therapy-group

sessions may be the only answer for some abusive parents, being
the only Scheme in which they will participate.
45
Paraphrasing which expands/clarifies, e.g.

Original
Although photosynthesis is the principal autotrophic process,

chemosynthesis also occurs. I. Pearson (1978, p.135)
Paraphrase
As Pearson points out (English in Biological Sciences, 1978,

p.135), although photosynthesis - the process by which plants
make their own food with the help of sunlight - is the major selffeeding process, synthesis involving chemical reactions also takes
place.
14.3 How to Cite Bibliographic References?

The following guidance notes, which aim to help students with bibliographic
referencing, address the question of how, rather than whether, to acknowledge the
sources.
Bibliographic references identify the work in question (usually either a book or an
article), and give sufficient information on the author, title, publisher and date of
publication for this identification to be quite clear and unambiguous. Such references
are normally written according to fixed conventions, which it is sensible to follow; one
set of these conventions is outlined below.
For books: authors surname first, followed by the initials of his/her other name(s),
then by the full title of the book underlined; this underlining will be replaced by italics
in printed text (as opposed to typescript or handwriting). There then follows the place
of publication - usually a city - then the name of the publisher, and lastly the date of
publication, e.g.
Crane, D. Invisible Colleges. Chicago: University of Chicago Press, 1972.
Where there is more than one author, the examples are:
Crystal, D. and Davy, D. Advanced Conversational English. Harlow: Longman, 1975.
Brazil, D., Coulthard, M. and Johns, C. Discourse Intonation and Language Teaching.
Harlow: Longman, 1980.
Where the book is a collection (of articles or monographs) rather than a single text, the
examples are:
Pride, J .B. ed. Sociolinguistic Aspects of Language Learning and Teaching. Oxford:
Oxford University Press, 1979.
Richards, J.C. and Nunan, D. eds. Second Language Teacher Education. Cambridge:
Cambridge University Press, 1990.
For articles in a collection: similar to book references, but the author and title of the
article come first, e.g.
Pennington, M.C. A professional development focus for the language teaching
practicum. In Richards, J.C. and Nunan, D. eds. Second Language Teacher Education.
Cambridge: Cambridge University Press, 1990.
For articles in a journal (serial): much as above, except that information on the
journal replaces that on the book (collection), e.g.
Stieg, M.F. The information needs of historians. College and Research Libraries, 1981,
42(6), 549-560.
The figures 42(6) mean volume 42, no.6; the figures 549-560 mean pages 549 to
560. Note also that capital letters are not usual in the titles of articles (though in those
of books, of course, they are).
46
Bibliographic references can be placed as footnotes to the text, or far better, listed
alphabetically (by author) in a bibliography at the end of the text. If a bibliography is
used, references in the text need only state the author(s) and the publication date, e.g.
Conflict within the marketing channel required its own definitions, and one of the first
of these was established by Stern and Gorman (1969).
If the bibliography contains two or more publications by the same author(s) in the
same year, identify them as 1969a, 1969b, etc.
If the text does make references to books/articles in this way, then the bibliography
should put the publication date after the authors name, rather than at the end, e.g.
Crane, D., 1972. Invisible Colleges. Chicago: University of Chicago Press.
Finally, minor differences from the above conventions may be found, as between one
published bibliography and another, but these are unimportant; what does matter is
that consistency in following one set of convention is ensured. Not only should the
information in the bibliography be correct in every detail (authors name and initials,
publishers name, etc.), complete typographical accuracy - spacing, punctuation, etc. is
also very important. Thorough proofreading is essential here, as in the rest of the text,
and is a measure of the care that has been taken; conversely, a text full of typos
(typographical errors), misspellings, inconsistencies, etc. is not only evidence of
carelessness but also very irritating for the audience - the reader - and thus obviously
counter-productive.
15
Photocopying of Copyright Materials
The University considers the protection of intellectual property a serious matter and
copying of copyright materials without the license of copyright owner, may be regarded
as a statutory offence. Students should comply with the Copyright Ordinance then
prevailing at all times.
Under the Copyright Ordinance, a copyright in a work is infringed by a person who,
without the licence of the copyright owner, among other things, copies the work, issues
or makes available copies of the work to the public. Copying of a work means
reproducing the work in any material form, including storing the work in any medium
by electronic means. Making copies of the work available to public includes putting it
on the Internet.
Any printed material in book or volume form which carries a claim to copyright either
on the reverse side of the title page, or next to it, is copyright protected. All materials in
all periodicals are normally presumed to be copyright protected.
Under Hong Kong Law:
A person who, without the licence of the copyright owner, sells, offers for sale or
distributes an infringing copy of the work for the purpose of trade or business commits
an offence punishable by a fine of HK$50,000 in respect of each infringing copy and
imprisonment for 4 years, the person is also subject to action for damage (or for
handing over the profits) by the copyright owner.
It is also an offence if a person who, without the licence of the copyright owner,
distributes otherwise than for the purpose of trade or business to such an extent as to
affect prejudicially the owner of the copyright, an infringing copy of a copyright work,
the person will also be liable in the same way as mentioned above.
There are certain acts permitted in relation to copyright works. In general, fair dealing
with a work of any description for the purposes of research or private study does not
infringe any copyright in the work.
Librarian of a specified library may, if the prescribed conditions are complied with:
47
(i)
make and supply a copy of an article in a periodical without infringing any copyright in
the text; or
(ii)
make and supply from a published edition a copy of part of any other work.
The prescribed conditions include the following:
that copies are supplied only to persons satisfying the Librarian that they require them
for purposes of research or private study, and will not use them for any other purpose;
that (i) no person is furnished with more than one copy of the same article or with
copies of more than one article contained in the same issue of a periodical; or (ii) a copy
of more than a reasonable proportion of any other work; and
that persons to whom copies are supplied are required to pay for them a sum not less
than the cost attributable to their production.
Every person to whom a copy is supplied must personally sign a declaration (a stamped
or typed signature, or the signature of an agent is not sufficient) in the following form:
1. I declare that if a copy is supplied to me in compliance with the request made above, I
will use it for the purpose of my research or private study only and not for circulation or
further reproduction or any other purpose.
2. To the best of my knowledge, no other person with whom I work or study has made or
intends to make, at or about the same time as this request, a request for substantially
the same material for substantially the same purpose.
3. I declare that, in the case of articles in periodicals, I have not been previously supplied
with a copy of the said article or with copies of more than one article contained in the
same issue of the periodical, and in the case of parts of published works, a copy of the
same material or with a copy of more than a reasonable proportion of the work.
4. I understand that if I make a false declaration and I am supplied with a copy which
would have been an infringing copy if made by me:
I am liable for infringement of copyright as if I had made the copy myself;
The copy will be treated as an infringing copy
5. I undertake to accept the full responsibility of this photocopying and indemnify this
Library and the University any liability incurred in relation to this photocopying should
a dispute concerning copyright infringement arise.
Requesters Signature. ...........................
Date .........................................................
48
Special Notes in the Syllabi

Subject tutor shall include the following messages in the syllabus:
Course changes
The subject may subject to change or updating throughout the semester and is at the
discretion of the subject coordinator. Assessments and corrections maybe made in
relation to students learning needs and performance.
The course content and
schedule maybe modified and adjusted in relation to the timetable for examinations,
quizzes and field trips. In case of student absence, it is the students responsibility to
contact the tutor concerning any changes to the course.
Students disability
Students with known physical or cognitive disabilities must inform the tutor in the
first week of class so needs can be assessed. However, if the disability will not affect
his or her learning and performance, there is no need to inform the tutor.
73035 Master of Design Scheme ()

Section B: Subject Syllabi 2016/2017
Master of Design
Design Strategies
()
Design Practices
()
Interaction Design
()
()
()
School of Design, The Hong Kong Polytechnic University
Master of Design Scheme in the School Design

Subject List of the Master of Design Scheme 2016/17
Master of Design Scheme

Section B: Subject Syllabi
2016/17
Scheme Code
73035
Design Strategies
Design Practices
Interaction Design
International Design and
Business Management
Subject code and title

SD5001*
Credits
Innovation Tools for Strategic Design
Pages
SD5002* Design and Culture: Cultural Identity and Authorship
10
SD5012*
Future Contexts for Design
13
SD5014*
Consumer as Producer: Critical Trends in Product
16
Development and Consumer Culture

SD5015*
Globalization and Design
19
SD5018
Research and Analysis for Design1
22
SD5019*
Design Criticism and Visual Arguments
25
SD5020* Special Topics in Contemporary Design
28
SD5021*
Chinese Traditions and the 21st Century
30
SD5104*
Branding: From Local to Global
34
SD5112*
Strategic Design: Regional Case Studies
38
SD5113*
Strategies for Sustainable Product Service System
41
SD5151
Essential Design Theories and Concepts
44
SD5152
Essential Integration of Technologies in Design and
47
Business Innovation
SD5163
Managing Value Creation2
50
SD5164
Lifestyles, Cultures and Innovation
53
SD5171
56
59
Multidisciplinary Project 1
SD5172

Multidisciplinary Project 2
SD5173
Capstone Reflective Thesis
62
SD5201*
Collaborative Design and Technology
64
SD5202* Innovative Products and Services Development
67
SD5215*
Introduction to Ergonomics
70
SD5216*
Introduction to Intellectual Property: Fundamentals and
72
SD5303^ A Proposition for Design Vision and Opportunity
75
SD5400** Vision and Change
78
SD5401
Value Strategies for China
79
SD5405
China Lifestyle Transformation
82
SD5406
Design Experience
85
SD5409
Capstone Research
87
SD5410
Design and Make Capstone
90
SD5502
Information Architecture and Visualization
93
Strategy
1
To be offered during weekday

evenings for Design Strategies
and International Design and
Business Management,
weekdays for Design Practices
and Interaction Design
To be offered in weekend block
mode for Design Strategies,
Design Practices, Interaction
Design and Urban
Environments Design;
weekdays for International
Design and Business
Management
SD5507
Graduate Seminar I: Theories in Interaction Design
95
SD5508
Graduate Seminar II: Human Computer Interaction
98
SD5509
Prototyping and Scripting
101
SD5520
Concept Workshop
103
SD5524
Tangible Interaction Workshop
105
SD5527
Graduate Studio Workshop I
108
SD5528
Graduate Studio Workshop II
111
SD5529
Embedded Interaction Workshop
113
SD5530
Demonstration Project
115
SD5701
Urban Ecologies
117
SD5702
The City from Inside
120
SD5703
Urban Interior Environment
123
SD5704
Public Realms
125
SD5705
Urban Public Space Design
128
SD5706
Strategic Approaches to the City
130
SD5707
Urban Systems and Strategies
132
SD5708
Capstone Research
135
SD5709
Capstone Project
138
SD5922
Game Design
140
AF5340*
Finance and Accounting for Design Business
143
MM5001 Essential Business Theories and Concepts
146
MM5251
148
MM5712^ Marketing Management in China
150
MM5761* Marketing Management
153
MM578^ Services Marketing
155
MM588^ Brand Marketing
157
Cross-cultural Management
* To be offered in weekend block mode.

** To be offered as a 2-day workshop at the beginning of Semester 1.
^ To be offered during weekday evenings.
SD5001 Innovation Tools for Strategic Design

Objectives
Level
Credit value
Designers temper the affect of technology; they tamper the effects of technology
5
3
designers stand at the crossroads of a complex network of disciplines as such they
Pre-requisites
stand on a privileged observation post overlooking contemporary society. Designers
Nil
therefore possess the skills necessary to strategize action plans to create value and
meaning within shifting cultural contexts. This subject introduces design and
Co-requisites
management students to fundamental innovation and strategic design methodology.
Nil
The management of innovation by strategic design can be enhanced by the use of tools
Exclusions
that have not previously been employed by designers and design managers, many of
Nil
them developed in the context of behavioural and social science research, or in

creative practices associated with conceptual art. These tools can be used to recognize
and pursue opportunities for innovation in the stages of planning (setting the project
stage), researching (through exploration), analyzing (discovering knowledge that will
inform the project), ideating (focusing on problem definition and selecting
appropriate solutions), developing (a collaborative implementation of the synthesis of
knowledge accrued and ideas), measuring (through tests and trials of models), and
reflecting (through documentation and archiving).
This subject aims at providing design management students with a basic appreciation
of the versatile benefits and limitations of innovation tools and strategic design in
order to contextualize, adapt, and articulate creative development processes for
different project management scenarios. Classes of different strategic design and
management innovation tools will be introduced in relation to each stage of the design
process. Their advantages and limitations will be discussed and explored through
exercises. Students will be required to improve existing or create new tools in
individual assignments.
Intended learning outcomes

Upon completing the subject, students will be able to:
Professional skills
1
Strategize basic design development processes for innovation (hence communicating

the value of design thinking to project management teams)
Contextualize critical analysis of circumstances for design development (leading to

decisions about when and how to apply tools)
Apply a range of innovation tools in specific creative contexts and problems (and
establish links in the cognitive framework thus established)
Appreciate issues of validity in respect to cognitive tools used in design development

(i.e. recognize the value and limitations of these tools)
Transferable skills
5
Communicate ideas effectively in written, oral and visual forms
Adapt and articulate design thinking processes to different innovation project

management contexts
Subject synopsis
This subject will systematically articulate how innovation tools can support the
management of design development, critically addressing the application of sets of
tools to different stages in the process, with special attention given to tools not
formerly recognized by designers and design managers.
With the aim to accommodate students from various professional backgrounds taking
the course, the subject will begin with an introduction to design thinking with
emphasis on play and its relevance to generating culture.
Students will then be introduced to planning and researching tools means to
ascertain the scope of the project and collect data with focus on a critical appreciation
of users behaviours and preferences. In part deriving from ethnography and visual
anthropology, user-centered tools assist in gaining insights on users needs and
aspirations, to find patterns or values in research data so as to inform appropriate
identification of issues. Analytical tools that assist in creating knowledge form the
various cultural fields explored are subsequently introduced. These aim to extract
insights from the broad context of design, and necessarily from the social and cultural
contexts; they effectively position the process of innovation. Tools that focus are then
used to assist in ideating and exploring design solutions. These tools lead to syntheses
and help create plans for implementing concepts.
Strategic designers also need prototyping and simulation tools to help the
development and measuring stages of the processes, which include conceptual,
paper, or physical prototyping, with an emphasis on collaboration. Finally, formats
for reflection will be discussed: appreciating past experience as foundation for future
endeavour.
Teaching and learning methods

This is a lecture-driven seminar punctuated with workshop discussions sessions, using
an interactive, active-learning approach, including seminars and workshops.
Activity
Purpose
Lecture
To introduce to students to the subjects theoretical and applied contents,

contextualize it within the professional design practice, and connect it to
the broader social, cultural, economic and political realms
Seminar
To discuss the relevance of the subjects concepts and knowledge to

students design practice
Workshop
To provide students with playful opportunity to experiment with and apply

theoretical knowledge dispensed in lectures and discussed in Seminars
Guided
Study
To guide students through the development of personal assignments,

individually and in small groups
Paper
Assignment
To provide opportunity to integrate and harmonize knowledge acquired in

class and apply it in an applied context
Assessment methods
Learning outcomes to be assessed
Assessment task
Weighting
In-class Group Workshop
20%
In-class Presentations
20%
Individual Paper Assignment
60%
Total
100%
Student study effort expected

hours
Class contact
35
Lecture
Seminar
Workshop
17
Guided Study
10
Other student study effort
30
Paper Assignment
30
Total student study effort
65
References
Tools for research and discovery
Hammersley, M., and Atkinson, P. (1995) Ethnography, Principles in Practice,
London, Routledge.
Laurel, B., (ed.) (2003) Design Research: Methods and Perspectives, Cambridge,
Mass.: MIT Press.
Pink, S. (2001) Doing Visual Ethnography: Images, Media and Representation in
Research, London: Sage Publications.
Okasha, S. (2002) Philosophy of Science, Oxford, Oxford University Press.
Robson, C. (1993) Real World Research: A Resource for Social Scientists and
Practitioner-Researchers, Blackwell Publishers.
Ziesel, J. (1984) Inquiry by Design: Tools for Environment-Behavior Research, New
York: Cambridge University Press.
Dereshiwsky, M. (1999) Qualitative Research, National Arizona University
http://jan.ucc.nau.edu/~mid/edr725/class/strategies/strategies/reading2-1-1.html
Cross, N. (2006) Designerly Ways of Knowing. London: Springer.
Dubberly, H. (2004) How do you design? Obtained through the internet:
http://www.dubberly.com/articles/how-do-you-design.html [Accessed 10/7/2009]
Leurs, B., Conradie, P., Laumans, J., and Verboom, R. Generic Work Process.
Obtained through the internet: http://project.cmd.hro.nl/cmi/hci/toolkit/ [Accessed
10/7/2009]
IDEO and their methods: www.ideo.com (home page)
IDEO (2002) IDEO Method Cards, http://www.ideo.com/work/method-cards/
Kelley, T. (2001) The Art of Innovation : Lessons in Creativity from IDEO, America's
Leading Design Firm, New York : Currency/Doubleday.
Tools for expansion, exploration and experimentation

Clifford, G. (1983) Art as a Cultural System, in Local Knowledge: Further Essays in
Interpretive Anthropology, New York: Basic Books, pp 94-120.
Dunne, A., and Gaver, W., with Hooker B., Kitchen, S., and Walker, B. (2001) The
Presence Project, London: Interaction Design Research Department Presence Team,
Royal College of Art.
Eno, B., Schmidt, P. (1975) Oblique Strategies: Over One Hundred Worthwhile
Dilemmas
http://www.rtqe.net/ObliqueStrategies/
Marinetti, F.T. (1989) The Futurist Cookbook. San Francisco: Bedford Arts.
von Oech, R. (1989) Creative Whack Pack: 64 Creative Strategies to Inspire and
Provoke Your Thinking, US Games Systems
OuLiPo methods, writers and projects:
http://www.growndodo.com/wordplay/oulipo/
Rapaille, C. (2006) The Culture Code, New York: Broadway Books.
Surrealist approaches to idea, metaphor and image generation:
http://en.wikipedia.org/wiki/Surrealist_techniques
Tanizaki, J. (1991 [1933]) In Praise of Shadows. London: Jonathan Cape.
. 1989.[1938] . : .
Tools for Emotion and design

Desmet, P. (2002) Designing Emotions, Tu-Delft, Netherlands.
Norman, D. (2004) Emotional Design: Why We Love (or Hate) Everyday Things,
New York: Basic Books.
Ortony, A., Clore, G. L., Collince, A. (1988) The Cognitive Structure of Emotions,
Cambridge University Press.
Picard, R. (1997) Affective Computing, Cambridge, Mass.: MIT Press
http://www.designandemotion.org/
http://emotion-research.net/
http://affect.media.mit.edu/
Value and systems

Alexander, C. W., Ishikawa, S., and Silverstein, M. (1977) A Pattern Language, Vol. 2,
New York: Oxford Univ. Press
Thackara, J. 1997. Winners!: How Today's Successful Companies Innovate by
Design. Aldershot (UK): Gower.
Tools for project management

Cross, N. (2006) Designerly Ways of Knowing. London: Springer.
Dubberly, H. (2004) How do you design? Obtained through the internet:
http://www.dubberly.com/articles/how-do-you-design.html [Accessed 10/7/2009]
Keeley, L. (2013) Ten Types of Innovation: The Discipline of Building Breakthroughs,
US: Wiley
Kumar, V. (2012) 101 Design Methods: a Structured Approach for Driving
Innovation in your Organization, US: Wiley
Leurs, B., Conradie, P., Laumans, J., and Verboom, R. Generic Work Process.
Obtained through the internet: http://project.cmd.hro.nl/cmi/hci/toolkit/ [Accessed
10/7/2009]
Tools for collaboration with stakeholders

Poggenpohl, S. H. (2002) Design Moves, Approximating a Desired Future with
Users, in Frascara, J., (ed.) Design and the Social Sciences: Making Connections,
London: Taylor and Francis.
Poggenpohl,S. H. (2003) Future of Learning Workshops, in Heller, S. (ed.) Teaching
Graphic Design, Course Offerings and Class Projects from the Leading
Undergraduate and Graduate Programs, New York: Allworth Press.
Sanders, E. B. N. (2002) From User-Centered to Participatory Approaches, in

Frascara, J., (ed.) Design and the Social Sciences: Making Connections, London:
Taylor and Francis.
www.sonicrim.com: a consultancy that specializes in research methods that involve
observation and collaborations with users
Schrage, M. (1990) Shared Minds: The New Technologies of Collaboration, New
York: Random House.
Visual information for explanations and argument

Tufte, E. R. (1990) Envisioning Information, Cheshire, CT: Graphics Press.
Tufte, E. R. (1983) The Visual Display of Quantitative Information, Cheshire, CT:
Graphics Press.
Tufte, E. R. (1997) Visual Explanations: Images and Quantities, Evidence and
Narrative, Cheshire, CT: Graphics Press.
http://www.visual-literacy.org/periodic_table/periodic_table.html [Accessed
10/7/2009]
SD5002 Design and Culture: Cultural Identity and

Authorship
Brief description and aims

Level
Credit Value
To introduce the concept of culture through major cultural theories as points of

reference for designers defined as cultural producers.
To study "culture" in the various spheres in which design and culture encounter.
To look at the case study of "Hong Kong culture" and the definition of cultural
identities.
Pre-requisites
Nil
Co-requisites
Nil
Learning outcomes
Exclusions
Nil
Professional skills
1
Understand concepts of culture
Appreciate and understand cultural theories in the context of design
Understand these issues in Hong Kong circumstances
Transferable skills
3
Appreciation of broad social and analytical concepts applied to design
Seeing the circumstances of particular design practices or cases through larger

frameworks
Indicative content
Major paradigms of knowledge for a more critical understanding of the production
and consumption of design in our contemporary society, including but not limited to:
semiotics and the study of signs;
modernism and postmodern theories;
historic-socio-economic condition of Hong Kong and the question of cultural identity
related to Imperialism, Colonialism and Orientalism.
Special lectures on:

Object and culture
Image and culture
Environment and culture
Technology and culture
Communication and culture

Activity
Purpose
Lecture

contextualize it within the professional design practice and connect it to
the broader social, cultural, economic and politicial realms
Seminar

students design/professional practice
Workshop
To provide students opportunity to apply theoretical knowledge dispensed

in lectures and discussed in Seminars
Guided
10
Study
Assessment methods
Assessment task
Weighting
40%
Individual Paper Assignment
60%
Total
100%

hours
Class contact
35
Lecture
Seminar
Workshop
15
Guided Study
10
30
Paper Assignment
30
65
Resources
Roland Barthes, Mythologies, UK: Cape, 1972. Trans. Annette Lavers.
Walter Benjamin, "Author as Producer", Illuminations, BJH, 1977. Trans. Edmund
Jephcott.
John Berger, Ways of Seeing, Penguin and BBC, 1968.
Gui Bonsiepe, "Some Virtues of Design", design Beyond Design: International Design
Conference Papers, 1999.
Ariel Dorfman and Armand Mattelart, How to Read Donald Duck: Imperialist
Ideology in the Disney Comic, New York: International General and Bagnolet, France:
International Mass Media Research Center, 1975.
EcoDesign 1 Conference, Sustainability Through Design, Centre for Design at RMIT,
1992.
Hal Foster, Design and Crime, Verso, 2002
Guerrilla Girls, The Guerrilla Girls Bedside Companion to the History of Western Art,
Penguin, 1998.
Paul du Guy, Stuart Hall et al, Doing Cultural Studies: the Story of the Sony
Walkman, London: Open University and Sage, 1997.
Stuart Hall, ed., Representation: Cultural Representations and Signifying Practices,
London: Open University and Sage, 1997.
11
Stuart Hall, "National Cultures as Imagined Communities", Modernity and its

Futures, London: Polity Press and Open University, 1992.
Ernesto Laclau and Chantal Mouffe, New Reflections on the Revolution of Our Time,
London: Verso, 1990.
Victor Margolin, ed., Design Discourse, University of Chicago, 1989.
Nicholas Mirzoeff, ed., Visual Culture Reader, Routledge, 1998.
Laura Mulvey, Visual and Other Pleasures, Indiana University Press, 1989.
Jeremy Myerson ed., Design Renaissance: Selected Papers from the International
Design Congress, UK: Open Eye, 1993.
Cary Nelson and Lawrence Grossberg, eds., Marxism and the Interpretation of
Culture, University of Illinois, 1988.
Victor Papanek, Design for the Real World/Human Ecology and Social Change,
Academy Chicago, 1984.
Penny Sparke, An Introduction to Design and Culture in the Twentieth Century,
Routledge, 1986.
Jonathan Rutherford ed., Identity/Community, Culture, Difference, London:
Lawrence & Wishart, 1990.
Edward Said, Orientalism, Vintage, 1979.
Paivi Tahkokallio and Susann Vihma, eds. Design - Pleasure or Responsibility?,
University of Art and Design Helsinki UIAH, 1995.
John Tomlinson, Cultural Imperialism, John Hopkins, 1991.
Turner, M. & Ngan I., eds., Hong Kong Sixties: Designing Identity, Hong Kong: Hong
Kong Arts Centre, 1995.
Jan van Toorn, "Communication design: a social practice", design Beyond Design:
International Design Conference Papers, 1999.
12
SD5012 Future Contexts for Design
Objectives
Level
Credit value
Design plays a central role in shaping the future, which is as much the object of design
as its context. The subject aims at providing students with a conceptual base and
critical insight into the future of the design professions by considering the key
influences impinging on the future of design and the designer. From this base, the
class will consider the likely or possible changes in the context and objects of design
resulting from these changes and engage students in the development of future
scenarios for design practice.
5
3
Pre-requisites
Nil
Co-requisites
Nil

Exclusions
Nil
Professional skills
1
Appreciate and understand a range of approaches/ theories to future studies
Demonstrate the ability to understand, analyze and discuss issues in future oriented
thinking in design
Apply futuring and scenario building methods to design development
Transferable skills
4
Demonstrate a concern for the broader experience of design as exemplified by future

studies
Demonstrate a proficiency in applying multiple perspectives and values when facing

design issues
Subject synopsis
The subject considers the future design practice in the context of technological
changes, economic and information processes, cultural and social transformation and
the management of creativity. It also introduces students to forecasting and other
approaches to predicting future transformations in social, cultural, economic and
technical aspects of living. Finally, it engages students in examining the role that
design may play in organizing these changes or responding to their consequences, as
well as introducing the sociological and ethical issues, which may be expected to
emerge.
The content of the subject draws on recent and classic writings of cultural
theoreticians as well as the current thought and practice of design academics and
practitioners and their contributions and prognoses for the future of design. The
subject will propose ways in which societal and technological developments in the next
few decades are likely to affect the way designers will think about what they do and
how they do it. Each lecture will begin by proposing a scenario for future
developments in technology and culture and then proceed to position the designer in
the context of these greater sociological and technological trends.
Components will include:
Different theories on the role of design in narratives of progress and innovation
Survey of scenarios for future developments in society, technology and design
Concepts and approaches to scripting the future user and future society
Thematically-structured critical discussion of benchmark factors in the future
evolution of design
Presentation of a broad range of current research projects and concept products to
illustrate the seeds of future developments in current practice
Different prognoses on the ways in which the role of the designer in society and the
practice of design are expected to evolve
Explanations of current research in emerging concepts for tools and methods for
design
13

Activity
Purpose
Seminar
To discuss assigned readings, expanding students contextual knowledge
Guided
Study
To guide students on the development of projects and papers, individually

and in small groups
Lecture
To give students a structured and thermaticized presentation of the

concepts and information of the subject
Workshop
To guide students, through real-time practice in working through issues,

developing communal knowledge, and learning methods
Assessment methods
Assessment task
Weighting
In-class contribution and performance
35%
Final paper
65%
Total
100%
Purposes
In-class
contribution
Final paper
Contribution to the seminar, tutorial, lecture and workshop sessions,

and evidence of completion of the homework and reading
assignments
A written report shall be prepared by each student, addressing the
impact and opportunities for the students own personal future
practice, based on a critical review of the material presented in the
subject, supported by individual research. This will be assessed in
respect to the understanding and application of concepts, quality of
analysis, and quality of presentation.

hours
Class contact
35
Seminar
Guided Study
Lecture
Workshop
17
Presentation
48
Self-study and group-study
12
Final paper
36
83
14
Resources
Books
Handy, Charles, 1985, The Future of Work: A Guide to a Changing Society. Oxford:
Blackwell
Hawken, Charles, 1999, Natural Capitalism: Creating the Nest Industrial Revolution.
Boston: Little, Brown & Co
Lewis, Michael, 2001, Next: the Future Just Happened, New York: Norton
Mumford, Lewis, The Future of Technics and Civilization
Naisbitt, John, 1996, Megatrends: The Eight Asian Megatrends that are Changing
the World. London: Nicholas Brealey
Negroponte, Nicholas, 1995, Being Digital. New York: Knopf
Tapscott, Don, 1998, Growing Up Digital: The Rise of the Net Generation. New York:
McGraw Hill
Toffler, 1970, Alvin, Future Shock, New York: Random House
Wagar, Warren, 1991, The Next Three Futures: Paradigms of Things to Come. New
York: Greenwood Press
15
SD5014 Consumer as Producer: Critical Trends in

Product Development and Consumer Culture
Objectives
Level
Critical trends in consumer culture are examined and skills for reusing appropriate
Credit value
elements in contemporary culture are identified and practiced.

This subject aims at bringing students to understanding these new critical aspects of
Pre-requisites
product development and consumer behaviour, these in turn a rejection of current

product development and consumer behaviours.
Co-requisites
Nil
Students will develop skills necessary in recognising signs in the industrial wasteland
Exclusions
and appropriate elements that can be reused to wear off its cultural influence.
Nil
An opportunity to develop a critical understanding of current producer/consumer

practices, students will exhibit findings and projects to share and sharpen their
knowledge of designs scope.
This subject aims at bringing students to understanding these new critical aspects of
product development and consumer behaviour, these in turn a rejection of current
product development and consumer behaviours.
Students will develop skills necessary in recognising signs in the so-called postindustrial wasteland and upcycle these to wear off consumerisms cultural influence.

Professional skills
1
Demonstrate an appreciation of the extent of designs scope of social responsibilities
Make lateral connections between their own consumer experiences and those of other
consumers in order to develop a critical awareness of the implications of consumer
product design and branding practices
Apply critical consumer analysis in the generation of value in their design practice
Transferable skills
4
Generate alternative design proposals to classic design briefs
Subject synopsis
We grow learning about our world and dealing with our contemporaries through the
distorting lens of product semantics. Corporations impart philosophies through
branding strategies that provide authentic experiences and value to users
lifestyles.
A significantly growing number of consumers have grown wary of marketing practices
and are reclaiming their sense of individuality and right to citizenship. More and
more, producers and consumers alike are playing visual games of signs, where form
follows irony; and where anybody can pick up available material and create an
environment one can really call ones own. In a similar fashion, brands and
commercial language are appropriated, distorted, plagiarised, or simply rejected and
discarded. Consuming becomes a political act when, just as Middle Age society struck
a balance between consumption and the devil, so does ours between consumerism and
its denunciation. (Baudrillard, 1970)
16
A summary of the dynamics between aspects of production and consumption such as:
Post-industrial social and environmental awareness
Alternative consumer practices
Ascetism, de-growth, and enoughism
Prosumer manufacturing techniques
The blurring of the lines between art and commerce
Social networks impact on lifestyle marketing
The sharing economy

This is a lecture-driven seminar punctuated with workshop sessions. Using an
interactive approach, this subject is taught by means of:
Activity
Purpose
Lecture
To introduce to students to the subjects critical contents, contextualize it

within the professional design practice, and connect it to the broader
social, cultural, economic and political realms
Seminar
To gain critical insight with local or overseas design professionals so as to

into the workings of the design profession within the global market place
Workshop
To provide students with playful, hands-on opportunity to experiment with

and apply theoretical knowledge dispensed in lectures and discussed in
Seminars
Guided
Study

Individual
Business
Proposal
Assignment
To provide opportunity to integrate and harmonize knowledge acquired in

class and apply it in an alternative design business proposal format
Assessment methods
Assessment task
Weighting
In-class Group Workshop
20%
20%
Individual Business Proposal

Assignment
60%
Total
100%

hours
Class contact
35
Lecture
Seminar
Workshop
17
Guided Study
17
Presentation
30
Individual Business Proposal Assignment
30
65
References
Anderson, C. (2008) The Long Tail: Why the Future of Business is Selling Less of
More, New York: Hyperion.
Antonelli, P., curator (2008) Design and the Elastic Mind, New York: Museum of
Modern Art
Appignanesi, R., Garratt, C., Sardar, Z., & Curry, P. (1999) Introducing
Postmodernism, Icon Books.
Barthes, R. (1972 [1957]) Mythologies, Hill and Wang.
Baudrillard, J. (1970) The Consumer Society: Myths and Structures, Sage

Publications Ltd.
Berger, J. (1990 [1972]) Ways of Seeing, London: Penguin.
Black, B. (1985) The Abolition of Work, available at http://deoxy.org/endwork.htm
Debord, G.-E. (1983 [1967]) The Society of the Spectacle, Black & Red.
Dixon, T. (2002) Rethink, Conran Octopus.
Edelkoort, L., curator (2010) Post Fossil: Excavating 21st Century Creation, Tokyo:
21_21 Gallery
Fletcher, A. (2001) The Art of Looking Sideways, London: Phaidon
Garland, K. et al (1964) First Things First Manifesto, Goodwin Press Ltd.
Klein, N. (2002) No Logo, Picador Press.
Lasn, K.et al (2006) Design Anarchy, Adbusters Media Foundation.
Marcus, G. (1990) Lipstick Traces, Harvard University Press.
Mason, M. (2008) The Pirate's Dilemma: How Youth Culture Is Reinventing

Capitalism, Free Press.
Mc Luhan, M., & Fiore, Q. (2005 [1967]) The Medium is the MASSAGE, Gingko Press.
Ruiz de Aza, M. (2003) Objectar - To Object - Memory and Creativity, Edicion de

l'Any del Disseny FAD / ACTAR.
Pilloton, E. (2009) Design Revolution: 100 Products That Empower People,

Metropolis Books.
Ramakers, R. (2002) Less is More, Droog Design in Context, 101 Publishers
Cape, J. (2003) 100, Saatchi Gallery.
Siu, K. C., & Wong, P. (2003) DYDKWTDW, MCCM Creations.
Web links
Adbusters magazine, available on the internet at www.adbusters.org
True Cost Economics Manifesto www.truecosteconomics.org
The Century of Self video.google.com/videoplay?docid=6718420906413643126#
18
SD5015 Globalization and Design

Level
Credit Value
5
3
Since 1992, globalisation as a process as invaded all the sphere of human activities.
Design as a practice as been heavily influenced by new modes of thinking and
production.
Pre-requisites
Nil
This course will focus on design characteristics in contemporary living conditions

from economic, sociological and technological points of view.
Co-requisites
Special attention will be given to global issues and characteristics defined by Manuel
Castells in The Rise of the Network Society: The global city is not a place, but a
process. A process by which centres of production and consumption of advanced
services, and their ancillary local societies, are connected in a global network, while
simultaneously downplaying the linkages with their hinterlands, on the basis of
information flows.
Nil
Exclusions
Nil
The writing of Arjun Appadurai and the classifications he proposed in Modernity at

Large: Cultural Dimensions of Globalization will serves as a guideline to review major
issues related to design and globalisation - ethnoscapes, mediascapes, ideoscapes,
financescapes, and technoscapes.
This course will aims at introducing issues related to global characteristics and to
explore their consequences for todays design production.
Learning outcomes
Professional skills
1
Appreciate and understand a range of theories in the context of Globalisation
Understand basic applications of theories in the context of Globalisation
To be able to evaluate issues of globalisation in respect to these theories
Transferable skills
3
Creative and critical analysis of circumstances for design evaluation (leading to

decisions about when and how to apply theories)
Indicative content
Focusing on how globalization has affected design production, this course will
introduce fundamental aspects of global issues related to design. Lifestyles and new
trends, branding and servicing, production modes and the new economy (tourism)
will be used as reference to illustrate changes.
Lecture and readings will be organized as follows:
Mapping Globalization.
People On The Move
Networks and Flows In The Global Village
Towards a Service Economy.
Critical Approaches To Globalization
Media and Spectacle In The Global Age
Art In The Age of Electronical Production
Design Challenges: Copyright, Piracy and The Fake
19
7 hours
Lecture 1, seminar and readings 1
Sun 10:30am 5:30pm
7 hours
Lecture 2, seminar and tutorial 1
Day 3
Sat
7 hours
Lecture 3, seminar and readings 2
Day 4
Sun 10:30am 5:30pm
7 hours
Lecture 4, tutorial 2
Day 5
Sat
7 hours
Presentation and review of subject
Day 1
Sat
Day 2
2:30pm 9:30pm
2:30pm 9:30pm
2:30pm 9:30pm

Activity
Purpose
Seminar
Guided
Study

and in small groups
Lecture
To give students a structured and thermaticized presentation of the

concepts and information of the subject
Workshop
To guide students, through real-time practice in working through issues,

developing communal knowledge, and learning methods
Assessment methods
Assessment task
Weighting
10%
Group presentation
30%
Individual Paper/Report
60%
Total
100%
Purposes
In-class
contribution

assignments
Group
presentation
To evaluate the quality of research and analysis, problem

identification, creativity of proposals and professionalism of
presentation/ communication.
Individual
Paper/Report
This will be assessed in respect to the understanding and application

of concepts related to tools, quality of analysis in respect top tools
and the design development process, and quality of presentation.

hours
Class contact
35
Seminar
Guided Study
Lecture
Workshop
17
20
Presentataion
48
12
Individual paper/report
36
83
Resources
Appadurai Arjun, Modernity at Large. Cultural Dimensions of Globalization,
Minneapolis: University of Minnesota Press, 1991.
Attali, Jacques, Millennium: Winners and Losers in the Coming World Order, New
York: Random House, 1991.
Barnet, Richard J. and John Cavanagh, Global Dreams: Imperial Corporations and
the New World Order, New York: Simon and Schuester, 1994.
Boeri, Stephano and Multiplicity, Koolhass, Rem and Harvard, Kwinter Sanford (eds.),
Mutations, Barcelone: ACTAR, 2000.
Castells, Manuel, The Rise of the Network Society, Oxford: Blackwell Publishers, 1996.
Castells, Manuel, End of Millennium, Oxford: Blackwell Publishers, 1998.
Greider, William, One World: Ready or Not: The Manic Logic of Global Capitalism,
New York: Simon and Schuster, 1997.
Gutierrez, Laurent, Portefaix, Valerie, HK LAB, Hong Kong: MAP book Publishers,
2002.
Hardt, Michael, Negri Antonio, Empire, Cambridge: Harvard, 2000.
Hoekman, Bernard and Michel Kostecki. The Political Economy of the World Trading
System: From GATT to WTO, New York: Oxford University Press, 1995.
Hoogvelt, Ankie, Globalisation and the Postcolonial World: The New Political
Economy of Development, London: Macmillian, 1997.
Hopkins, Terence K. and Immanuel Wallerstein, The Age of Transition: Trajectory of
the World-System 1945-2025, London: Zed Books, 1996.
Mathews, Gordon, Global Culture / Individual Identity, London: Routledge, 2000.
Sassen, Saskia, Globalization and its Discontents, New York: The New Press, 1998.
Sassen, Saskia, Cities and their Cross-border Network, Oxford: Blackwell Publishers,
2000.
Urry, John, Sociology Beyond Societies, London: Routledge, 2000.
Online resources
The Economist (www.economist.com)
Business Week (www.businessweek.com)
Fortune (www.fortune.com)
Financial Times (www.ft.com)
Business 2.0 (www.business2.com)
Wired (www.wired.com)
Information Strategy (www.info-strategy.com)
21
SD5018 Research and Analysis for Design
Objectives
Level
Credit Value
Research is about finding out (uncover) something unknown and sharing the
knowledge gained through a systematic and rigorous process. Research is an essential
part of any complex design process, and it has become a specialty of its own in design.
In exploring and experimenting with ideas for innovative products, services and
Pre-requisites
Nil
systems, designers routinely engage in studies of many kinds. This class introduces
students to research typical to design processes, and also introduces research as an
Co-requisites
academic subject of its own.
Nil
Exclusions
Nil
In the context of design and design education, this subject aims:

(i)
to establish an appreciation of the relationship among research, practice and learning

of design;
(ii) to prepare students for practical and theoretical understanding of planning and
conducting research, analyzing and synthesizing data and communicating findings of
research;
(iii) to use and develop the body of research knowledge applicable to design at Masters
level;
(iv) to create awareness of the value of research in design practice and how it affects
design outcomes including the development of new environments, products and
service systems.
This subject attempts to consider design research as both:
Professional practice, where design research usually adopts a human-centered
approach to generate findings that inspire and lead designers and design researchers
to develop actionable and innovative design solutions; and
Disciplinary and academic subject, where design research is grounded in theoretical,

philosophical and methodological discussions
Intended Learning outcomes

Professional skills
1
Discuss the role of research in design practice
Justify the choice of appropriate research methods for addressing a design issue or
solving a design problem
Justify the choice of appropriate research methods for data collection
Utilize appropriate methods and tools to manage and analyze data
Synthesize and present research findings using appropriate presentation formats
Have an elementary understanding of design research as professional specialization
Transferable skills
7
Work collaboratively with peers, faculty and users
Continuously develop their reflective skills
22
Subject synopsis
Students will be introduced to:
Conceptual and practical knowledge

Approaches to research: research as process, outcome and philosophical thinking
Planning and design of a research project
The interplay of theory and research
Introduction to contemporary research methods
Data management and analysis: Tools and techniques; and
Data synthesis and (re)-presentation
Basics of methodology
Activity
Purpose
Lecture
To introduce students to theories and principles related to design

research
Workshop
To guide students on the development of projects in small groups
Guided
Study
Learning the skills of critique
Assessment methods
Assessment task
Weighting
Research report
55%
Presentations
35%
Class participation &

peer assessment
10%
Total
100%
Purposes
Research report
Evaluates how the students have learned to conduct field

research, analyze data, synthesize findings develop design
criteria and generate concepts in teams
Presentation & poster
Evaluates how the students communicate their entire learning

process through written, oral and visual forms.

hours
Class contact
39
Lecture
Workshop
15
Guided Study
10
Presentataion
40
Self-study
10
23
Project / group work
30
79
Resources
1. Overall
Koskinen, Ilpo, Thomas Binder, Johan Redstrm, Stephan Wensveen and John
Zimmerman (2011). Design Research through Practice: From Lab, Field, and
Showroom. San Francisco, CA: Morgan Kaufmann.
Poggenpohl, S. and K. Sato (Eds.). (2009). Design integrations. Research and
collaboration (pp. 322). Bristol and Chicago: Intellect.
2. How to
Holtzblatt, K., J. B. Wendell, and S. Wood (2004). Rapid Contextual Design: A
how-to guide to key techniques for user-centered design. San Francisco, CA: Morgan
Kaufmann Publishers.
3. Contemporary approaches
Beyer, H., & Holtzblatt, K. (1998). Contextual design: Defining custom-centered
systems. San Francisco, CA: Morgan Kaufmann.
Dunne, Anthony and Fiona Raby (2013). Speculative Everything. Cambridge, MA:
MIT.
Mattelmki, T. (2006). Design probes. Helsinki: UIAH.
Sanders, Liz and Pieter Jan Stappers (2013). Convivial Toolbox: Generative Research
for the Front End of Design. Rotterdam: BIS Publishers.
24
SD5019 Design Criticism and Visual Arguments

Level
Credit Value
5
3
Design is concerned with a range of physical and visual artefacts that are put into
interaction with people and environments. Analysis of design often involves
deconstructive techniques focusing on sets of visual elements or perceptual
phenomenon. This in turn is considered from the perspective of values related to use
and social or cultural consequence.
Pre-requisites
Nil
This subject surveys the approaches that have been used for design criticism in the
past century. Students will also appreciate how do undertake criticism through
exercises while exploring languages and vocabularies of design.
Co-requisites
Nil
Exclusions
Nil
Learning outcomes
Professional skills
1
Appreciate and understand a range of design criticism frameworks
2
3
Understand applications of critical approaches to specific contexts and problems

Effectively describe and critique a design to different audiences with vocabularies and
languages of design
Transferable skills
4
Analysis of circumstances for design
Subject synopsis
Observations of systems - observation of patterns of social life and environments
Elements and language of design analysis of form, colour and perceptual attributes
of design
Design and symbolic meaning psychological explanations of form and image
(psychoanalysis)
Design and communication information design, hierarchy, interaction and
experience
Approaches to design criticism - models of excellence (traditions), discussion of
perception (and points and sources of reference), the critics subjective experience, use
of observations of behaviour or setting, writing criticism by metaphor and comparison
Teaching and learning Methods

Activity
Purpose
Seminar
Guided
Study

and in small groups
Lecture
To give students a structured presentation of the concepts and information

of the subject
Workshop
To guide students, through in class exercise to developing communal

knowledge, and learning methods
25
Assessment methods
Assessment task
Weighting
In-class contribution and peer

assessment
35%
Final paper
65%
Total
100%
Purposes
In-class
contribution and
peer assessment
Final paper

assignments.
A written report shall be prepared by each student, addressing the
impact and opportunities for the students own personal future
practice, based on a critical review of the material presented in the
subject, supported by individual research. This will be assessed in
respect to the understanding and application of concepts, quality of
analysis, and quality of presentation.

hours
Class contact
35
Seminar
Guided Study
Lecture
Workshop
17
Presentation
48
12
Final paper
36
83
Resources
Albers, Joseph. 2006. Interaction of Color. New Haven: Yale
Alexander, Christopher; W., Sara Ishikawa and Murray Silverstein. 1977. A Pattern
Language. Vol. 2 New York: Oxford Univ. Press
Geertz, Clifford. 1983. Art as a Cultural System, in Local Knowledge: further essays
in interpretive anthropology. New York: Basic Books, pp 94-120.
Gombrich, E.H. 1961. Art and Illusion: A Study in the Psychology of Pictorial
Representation. Princeton: Princeton University Press.
---. 1984. The Sense of Order: A Study in the Psychology of Decorative Art. London:
Phaidon Press
26
Victor Papanek. 1984. Design for the real world : human ecology and social change.
New York : Melbourne : Van Nostrand Reinhold Co. ; Chicago, Ill. : Academy Chicago
Publishers.
Rapoport, Amos. 1982. The Meaning of the Built Environment: A Nonverbal
Communication Approach. Beverly Hills, Calif.: Sage Publications.
Tanizaki, Junichiro. 1991 [1933]. In Praise of Shadows. London: Jonathan Cape,
. 1989.[1938] . : .
Visual information for explanations and argument

Mijksenaar, Paul. 1997. Visual Function: An Introduction to Information Design.
New York: Princeton Architectural Press
Edward R. Tufte. 1990. Envisioning Information, Cheshire, CT: Graphics Press.
---. 1997. Visual Explanations: Images and Quantities, Evidence and Narrative,
Cheshire, CT: Graphics Press.
Wurman, Richard. 2000. Information Anxiety 2. Macmillan Computer Pub.
27
SD5020 Special Topics in Contemporary Design
Objectives
Level
Credit value
Contemporary design is presently in a phase of rapid transformation, driven by

processes of globalization, changing technologies and new divisions of expertise.
Emerging topics involve relationship between these issues in the context of society,
business and culture.
5
3
Pre-requisites
This subject addresses a contemporary topic that will be named and advised in
advance. The subject will also provide an opportunity to involve international and
industrial figures in the Master scheme as their schedules allow. It is anticipated that
each running of this subject will focus on a different topic.
Nil
Co-requisites
Nil
Exclusions
Nil
Professional skills
1
To investigate and comprehend change and new developments in the field of design
To consider professional issues in multiple contexts, including those of business and

technology
Transferable skills
3
To apply critical and creative thinking skills
To communicate ideas effectively in written, oral and visual forms
To recognize opportunities for design development
Subject synopsis
While the topics for this subject will vary with need and opportunity, they will be
undertaken at a high level of investigation, involving critical attention to the relations
among design analysis, society and culture, business and technology. Students will be
encouraged to consider the professional consequences of the topic concerned.

Activity
Purpose
Seminar
Focus on a specific issue within the topic
Lecture
Give students a structured insight of the topic and provide them with
understanding and interpretation tools
Guided
Study

and in small groups
Workshop
Demonstrations and site visits as appropriate
Assessment methods
Assessment task
Weighting
Individual Assignment (Final Paper)
100%
Total
100%
Purposes
Final paper
28
A written report to demonstrate students ability: to understand the

topic concerned and to relate it to the dimensions of design, business
and technology; to analyze and synthesize information and to
communicate insights effectively to both designers and non-designers

hours
Class contact
35
Seminar
Lecture
Guided Study
Workshop
17
Presentation
48
12
Final paper
36
83
References
To be advised to students prior to each running of the subject
29
SD5021 Chinese Traditions and the 21st Century
Objectives
Level
Credit value
In the course of modernisation, Chinese material culture and its generating principles
5
3
have received little attention until recently. As processes of modernity have reached a
Pre-requisites
degree of maturity, tradition is now re-emerging as a rich potential resource for both
Nil
critique and innovation, and there are now many examples of design practice inspired
by tradition. Tradition is also beginning to be viewed as a unique asset in the context
Co-requisites
of global competition.
Nil
The subject will provide an overview of approaches to studying Chinese traditional
Exclusions
culture to discover experience patterns and values in material and visual culture. The
Nil
aim of this investigation is to generate new alternatives for contemporary lifestyles

and insights that can enable design innovation.
The subject matter will focus on traditional material culture, taking Ming and Qing
literati materials as its primary concern. The range of materials to be considered will
include crafts, visual art and spatial design. Discussion and analysis will be prompted
by writings that describe experience, critical judgments, and the actual uses of objects
in private and social settings. This will set in motion alternative ways of considering
the meaning and use of objects and the rationales that underpin their specific
characteristics. The next step will be to investigate themes and broad directions,
especially those that differ most from contemporary design experience. Syntheses that
link many materials will be sought and debated. The final portion of the subject will be
to generate from this potential design proposals that are relevant to contemporary
circumstances.

Professional skills
1
Understanding Chinese design traditions and setting them in relation to

contemporary contexts and problems
Analysis of Chinese cultural and social contexts for design
Transferable skills
3
Appreciating and understanding the Chinese historical tradition of arts and craft from
the perspectives of material culture
Understanding values and ethical dimensions of design at both a personal and social
level
Subject synopsis
An overview of approaches to studying Chinese traditional culture to discover
experience patterns and values in material and visual culture.
Traditional material culture, taking Ming and Qing literati materials as its primary
concern. The range of materials to be considered will include crafts, visual art and
spatial design.
30
Consider the meaning and use of objects and the rationales that underpin their
specific characteristics.
Traditional Chinese Taste. It means: taste in social contexts; Taste in relation to
ethical practices, nature, sustainability and responsibility. Particular variations of
taste: casualness, blandness, restraint, the place of unique and strange objects, and
contrasting views of elegance as represented by simplicity or elaborate craft.
The creative process in traditional China. The appreciation of circumstances,
economics and other constraints.
New alternatives for contemporary lifestyles and insights that can enable design
innovation.
To generate from this potential design proposals relevant to contemporary
circumstances.

Activity
Purpose
Seminar
To discuss concepts and knowledge of Chinese Material Culture and the

taste Culture in Ming and Qing dynasty
Guided
Study
To guide students on the arts and craft culture, concepts of taste in the
Chinese tradition. To identify opportunities for design innovation by
referencing to the classical material culture
Assessment methods
Assessment task
Weighting
Learning journal
15%
Project
50%
Design Report
15%
In-class presentations
20%
Total
100%
Purposes
Learning journal
To evaluate the students reflections on their understanding of

taught theories and knowledge on historical knowledge of
material culture
To reflect and comment on assigned readings and their project
development processes in the subject. And how they have made
connections between the concepts discussed in the subject.
Depth of reflection, critical analysis and clarity of presentation are
vital.
Project
To work on a speculative project to reveal how insights from the

tradition can be applied to a contemporary setting
Design Report
To evaluate how the students have applied learned history and

theories to carrying out and presenting the results of a course from
research, design development and finalization.
In-class
presentations
To evaluate the quality of research findings, analysis, problem

31

hours
Class contact
35
Seminar
12
Guided Study
18
Presentation
39
Self-study
13
Project work
26
74
Resources
Core Reading
Clunas, Craig. 1996. Fruitful Sites: Garden Culture in Ming Dynasty China. London:
Reaktion Books.
Jullien, Francois. 1995. The Propensity of Things: Towards a History of Efficacy in
China. New York: Zone Books.
Gao, Jianping. 1996. The Expressive Act in Chinese Art. Uppsala: Acta Universitatis
Upsaliensis.
Li Chu-Tsing and James C.Y. Watt. 1987. The Chinese Scholars Studio: Artistic Life in
the Late Ming Period. New York: Thames and Hudson.
Tanizaki, Junichiro. 1991 [1933]. In Praise of Shadows. London: Jonathan Cape.
Wu Kuang-Ming. 1989. Chinese Aesthetics, in Understanding the Chinese Mind: The
Philosophical Roots. Alison, Robert A. (ed), Oxford: OUP.
. 1988 [1937]. : : .
(). 1985.. : .
. 1995. . : .
. 1982. . : .
. 1982. . : .
.1993. . : .
.1984. . .
. 2000. . ().
Supplementary Reading
Cahill, James 1994. The Painters Practice. New York: Columbia Univ. Press.
Clunas, Craig. 1991. Superfluous things : material culture and social status in early
modern China. Urbana, Ill.: University of Illinois Press.
Kraus, Richard Curt. 1991. Brushes with power : modern politics and the Chinese art of
calligraphy. Berkeley : University of California Press.
32
Geertz, Clifford. 1983. Art as a Cultural System, in Local Knowledge: Further Essays in
Interpretative Anthropology. New York: Basic Books.
McDougall Bonnie S. 1980. Mao Zedong's "Talks at the Yan'an conference on literature
and art" : a translation of the 1943 text with commentary. Ann Arbor : Center for Chinese
Studies, University of Michigan.
Schipper, Kristofer Marinus. 1993. The Taoist Body. Berkeley: Univ of California Press.
Tomlinson, John. 1991. Cultural Imperialism: A Critical Introduction. London: Pinter.
Tseng Yuho. 1993. A History of Chinese Calligraphy. Hong Kong: Chinese Univ. Press.
. 1993. : .
Remark: An additional fee is required for the cost of the study visit.
33
SD5104 Branding: From Local to Global Strategies
Objectives
Level
Credit value
This is a 5-session course designed as an introduction to branding concepts and
5
3
strategies, with a particular focus on globalization and branding in China. It will look
at the subject from marketing, design and user perspectives. This multi-dimensional
Pre-requisites
approach will support the lectures, discussions and workshops encountered
Nil
throughout the course. While this program contains elements of a traditional "brand
Co-requisites
management" course; it is focused on strategies of design and culture, looking at
Nil
products and services, and large as well as small companies through case studies and
in-class workshops. It is intended to provide both conventional and alternative
Exclusions
approaches to branding strategies, while contextualizing its broader processes.
Nil

Professional skills
1
Understand different approaches to branding in the evolving global business

environment;
Promote branding as a key tool in development and promotion of organizational

mission and strategy;
Manage brand strategies to better understand and accommodate stakeholder needs

and expectations;
Ability to design brand strategies and tactics as tangible expression of organizational

direction
Transferable skills
5
Ability to analyze and improve existing brand strategies;
Ability to communicate verbally, visually and in written form concerning the role of
branding in the organization
Ability to explain how various disciplines interact in the development and execution of
brand strategies
Subject synopsis
Conceptual and practical knowledge

What is Branding? Basic introduction and vocabulary
o Session 1.1 Introduction to Branding
o Session 1.2 Approaches to Branding
o Session 1.3: Analyzing Touchpoints
Brand Meaning Understanding the interaction of brands and audiences
o Suggested Readings:
Design Thinking Chapters 19, 20 & 21
Kellogg on Branding Chapters 3 & 17
Made to Stick
Brand Relevance Chapter 11
No Logo
o Quiz and Review: Day 1 content
o Session 2.1: The Meaning of Meaning
o Session 2.2 Brand Meaning and Internal Audiences
o Session 2.3 Brand Meaning and Global Markets
34
o Session 2.4 Tailoring Global Brands

o Session 2.5 Analyzing Global Brand Performance (Workshop)
Brand Positioning Understanding strategies for brand positioning
Design Thinking Chapter 9
Kellogg on Branding Chapters 1 & 4
Brand Relevance Chapters 1, 7, 8 & 9
o Workshop Presentations from Session 2.5
o Quiz and Review: Day 2 content
o Session 3.1 Brand Positioning
o Session 3.2 Competitive Brand Strategies
o Session 3.3 Brand Positioning and Competitive Strategies
o Session 3.4 Analyzing Brand Positions (Workshop)
Designing Brands Understanding approaches to brand design
Design Thinking Chapters 12 & 13
Kellogg Chapters 2 & 6
Brand Relevance Chapters 1, 2, 6, 7, 8 & 9
o Workshop presentations from Session 3.4
o Quiz and Review: Day 3 Content
o Session 4.1 Brand Portfolio Strategies
o Session 4.2 Designing Brands
o Session 4.3 Brand Design Case Study
o Session 4.4 Brand Design Case Study
China, Globalization and Asian Brands Understanding challenges and opportunities
for local brands
Brutal Truth about Asian Brands
Competitive Advantage of Nations optional
Why Globalization Works - Optional
o Quiz and Review: Day 4 Content
o Session 5.1 Globalization Overview
o Session 5.2 The Evolution of Chinese Brands
o Session 5.3 Best Practices in Chinese Branding (Panel Discussion)
o Session 5.4 Discuss Final Project Requirements
Activity
Purpose
Lecture
Content-based session to introduce and increase students knowledge of

branding and brand strategies
Workshop
Skill-based workshops to develop students brand analysis skills
Guided
Study

and in small groups
35
Assessment methods
Assessment task
Weighting
1 Quiz
40%
2 Class participation
20%
3 Brand audit project
40%
Total
100%
Purposes
Quizzes
To evaluate students understanding of content knowledge.
Class
participation
To evaluate how the students work together in group to discuss issues

pertaining to branding and branding strategies.
Brand audit
project
To evaluate how the students work together as a group to analyze and

communicate the result of analysis.

hours
Class contact
35
Lecture
Guided Study
Workshop
17
Presentation
39
Self-study
13
Project / group work
26
74
Brand Analysis: Comparison and Contrast

(More details will be given in session 3)
This project should constitute a strong, creative document that looks at relevant
branding strategies from various perspectives; from design, business, and marketing
to social responsibility, sustainability or cultural identity. It should reveal insights and,
perhaps, challenge conventional thinking.
First, choose a theme or topic, product category or specific domain, for example,
online social networking or fashion. Then choose two brands one local and one
international / global (see tips below). Choose your brands in response to your theme,
looking for links, conflicts or other interesting connections between the two. Once you
have a topic and brands you will evaluate each brand, then, do a comparison/contrast.
You should analyze the successes and failures of these brands. Keep in mind you can
briefly discuss other relevant brands in your paper, just focus on two main cases and a
theme.
36
Your project should have at least 4 sections;

Individual analysis (2 sections, 1 for each brand) - historical research on the brands,
brand elements and relevant data - keep it brief and relevant; we dont need lots of
marketing or sales info
Comparison / contrast of the brands this should be an intelligent, balanced critique
of the brands, showing you have read and understood the significant research and can
now apply this knowledge in a sophisticated analysis
Summary conclusion should explain why you chose these brands and what useful,
interesting or original ideas your paper has presented
Tips
Try to avoid choosing both brands from Top 100 (so do not automatically choose 2
well-known products)
Use illustrations and images as required
Apply resources, methods and concepts learned in the course
Students should have a specific topic chosen by the end of session 3.
Resourses
Aaker, D. A. (2011). Brand relevance: Making competitors irrelevant. San Francisco,
CA: Jossey-Bass.
Baladi, J. (2011). The brutal truth about Asian branding and how to break the vicious
cycle. Singapore: Wiley.
Calkins, T., & Tybout, A. (Eds.). (2005). Kellogg on branding: The marketing faculty
of the Kellogg School of Management. Hoboken, NJ: Wiley.
Heath, C., & Heath D. (2007). Made to stick: Why some ideas survive and others die?
New York: Random House.
Klein, N. (2000). No space, no choice, no jobs, no logo: Taking aim at the brand
bullies. New York: Picador USA.
Lockwood, T. (Ed.). (2010). Design thinking: Integrating innovation, customer
experience, and brand value. New York, NY: Allworth Press.
Porter, M. E. (1998). The competitive advantage of nations: With a new introduction.
Basingstoke: Macmillan.
Wolf, M. (2004). Why globalization works. New Haven: Yale University Press.
37
SD5112 Strategic Design: Regional Case Studies
Objectives
Level
Credit Value
5
3
Regional case studies will be used as effective tools in learning and teaching for this
subject. The aim is to enable students to have an in-depth understanding of the ways
strategic design has practically functioned in different industries, coherent with
theories under different context. Major issues like government policies, economic,
cultural, social and managerial system will be discussed for their significance in
affecting strategic design approach in relation to regional development.
Pre-requisites
Nil
Co-requisites
Nil
Exclusions
Nil
Professional skills
1
To strengthen knowledge of Strategic Design and gain understanding of how it can be
utilized to develop new business models

To gain skill in understanding a range of approaches in Strategic Design and their
specific advantages from a business perspective
Transferable skills
3
Improve skills in analyzing critically different business models and circumstances of

innovation
To improve skills in communicating ideas effectively in written, oral and visual terms
Subject synopsis
The importance of Strategic Design approach as a sustainable way to stay in a
competitive market and how this will be used as a tool to play for a major role in
Chinese Mainland and the South East Asia.
To introduce the complexity of product system and networks; of which, products,
services and communication are integrated.
To introduce the design system, its active roles in the wide spectrum of the supply
chain, leading to business successfulness.
Case studies will look into varies types of companies, adopting varies strategies such
as brand power to differentiate and position themselves.
Day 1
Sat
2:30pm 9:30pm
Introduction to the subject

Introductory lecture on Strategic Design
Feedbacks and discussions
Briefing on assignment
Day 2
Sun 10:30am 5:30pm
Design in a business perspective

Demonstrative case studies
Dicussions and tutorials on case analysis
project
Briefing on final assignment (group project)
Day 3
Sat
2:30pm 9:30pm
Presentation of case analysis assignment

Different approaches to Strategic Design
Demonstrative case studies
Discussions and workshop tutorials on final
assignment
38
Day 4
Sun 10:30am 5:30pm
Current and future opportunities in Strategic

Design
Discussions and workshop tutorials on final
assignment
Day 5
Sat
2:30pm 9:30pm
Presentation of final assignments

Feedbacks, reflections and discussions

Activity
Purpose
Lecture

contextualize it within the professional design practice, and connect it to
the broader social, cultural, economic and political realms
Seminar

students design practice
Workshop
To guide students in developing strategic business solutions through real

world case studies
Guided
Study

Assessment methods
Assessment task
Weighting
Individual assignment
15%
Group report
30%
Individual final report on case study /

proposal
45%
Class and group project participation
10%
Total
100%

hours
Class contact
35
Lecture
Seminar
Workshop
Guided Study
Presentation
30
Paper Assignment
30
65
17
39
Resources
Books
Bruce, M. & Bessant, J. (2002) Design in business: Strategic innovation through
design. London: Financial Times Prentice Hall.
Heskett, J. (2003) Shaping the Future, Design for Hong Kong. A Strategic Review of
Design Practice and Education, Design Task Force Report. The School of Design, The
Hong Kong Polytechnic University.
LEE, T. C. (ed. 2005) Designing automobiles: From strategic planning to integrated
product development. Strategic Design Lab, School of Design, The Hong Kong
Polytechnic University.
Heskett, J. (2002) Toothpicks and logos: Design in Everyday Life. New York: Oxford
Press.
Gutierrez, L., Portefaix, V., & Manzini, E. (eds. 2002), HK LAB. HK: MAP Book.
Kelly, T., Littman, J., & Peters, T. (2001) The art of innovation: Lessons in creativity
from IDEO, Americas leading design firm. NY: Currency/Doubleday.
Magazines
Design Management Journal
Design Studies
Harvard Business Review
Marketing Journal
The Journal of Product Innovation Management
Websites
http://www.dmi.org (Design Management Institute)
http://www.businessweek.com/innovate (Business Week)
http://www.fastcompany.com/design (Fast Company)
http://www.betterbydesign.org.nz (Better by Design)
http://www.idcha.cn (China Industrial Design)
40
SD5113 Strategies for Sustainable Product-Service

Systems
Objectives
Level
Design for sustainability via Product-Service System (PSS) requires notionally a very
Credit value
different approach than the prevailing practice of product-centric design nowadays.

The aim of this subject is to introduce the theory and knowledge of system (PSS)
Pre-requisites
Nil
design for sustainability and sustainable solution.

The subject will investigate on an aspect of daily consumption of people, market
Co-requisites
situation and contextual issues driving sustainability in Hong Kong and or PRD
Nil
region. The subject will also introduce a specific approach (process, method and tools)
Exclusions
of System Design for Sustainability, and to engage a strategic design project of
Nil
Sustainable Product-Service System for a hypothetic or actual governmental, nonprofit or business organization within Hong Kong and the PRD region.

Professional skills
1
Comprehend the concepts of sustainability, system design for sustainability,

sustainable solution, service design, PSS design and strategic design.
Apply a people-centric and collective creative approach in response to socio-cultural

and environmental issues.
Conduct user-centered and qualitative researches for design problem and strategy
identification.
Apply taught methods and tools in research, analysis and the development of
sustainable Product-Service System.
Transferable skills
5
Demonstrate interpersonal, communication and project management skills.
Demonstrate critical thinking, creative thinking, social responsibility and cultural

appreciation.
Subject synopsis
Concept of sustainability and Design for Sustainability
Socio-cultural change and sustainable way of living/ sustainable lifestyle
The transition from products to services and dematerialization of consumption
people-centric thinking and social innovation
The difference among consumer research and user research.
The concept of people-centered research and its relevance for the sustainable
development of China.
The idea of service design, product-service system (PSS) design and strategic design
the concept of sustainable solution and sustainable product-service system (SPSS)
method and tools for the development of SPSS and sustainable solution
possible strategies in the application of SPSS design.
41

Activity
Purpose
Seminar
To discuss concepts and knowledge of general relevance to the support of

students design projects
Workshop
To guide students in developing strategic sustainable solutions
Guided
Study
To guide students on the development of projects, individually and in

small groups
Assessment methods
Assessment task
Weighting
Learning journal
15%
Project
50%
Design Report
15%
20%
Total
100%
Purposes
Learning journal
To evaluate the students reflections on their understanding of

taught theories and knowledge on local/ regional issues of
sustainability and system design for sustainability responses to
assigned readings and their project development processes in the
subject. And how they have made connections between the concepts
discussed in the subject with their learning and their everyday lives
experiences. Depth of reflection, critical analysis and clarity of
presentation are vital.
Project
To evaluate how the students have applied taught theories, methods

and tools introduced in the subject for a local environmental issue.
Design Report
To evaluate how the students have applied learned knowledge to

carrying out and presenting the results of a course from research,
design development and finalization.
In-class
presentations
To evaluate the quality of research findings, analysis, problem


hours
Class contact
35
Lecture
Workshop
17
Guided Study
Presentation
39
Self-study
13
Project work
26
74
42
References
Books
Charter, M. and Tischner, U.(2001). Sustainable Solutions: Developing Products &

Services for the Future. Sheffield UK: Greenleaf Publishing.
Grayson, D. & Hodges, A.(2004). Corporate Social Opportunity! 7 Steps to make

corporate social responsibility work for your business. Sheffield UK: Greenleaf
Publishing
Halen, C., Vezzoli, C., & Wimmer, R., (2005). Methodology for Product Service
System Innovation: How to develp clean, clever and competitive strategies in
companies. Assen, The Netherland: Koniniklijke Van Gorcum.
Laszlo, Chris (2008). Sustainable Value: How the Worlds Leading Companies Are
Doing Well by Doing Good. Sheffield UK: Greenleaf Publishing
Leong B.D., & Manzini, E., (2006). Design Vision on the Sustainable Way of Living in
China. Guangzhou, China: Ningnan Art Publishing.
Manzini, E., Colllina, L., & Evans, S. (Ed)(2004). Solution Oriented Partnership: How
to Design Industrialised Sustainable Solutions. UK: Cranfield University.
Manzini, E., Vezzoli C., (2002). Product-Service Systems and Sustainability:

Opportunities for Sustainable Solutions, Paris, UNEP.
Tukker, A., & Tischner, U.(2006). New Business for Old Europe: Product-service
Development, Competitiveness and Sustainability. Sheffield UK: Greenleaf
Publishing
Vezzoli, C. (2007) System Design for Sustainability: Theory, Methods and Tools for a
Sustainable Satisfaction-system design. Milan, Italy: Maggioli Editore.
Articles & Papers
Economy, E., & Lieberthal, K. (2007). Scorched Earth: Will Environmental Risks in
China Overwhelm Its Opportunities?, Harvard Business Review, 85(6), 88-96.
Goedkoop, M.J., van Halen, C.J.G., Riele, H.R.M., Rommens, P.J.M., (1999).
Product-Services System, Ecological and Economic Basics, report commissioned by
the Dutch ministries of Enviroment(VROM) and Economic Affairs(EZ).
Leong B.D. (2004). Transustainability: Approaching sustainable design with

Eastern thinking, Journal of Asian Design, Vol (1), 112-116
Leong, B.D. & Lee, Y.H. (2011). Smarter All: Design and Design Research at the
People Centric Era for China. Asian Design Journal,(6):12-43
Leong, B.D. (2009). From factor 5 to factor 10: a race towards a greener China via
system redesign. Zhuang Zhi Design Journal, 6(194): 64-72.
Morelli, N. (2003). Product-service systems, a perspective shift for designers: A case

study: the design of a telecentre. Design Studies, 24(1): 73-99.
Morelli, N. (2002). Designing product/service systems. A methodological

exploration. Design Issues 18(3): 3-17.
Shostack, L. G. (1982). How to Design a Service. European Journal of Marketing,

16(1): 49-63.
Manzini, E., Vezzoli C., (2002). Product-Service Systems and Sustainability:

Opportunities for Sustainable Solutions, Paris: UNEP.
43
Objectives
Level
The aim of the subject is to introduce core and emerging design theories and concepts
Credit value
to students of business, technological and design disciplinary backgrounds via
Pre-requisites
lectures/seminars and assigned project. Discussion and exploration of design
Nil
approaches, purpose and value of design, design methodologies, design processes and
design disciplines build the foundation of human-centered design and design
Co-requisites
thinking. By navigating design from the aesthetic, functional, emotional, economic,
MM5001 , SD5152
technological, socio-cultural and political dimensions on both design outputs and
Exclusions
design process, students gain understanding of design influence and interaction across
Nil
various disciplines in typical international business settings. These fundamental

design knowledge form the essential attributes in managing design as a competitive
strategy.

Professional skills
1
Understand the fundamental and alternative concepts, approaches, processes and

purpose of design, their implications on business innovation and technology
utilization of today.
Comprehend core ideas and value of human-centered design, design thinking and
design thinking process.
Apply learned concepts, ideas and or methods for multidisciplinary, team-based

design activities.
Transferable skills
4 Apply team-facilitation and interpersonal skills
5 Demonstrate communication and project management skills.
6
Demonstrate the aspects of creative thinking, critical thinking and cultural

appreciation.
Subject synopsis
Essential concepts and theories of design.
Differentiate design between science, art and humanities.
Understanding design as processes, outputs, tools and principles.
Basic and alternative design approaches, processes and methods.
The core idea and values of human-centered design, design thinking and design
thinking process.
The application of method and process of human-centered design and design thinking
in multidisciplinary, team-based settings and contexts.
44

Activity
Purpose
Seminar
To introduce students with fundamental concepts and theory of design,

human-centered design and design thinking and implications in business
and technology.
Guided
Study
To guide students on the development of projects, individually or in

small groups
Project
To allow students to develop a practical mastery of concepts of design

thinking, human-centered design concepts, related methods and
processes through specific assignments and the development of a design
proposal.
Assessment methods
Assessment task
Weighting
Learning journal
15%
Group Project
70%
Peer Appraisal
15%
Total
100%
Purposes
Learning journal
To evaluate the students critical reflections on their learning and

teamwork experiences, how they have made connections between
the concepts discussed in the subject with other areas of learning
and their everyday lives, responses to assigned readings and their
project development process.
Group Project
To evaluate how the students have applied taught theories, concepts

methods and tools introduced to practical context in a group project.

hours
Class contact
26
Seminar
Workshop
17
56
Self-study
12
Project work
44
82
45
Resources
Books
Brown, T. (2009). Change by Design: How Design Thinking Transforms
Organizations and Inspires Innovation. New York: Harper Business.
Cross, Nigel. (2006). Designerly Ways of Knowing. London: Springer
Goodwin, K. (2009). Designing for the Digital Age: How to Create Human-Centered
Products and Services. Indiana: Wiley.
Heskett, J. (2005). Design: a very short introduction. Oxford: Oxford University
Press.
Kelley, T. and Littman, J. (2005). The Ten Faces of Innovation: IDEOs Strategies for
Defeating the Devils Advocate and Driving Creativity Throughout Your
Organization. New York: Random House
Margolin, V. (1989). Design Discourse: History, Theory, Criticism. Chicago:
University of Chicago Press.
Martin, R. (2009) The Design of Business: Why Design Thinking is the Next
Competitive Advantage, Cambridge MA: Harvard Business Press
Articles
Brown, T. (2005, June). Strategy by Design. Fast Company (Special Issue):2-4
Brown, T. (2008). Design Thinking. Harvard Business Review, 86(6): 85-92
Buchanan, R. (1992). Wicked Problems in Design Thinking. Design Issues, 8(2),5-21
Dorst, K. (2011). The core of Design Thinking and its application, Design Studies,
32(6), 521-532
Lindsay, C. (2003). Involving People as Co-creators. In Marzano, S. and Aarts, E.
(Eds), The New Everyday: Views on Ambient Intelligence. pp 39-41. Rotterdam, The
Netherlands: 010 publishing
Owen, C. L. (1998). Design Research: Building the Knowledge Base. Design Studies,
19(1), 9-20
Toolkits
LUMA Institute. (2012). Innovating for People: Human-Centered Design Planning
Cards.
IDEO (2011). Human-Centered Design Toolkit: An Open-Source Toolkit To Inspire
New Solutions in the Developing World.
46
SD5152 Essential Integration of Technologies in Design

and Business Innovation
Objectives
Level
This subject introduces fundamental theories and concepts in technology to students
Credit value
with business or design disciplinary backgrounds. Students with technology

disciplinary background engage as peer learning facilitators. Discussion and
Pre-requisites
Nil
exploration of relationship between technology and science, systems concept and

systems thinking, methodologies and processes in technological and scientific
Co-requisites
development, current and emerging trends in major disciplines in technology and
SD5151, MM5001
science, and their influences on design, business, art, media, culture and our everyday
Exclusions
life build the foundation of this course. Through this course, students gain
Nil
understanding on influence and interactions of technology with other disciplines in

typical international business settings. These fundamental knowledge form the
essential attributes in managing technology as a competitive strategy.

Professional skills
1
Understand fundamental concepts in systems, systems thinking and system

development process
2 Understand fundamental concepts in digital technologies, their implications on design

and business, and their influences on culture, art, media and our everyday life
3 Understand current and emerging trends in major disciplines in technology and
science through interactions with digital technologies
4 Apply learned concepts in evaluating alternatives in applications of digital
technologies
Transferable skills
5 Formulate plans for affecting positive change by interventions in an existing situation
6 Apply the aspects of critical thinking, creative thinking and cultural appreciation
Subject synopsis
Concept, definition, classification and characterization of systems, systems thinking
and system development process
Digital technology and systems, information systems and connectivity, networking
and mobility, artificial intelligence, influences on culture, art and media
Open innovation/collaboration, digital fabrication, open business models
Knowledge management, business intelligence
Computer supported design and collaboration
47

Activity
Purpose
Lecture
To introduce students with fundamental concepts in understanding digital

technologies, their trends and implications in design and business
Workshop
To discuss assigned readings related to digital technologies for expanding

students contextual knowledge
Guided
Study

small groups
Project
To allow students to develop a practical mastery of fundamental concepts,

methodologies and processes in digital technologies through the
development of a business plan
Assessment methods
Assessment task
Weighting
Learning journal
15%
Group project
50%
Peer Appraisal
15%
In-Class Activities
20%
Total
100%
Purposes
Learning journal
To evaluate the students critical reflections on their learning

experiences, how they have made connections between the concepts
discussed in the subject with other areas of learning and their
everyday lives, responses to assigned readings and their project
development processes.
Group project
To evaluate how the students have applied concepts introduced to

practical context in projects

hours
Class contact
1
Lecture
Workshop
Seminar
26
5
18
3
54
Self-study
14
Project work
40
80
48
Resources
Books
Kossiakoff, A., Seymour, W. (2011). Systems Engineering Principles and Practice (2nd
Edition). Wiley.
Gharajedaghi, J. (2012). Systems Thinking. Managing Chaos and Complexity: A
Platform for Designing Business Architecture (3rd Edition). Elsevier.
Chesbrough, H., Vanhaverbeke, W., West, J. (Eds.). (2006). Open Innovation:
Researching a New Paradigm. Oxford University Press
Chesbrough, H.W. (2003). Open Business Models: How to Thrive in the New
Innovation Landscape. Harvard Business Press Books.
Gershenfeld, N. (2007). Fab: The Coming Revolution on Your Desktop--from
Personal Computers to Personal Fabrication. Basic Books.
K.C. Laudon and J.P. Laudon (2012). Management Information Systems (12th
Edition). Prentice-Hall.
Anderson, C. (2010). Free: How Today's Smartest Businesses Profit by Giving
Something for Nothing. New York, Random House.
El Sheikh, A., Mouhib, A. (2012). Business intelligence and agile methodologies for
knowledge-based organizations cross-disciplinary applications. InfoSci-Books.
Business Science Reference.
Anderson, C. (2012). Makers: the new industrial revolution. London, Random House
Business.
49
SD5163 Managing Value Creation
Objectives
Level
Credit value
This course will consider the relationship between theories and practice in the two
5
3
very different realms of economics and design. Economic theory is a vital body of
knowledge with many variations and emphases. It has fundamentally influenced a
Pre-requisites
wide spectrum of both governmental and business policy and procedure and although
Nil
design does not feature prominently, or even partially in its discussions, it has
Co-requisites
enormous influence on how design is viewed in these contexts.
Nil
The course will require considerable reading of subject matter that can occasionally be
Exclusions
complex, and substantial analysis of case studies. Concepts of case studies in design
Nil
and some methods of researching and preparing them will also be a part of the course.

Professional skills
1
Understanding the content and context of value with the standpoints of economics
and design.
Cross-disciplinary thinking of strategy both at national and enterprise level.
Proficient with tools and methods in value creation theory.
Different approaches to define value in a business environment.
Transferable skills
5
Communicate ideas effectively in written, oral and visual forms.
Construct arguments through case analysis.
Subject synopsis
Understand design from the standpoint of Economics.
Understand Economics from the standpoint of design.
Differentiate between design as a value-adding and value-creating activity.
Understanding design as a complex range of processes and applications with very
different potential for innovation in a range of economic and market circumstances.
Application of methods and tools for analyzing value in real business environment.

Activity
Purpose
Lecture
To understand theoretical topics and related methods
Seminar
To discuss cases from HK, China mainland and oversea countries,

expanding students contextual knowledge
Guided
Study
To guide students on the development of projects, individually and in small

groups
Workshop
To allow students to utilize taught methods and models in a case analysis.
50
Assessment methods
Assessment task
Weighting
Class participation
10%
In-class presentation, group discussion
30%
Paper assignment (individual)
60%
Total
100%
Purposes
Class
participation
To evaluate students attendance and contribution for the class and

team work.
In-class
presentation,
group discussion
To evaluate how the students plan its analysis, select appropriate

tools, practice the tools and present their findings, based on
introduced cases from various countries. .A business-styling thinking
is encouraged.
Paper work
To evaluate students' reflections on the subject matter covered and

how it is manifested in actuality, as well as their communication skills
through involving any illustrations, maps, diagrams or charts to
propose the results of their investigations efficiently.

hours
Class contact
39
Lecture
Seminar
Workshop
27
Presentation
42
Self-study
13
Paper work
39
81
Resources
Part I. Economics theories
Hayek, Frederick A. Individualism and Economic Growth. Cambridge, Mass.:
Harvard U. P. 1996
North, Douglass C. Institutions, Institutional Change and Economic Performance.
Cambridge: Cambridge University Press, 1990
Rosenberg, Nathan. Inside the Black Box: Technology and Economics. Cambridge:
Cambridge University Press, 1982
Schumpeter, Joseph. Capitalism, Socialism and Democracy. New York:Harper, 1942
Silverberg, Gerald and Luc Soete (Eds). The Economics of Growth and Technical
Change: Technologies, Nations, Agents. Aldershot, U.K.:Elgar, 1994
51
Veblen, Thorstein. The Theory of the Leisure Class. Penguin Classics Paperback, 1994
Part II. Hisory of Design & Economics
Aldersey-Williams, H. World Design: Nationalism and Globalism in Design. New
York: Rizzoli. 1992
Borja de Mozota, B. Design Management: Using Design to Build Brand Value and
Corporate Innovation. New York: Allworth Press, 2003
Bruce, M. and Cooper, R. Marketing and Design Management. UK: International
Thomson Business Press, 1997
Oakley, Mark (Ed.), Design Management: A Handbook of Issues and Methods. UK:
Basil Blackwell, 1990
Part III. How Design Creates value
Cagan, Jonathan and Craig Vogel. Creating Breakthrough Products. New Jersey:
Prentice Hall, 2002
Cooper, Rachel. and Press, Mike. The Design Agenda: A Guide to Successful Design
Management. England : John Wiley & Sons Ltd, 1995
Drucker, Peter. Essential Drucker: The Best of Sixty Years of Peter Drucker's
Essential Writings on Management. New York: Harper Business, 2001
Kim, W. Chan and Renee Mauborgne. Blue Ocean Strategy. Boston: Harvard Business
School Press, 2005
52
Objectives
Level
The aim of this subject is to provide students with an overview of the ways in which
Credit value
lifestyles within specific cultural contexts can be applied in design innovation.
Pre-requisites
Students will be guided through three aggregated stages of learning: an introduction
Nil
to various perspectives or interpretations of cultural and lifestyle concepts, a review of

current lifestyle and cultural studies practices for market segmentation and design
Co-requisites
innovation, and, the use of an alternative lifestyle research approach for developing
Nil
culturally appropriate innovations and people-centric solutions via a design project.
Exclusions
Cultural discernment seminars will be conducted collaboratively with one or two
Nil
partner institutes in Asia, Europe or America, as required. Discourses on the future

relevancy of lifestyle and culture studies for social innovation will also be facilitated.

Professional skills
1
Review and analyze of cultural and lifestyles concepts in relation to daily designs and
experiences.
Comprehend and apply their understanding of cultural and lifestyle concepts to the
creation of consumer profiles and market segmentation.
Conduct contextual inquiries, context mapping and/or cultural probes to better

understand peoples lifestyle preferences and socio-cultural limitations in innovative
design or solution creation.
Realize the possible application of lifestyle and cultural studies in social innovation.
Transferable skills
5
Demonstrate interpersonal, communication and project management skills.
Demonstrate critical and creative thinking, in addition to social responsibility and

cultural appreciation.
Subject synopsis
Essential theories and concepts of lifestyle and culture.
A comparison of traits of Chinese, Western and Indian cultures, and examples of
related cultural practices in everyday life.
The application of lifestyle and culture concepts in market segmentation.
The basic idea of innovation and its specific relationship with lifestyle and culture.
Methods and tools for conducting contextual inquiry, context mapping and cultural
probing.
The emerging people-centered lifestyle research approach to design and its potential
for social innovation.
53

Activity
Purpose
Lecture
To inform concepts of lifestyle, culture, innovation and people-centered

thinking to the support of students projects and expanding their
contextual knowledge related to the assigned readings.
Guided
Study

small groups
Project
To allow students to develop a practical mastery of design concepts,

methods and processes through the development of a design proposal in
response to a brief
Assessment methods
Assessment task
Weighting
Learning journal
20%
Projects
60%
Project presentation
20%
Total
100%
Purposes
Learning journal

Projects
To evaluate how the students have applied taught theories,

concepts, methods and tools introduced to practical projects
designed for either a specific or generic cultural, everyday life issue.

hours
Class contact
1
Lecture
Workshop
Guided Study
39
8
22
9
84
Self-study
28
Project work
56
123
54
Resources
Books (core readings)
Amin, A., Cameron, A., and Hudson, R., (2002). Placing the Social Economy. London:
Routledge.
Chaney, D. (1996). Lifestyles: Key Ideas. London: Routledge.
Chaney, D. (2002). Cultural Change and Everyday Life. New York: Palgrave.
Du Gay, P., Hall, S., Janes, L., Mackay, H. & Negus, K. (1997). Doing Cultural Studies:
The Story of the Sony Walkman. London: Sage/ the Open University.
Eijk, D.J.van. (Ed) (2007). Cultural Diversity and Design. The Inaugural Symposium.
The Netherland: Delft University of Technology.
Kelly, T. (2001). The Art of Innovation. New York: Doubleday.
Kroeber, A.L. & Kluckohn, C. (1952). Culture, a Critical Review of Concepts and
Definitions, Cambridge, Mass: The Museum.
Michman, R.D. (1991). Lifestyle Market Segmentation. New York: Praeger.
Books (supplementary)
Feng, J. L. (2002). [Culture is Good Business].
[Taipei: Cite Publishing].
Feng, T. Y., He, X., Zhou, J. M. et al. , (1993).
() [The History of Chinese Culture (part I)]. [Taipei: Laureate

Publishing Company].
Liang, Z.M. (1983). [Philosophies of Eastern and Western
Culture]. [Taipei: Le Ran Book Publishing Co].
Articles
Beyer, H. and Holtzblatt, K. (1998). Contextual Design: Defining Customer-Centered
System. San Francisco: Morgan Kaufmann.
De Laat, B. (2002) Panel 4 ID 151 Reversing lifestyles. Future energy technologies as
a focus for analysing future energy behaviour, Centre de Sociologie de Iinnovation,
Ecole Nationale Superieure des Mines de Paris.
Gaver, B., Dunne, T. & Pacenti, E. (1999). Cultural Probes. Interactions (1&2), 21-29
Leong, B.D., Lee, Y.H. (2011). Smarter All: Design and Design Research at the
People Centric Era for China. Asian Design Journal, Vol.6, 12-43.
Leong, B.D., Clark H. (2003). Culture-Based Knowledge Towards New Design
Thinking and Practice- A Dialogue. Design Issues. 19(3), 48- 58.
Leong B.D. (2004). Transustainability: Approaching sustainable design with
Eastern thinking. Journal of Asian Design, Vol.1, 112-116.
Ma, F. (2004), Lifestyle Segmentation of the Chinese Consumer, Asia Pacific
Conference, Shanghai: ESOMAR
Sanders, E. B.-N. (1999, September). Postdesign and Participatory Culture.
International Conference, Useful and Critical: The Position of Research in Design.
Conducted at UIAH, Helsinki, Finland.
55

Management Multidisciplinary Project (1)
(with embedded context in research and analysis for design and
business)
Objectives
Level
Credit value
This is the first of the two-phased ID&BM multi-disciplinary project in which project
teams seek to identify and extend the search space of an integrated design, business and
Pre-requisites
Nil
technological problem associated with an international or regional business environment

(profit making organisation, non-profit making organisation or public sector
Co-requisites
organisation). Research and analysis methods and techniques from both design and
Nil
business perspectives form the applied context of the first phase of this project.
Introducing and applying methods and techniques such as observational research,
Exclusions
product and technology roadmapping, market research, consumer behaviour analysis, etc.
Nil
ensures that the search space of the problem at hand is expanded to reveal new
possibilities for innovation. Project supervision is conducted by local tutor(s) with the
possibility of some supervision being conducted by one or more tutor(s) from the
international collaborative institutes when a cross-institute project team is formed.

Professional skills
1
Devise relevant strategies and plan to conduct research from the perspectives of
design, business and/ or technology.
Select and integrate appropriate research methods and techniques for data collection
from these three major fields.
Conduct systematic data analysis through design thinking process and approach.
Identify and address the design problems associated with specific business
environments and market segments through systematic analysis.
Write concise and compelling research reports that include briefs for further
development in a design setting.
Transferable skills
6
Articulate an understanding of socio-cultural, design, technological and economic

trends and apply these insights to problem framing.
Demonstrate project management and research presentation skills.
8 Work collaboratively within multi-disciplinary and multi-cultural settings.
Subject synopsis
The planning and design of a research project from a multidisciplinary perspective.
Methodologies that draw upon those introduced in earlier stages of the program,
along with new research methods introduced by subject tutors.
56
Approaches for integrating research methods from the fields of design, business and
technology.
The ideas and values of Design Thinking and Visual Strategies (e.g. ethnographic tools)
for design and business innovation.
The application of ethnographic tools and visualization techniques for data
management and analysis.
Data synthesis and drawing insights into problem framing within a multidisciplinary,
team-based setting.
Strategies for working with distanced collaborators within multicultural and
multidisciplinary settings.
Strategies or examples for writing concise, effective research reports that indicate a
thorough understanding of concepts, issues and potential audiences.
Initial idea of Frame Creation to prepare for the second phase of the ID&BM Multidisciplinary Project.
Final presentations and /or outcomes assessed by a panel composed of the tutors of
the School of Design (SD), tutor(s)/ expert(s) from the international collaborative
institutes and, where appropriate, representatives from project sponsor(s) outside the
SD.

Activity
Purpose
Seminar
To discuss concepts and theory and methodologies of research, design

and design thinking to the support of students projects and expanding
their contextual knowledge related to the assigned readings.
Guided
Study
To guide students on the development of research, individually and in

small groups
Research
To allow students to develop a practical mastery of research concepts,

methods and processes through conducting a research project.
Assessment methods
Assessment task
Weighting
Research Report
60%
Research Presentation
40%
Total
100%
Purposes
Research Report
To evaluate how students work together in group to conduct

researches, analysis and synthesis of findings, and identification or
initial framing of problem.
Research
Presentation
To evaluate how the students design to communicate their entire

learning process through written, oral and visual forms.
57

hours
Class contact
39
Seminar
10
Workshop
25
Presentation
84
Self-study
28
Project work
56
123
Resources
Books
Bowles, C. & Box, J. (2011). Undercover user experience: Learn how to do great UX
work with tiny budgets, no time and limited support. Berkeley, CA: New Riders.
Creswell, J. W. (2002). Research design: Qualitative, quantitative and mixed
methods approaches (2nd ed.). London: Sage Publications.
Kumar, V. (2012). 101 Design Methods: A Structured Approach for Driving
Innovation in Your Organization. Wiley
Kuniavsky, M. (2003). Observing the user experience: A practitioner's guide to user
research. San Francisco, Calif.: Morgan Kaufmann.
Liedtka, J. and Ogilvie, T. (2011). Designing for Growth: A Design Thinking Tool Kit
for Managers. New York, Chichester/ West Sussex: Columbia Business School.
Richards, L. (2005). Handling Qualitative Data. London: Sage.
Stickdorn, M., Schneider, J. (2010). This is Service Design Thinking: BasicsTools
Cases. Amsterdam: BIS Publishers.
Woofitt, R. (1992). Telling Tales of the Unexpected: the Organization of Factual
Discourse. Savage, Md.: Barnes & Noble Books.
Articles
Dorst, K. (2006). Design Problems and Design Paradoxes, Design Issues, 22(3), 4-17
Dorst, K., (2011) The core of Design Thinking and its application, Design Studies,
32(6),521-532
58

Management Multidisciplinary Project (2)
(with embedded context in Frame Creation)
Objectives
Level
This is the second of the two-phased ID&BM multi-disciplinary project in which project
Credit value
teams seek to design and develop a solution based on the extended search space and
Pre-requisites
problem definition established during the first phase of the project. Frame Creation is the
SD5171
core concept for the design and development of an innovative and relevant solution.
Students are expected to complete the design process from ideation to implementation,
Co-requisites
including the verification of design solution(s) through prototyping and simulation. This
Nil
project also seeks to synthesise learning within the specialism using relevant concepts,
Exclusions
models, methods and techniques to derive an innovative solution. Project supervision is
Nil
conducted by local tutor(s) with the possibility of some supervision being conducted by
tutor(s) from the international collaborative institutes when a cross-institute project team
is formed.

Professional skills
1
Comprehend the fundamental concept of Frame Creation for design and business
innovation.
Become familiar with problem framing/ reframing; and the application of the Frame
Creation approach and process in solving complex challenges.
Strengthen their skills of rapid prototyping, design simulation and visualisation of

design thinking (embedded in the Frame Creation process) through a multidisciplinary project.
Transferable skills
4 Work effectively within multidisciplinary and multicultural settings.
5 Demonstrate project management, communication and presentation skills.
6 Demonstrate creative and critical thinking, in additional to national responsibility and
cultural appreciation.
Subject synopsis
The essential concepts and theories of Frame Creation.
The nine-step process of Frame Creation and its core concept of oscillation which is
central to design thinking.
The application of visual strategies, prototyping and simulation skills within the
process of design thinking in multidisciplinary, team-based settings.
Workshop(s) and seminars designed to impart the practice and sharing necessary to
familiarise the related processes and techniques.
The application of methodologies that draw on those introduced in the ID&BM
Multi-disciplinary Project (1) and earlier stages of the programme.
59
Interim and final presentations and assessment by a panel composed of the tutors of
the School of Design (SD), tutor(s)/expert(s) from the international collaborative
institutes and, where appropriate, representatives from subject/project sponsor(s)
outside the SD.

Activity
Purpose
Seminar
To discuss concepts of Frame Creation and to exercise its process to the

support of students projects and expanding their contextual knowledge
related to the assigned readings.
Workshop
To discuss assigned readings and practices of process related to Frame

Creation to support students project and expanding their contextual
knowledge.
Guided
Study

small groups
Project
To allow students to develop a practical mastery of Frame Creation

concepts, methods and processes through the development of a design
proposal.
Assessment methods
Assessment task
Weighting
Learning journal
20%
Project
70%
Workshop
10%
Total
100%
Purposes
Learning journal
To evaluate the students critical reflections on their learning and

teamwork experiences, how they have made connections between
the concepts discussed in the subject with other areas of learning
and their everyday lives, responses to assigned readings and their
project development processes.
Project
To evaluate how the students have applied taught theories, concepts

and methods introduced to practical context in projects.
Workshop
To evaluate whether the students can apply the theories and

principles introduced in seminars and workshops in short interactive
exercises.
60

hours
Class contact
72
Seminar
Workshop
25
Guided Study
Project
18
Presentation
12
168
Self-study
28
Project work
140
240
Resources
Books
Dorst, K. (2013). Frame Creation - a design-based methodology for driving
innovation, Cambridge MA: MIT Press
Lawson, B., Dorst, K. (2009). Design Expertise, Oxford: Architectural Press
Liedtka, J. and Ogilvie, T. (2011). Designing for Growth: A Design Thinking Tool Kit
for Managers. New York, Chichester/ West Sussex: Columbia Business School.
Richards, L. (2005). Handling Qualitative Data. London: Sage.
Stickdorn, M., Schneider, J. (2010). This is Service Design Thinking: BasicsTools
Cases. Amsterdam: BIS Publishers.
Articles
Dorst, K. (2006). Design Problems and Design Paradoxes, Design Issues, 22(3), 4-17
Dorst, K., (2011) The core of Design Thinking and its application, Design Studies,
32(6),521-532
Website
Designing Out Crime (DOC) research centre
http://www.designingoutcrime.com
61
Objectives
Level
Credit value
5
5
The aim of this subject is to accompany and support graduate students during the
writing of their masters thesis. This subject requires students to critically reflect on the
Pre-requisites
learning journey of the specialism, and codify their personal and professional learning
SD5171, SD5172
that influences their multi-disciplinary mindset, understanding of international business
Co-requisites
settings and professional standing, both positively and negatively. The objective is to
Nil
enable students to identify an area of interest for a comprehensive review of existing

discourses in relation to students individual or sectoral professional development, based
Exclusions
on the learning reflection.
Nil
The Capstone Reflective Thesis is an individual assignment. Topic or area of interest

must be approved by the subject coordinator and subject supervisor. The course will
require reading of design research and thesis writing materials to organize their paper
work.

Professional skills
1
Plan, execute and reflect in thesis format about international design and business
management and/or related research.
Proficient with tools and methods in the multi-disciplinary context.
Coordination and combination of individual professional standing and learning

journey.
Transferable skills
4
Critical thinking, creative thinking, and cultural appreciation
Communicate ideas effectively in written, oral and visual forms.
Academic/thesis writing
Academic publishing
Subject synopsis
Understand basic information about academic/thesis writing through reading
assigned research reports and papers.
Develop creative and critical analysis of design and business in various context.
Consider the relation between design and management as a complex range of
processes and applications with very different potential for business development.
Strategies for fulfill outcomes demonstrating a high level of synthesis leaning journey.
Strategies for extend reflections to future professional development.
62

Activity
Purpose
Seminar
To discuss assigned readings related to defining and pursuing reflective

thesis.
Guided
Study
To guide students on the development of their self-defined research

area/interesting individually.
Assessment methods
Assessment task
Weighting
Learning journal
30%
Thesis
70%
Total
100%
1 2
Purposes
Learning journal

discussed in the programme with other areas of learning and their
individual professional background, responses to assigned readings.
Thesis
To evaluate students' reflections on the subject matter covered and

how it is manifested in actuality, as well as their communication skills
through involving any illustrations, maps, diagrams or charts to
propose the results efficiently.

hours
Class contact
12
Guided Study
12
120
Execution of research study
78
Paper work
42
132
Resources
David Evans and Paul Gruba (2002). How to Write a Better Thesis. 2nd edition.
Melbourne University Press, Melbourne.
Hellmut R. Lang and David N. Evans (2006). Models, Strategies, and Methods for
Effective Teaching. Pearson, Boston.
John W. Creswell (2003). Research Design. Qualitative, Quantitative and Mixed
Methods Approaches. 2nd edition, Sage Publications, Thousand Oaks, CA.
Wayne C. Booth, Gregory G. Colomb and Joseph M. Williams: The Craft of Research.
2nd edition. University of Chicago Press, Chicago.
63
SD5201 Collaborative Design and Technology
Objectives
Level
Credit value
The aim of this subject is to provide a theoretical foundation and practical knowledge
5
3
required in design collaboration. Collaborative design thinking, digital practice in

design communication, experiencing the development in the field of design and
Pre-requisites
collaboration in Chinese Mainland form the core of this subject, which gives the
Nil
students an unique opportunity to understand the cognitive, psychological, and social
Co-requisites
aspects of design, in increasingly connected and coordinated global and regional
Nil
environments. As part of this subject, a three days study trip is designed to allow the
students to understand the mainland industry, research and educational institutions
Exclusions
in the cultural and historic environments, and the context of making fast
Nil
advancement benefiting from the integration of interdisciplinary knowledge and

technologies.

Professional skills
1
To understand design collaboration in terms of its cognitive processes,
To develop collaborative wisdom through the theory of action psychology,
To develop models and processes facilitating effective design communication and

collaboration,
To master the process of digital practice through collaborative exercises.
Transferable skills
5
The ability in dealing with the complexity arising from design collaboration,
Transferring digital practice in their domains of design and applications, and
The skills of applying the knowledge and understanding of mainland design industry,
to enable their collaborations with the manufacturers or design partners in China.
Subject synopsis
Collaborative design and communication models,
Theory of action psychology of design collaborations,
Cognitive processes of design collaborations,
Social and cultural trends in art and design fields,
Digital techniques and environments facilitating design collaborations,
Study trip to mainland for cultural and industrial visits, workshops, and invited
lectures,
Design collaboration projects involving 3D product modeling and 3D printing.

Activity
Purpose
Lectures
Lectures and invited lectures provide theoretical foundation for the

subject, digital practice with guidance and supervision gives the
students hands on experience in accessing the latest digital tools and
environments for design collaboration
Study trip
The study trip further broadens the knowledge scope of the students by
visiting design institutions and industrial organizations including state
64
own factories or design firms that are unavailable in Hong Kong.

Collaborative
Projects
The students will be grouped in the collaborative exercise in which

each group is trained to use the same digital tool and environment to
a complete design tasks, that are designed to show the complexity
and constraints in design collaboration.
Assessment methods
Assessment task
Weighting
Study trip report
25%
Collaborative Project
35%
Individual Report
40%
Total
100%
Purposes
Study trip report
To evaluate the students understanding of Chinese cultural and

social development and their relevance in stimulating creativity in the
process of collaboration where designers work for people and work
among themselves addressing meaningful problems in the society in
competitive environments;
Collaborative
Project
To evaluate how students perform in a collaboration of designing

involving new technologies such as digital modeling and 3D printing
for which they have to rely on each other in order to achieve the
expected results.
Individual Report
To assess the students abilities in comprehending the subject with

competence in describing the collaborative process and the
technologies used in an academic manner that has a reasonable
amount of research effort.

hours
Class contact
35
Lecture
13
Practical
10
Field Study
12
42
Self-study
12
Project work
30
77
Refeneces
Eckert C, Maier, A, and McMahon, C, 2005, Communications in Design, in Clarkson
and Eckert (Eds.), Design Process Improvement A review of current practice,
Springer, 2005.
Vajna, S, 2005, Workflow for Design, in Clarkson and Eckert (Eds.), Design
Process Improvement A review of current practice, Springer, 2005.
65
Edwards, A, and Wilson, J., 2004, Implementing Virtual Teams A guide to

organizational and human factors, Gower, 2004.
Sachsenmeier, P, and Schottenloher, M, 2003, Challenges Between Competition and
Collaboration, The Future of the European Manufacturing Industry, Springer,
2003.
Peng, C, 2001, Design through Digital Interaction computer communication and
collaboration on design, Intellect, 2001.
Neilson, R., 1997, Collaborative Technologies and Organizational Learning, Idea
Group Publishing, 1979.
Mitchell, W. J., 2004, Challenges and Opportunities for Remote Collaborative
Design, in Bento, et al, (Eds.), Collaborative Design and Leaning Competence
Building for Innovation, International Series on Technology Policy and Innovation,
Praeger.
Anumba, C. J., 2004, Information and Communication Techniques to Facilitate
Collaboration in Architecture, Engineering, and Construction, in Bento, et al, (Eds.),
Collaborative Design and Leaning Competence Building for Innovation,
International Series on Technology Policy and Innovation, Praeger.
Filos, E, 2003, eEurope and the European Research Area:EU Policies to Address
Major Business and Work Challenges, in Sachsenmeier, P, and Schottenloher, M,
2003, Challenges Between Competition and Collaboration, The Future of the
European Manufacturing Industry, Springer, 2003.
Beyerlein, M., Harris, C., 2004, Guiding the Journey to Collaborative Work Systems
A Strategic Design Workbook, Pfeiffer, 2004.
Buckman, R. H., 2004, Create Virtual Teams, in Building a Knowledge Driven
Organization, McGrow-Hill, 2004.
Roger, et al, 2002, Managing Product Development Teams Effectively, in Belliveau,
P, et al (Eds.), The PDMA Toolbook for New Product Development, John Wiley &
Sons Inc. 2002.
Fitzpatrick, G, 2003, The Locales Framework: Understanding and Designing for
Wicked Problems, Kluwer Academic Publishers, 2003
Coovert, M. D. and Thompson, L. F., 2001, Computer Supported Collaborative
Work, Sage Publications, 2001.
Brown H. and Chalmers M., 2003, Tourism and Mobile Technologies, in Kuutti K et
al (Eds.), ECSCW: Eighth European Conference on Computer Supported Collaborative
Work, Kluwer Academic Publishers, 2003.
Li Le Shan, Industrial Sociology, 2004, China Higher Education Press, Beijing,
PRC.
Li Le Shan, Psychology of Industrial Design, 2002, China Higher Education Press,
Beijing, PRC.
66
SD5202 Innovative Products and Services Development
Objectives
Level
Credit Value
5
3
Success in a dynamic global economy requires multi-disciplinary teams to collaborate

and innovate in order to meet the needs of society, business, industry and
government. Innovation is the process of creating new products, services, processes,
systems and organizational models for the purpose of generating new value. A model
Pre-requisites
Nil
of innovative product/service management developed by Carnegie Mellon University

School of Design provides the basis of this subject. Students are required to apply this
Co-requisites
model to a new breakthrough product/service from concept (product / service
Nil
planning stages) through prototyping (product / service approval stages),
Exclusions
manufacturing /operational development (product / service launch stages) and to
Nil
marketing (product / service positioning stages).

Professional skills
1
Comprehend and apply the iNPD, integrated New Product Development process
Apply tools including SET Factor Analysis, VOA (Value Opportunity Analysis),
scenario building and list reduction tools
Carry out collective decision making in a design context
Transferable skills
4
Demonstrate critical analysis of the context of design (user, business environment,

culture, etc.)
Construct effective arguments through research and useful visuals, written and oral
communication
Collective decision making
Subject synopsis
What drives new product development?

o SET Factors The constantly changing social, economic, and technological forces
that lead to the changes of product contexts, and create new product
opportunities.
o
Value Opportunity Analysis with focus on consumer-based value identification
A comprehensive approach to user-centered, integrated new product

development (iNPD). iNPD A four-phase integrated process that begins with
identifying product opportunity and ends with the realization of a well-developed
product concept.
Emerging topics in design:

o
Design thinking: a process for innovation; understanding the uniqueness of
design thinking applied in the broader context of business
o
Experience Innovation: an evolving practice to innovate in service and experience

environments within business economics
67
Learning and Teaching Methods:

Activity
Purpose
Lecture,
Presentation
To present and discuss concepts, theory, innovation methodologies and

knowledge of general relevance to the support of students design projects
Guided
Study

small groups
Typically, each session will start with a lecture / seminar outlining major theoretical
perspectives, sample case studies and key activities. Work-sessions, group discussions,
concept presentations and reviews will help as key activities to ground the learning
process. Active participation in contributing to the topic is highly recommended.
Student groups will work on a new product/service development project, hypothetical
or real. Each student will prepare an individual written report based on team project
outcomes, highlighting further development of product or service concepts in more
depth.
2:30pm 9:30pm
Day 1
Sat
Day 2
Sun 10:30am 5:30pm
User Research in iNDP

Value Opportunity Analysis
Team tutorial
Day 3
Sat
Stakeholder Analysis
Fundamental Knowledge of Product and Service
Design
Team tutorial
Day 4
Sun 10:30am 5:30pm
Design Thinking and Experience Innovation

Team tutorial project presentation preparation
Day 5
Sat
Final presentation
Tutorial individual project direction
confirmation and progress reporting
2:30pm 9:30pm
2:30pm 9:30pm
Submission TBC Mid-night

Date
Introduction (Course philosophy, structure,

expectations, grading)
Design and Innovation
Creating Breakthrough Products
Team formation
Submit individual report before Mid-night
Assessment Methods
Assessment task
Weighting
Individual Report
60%
Team Project
30%
Class Participation/Peer Assessment
10%
Total
100%
Purposes
Individual Report
Team Project
68
The Report will be evaluated for both intellectual content (quality of

argument, accuracy of representing the ideas discussed by authors,
and imagination in developing ideas) and written presentation.
For the group presentation, collaboration among team members is
very important. Usually members from the same group will have the
same grade for group presentation (style, speech skill, engagement

with audience, visual appearance). However, ineffective participation
of group activities might affect individuals grades on the
presentations.
Class
Participation
Active participation in contributing to the topic and engaging in

collective decision-making is highly recommended.

hours
Class contact
35
Lecture
Workshop
17
Guided Study
Presentation
48
12
Final paper
36
83
Resources
Cagan, J, C.M. Vogel, 2002. Creating Breakthrough Products: Innovation from
Product Planning to Program Approval. Prentice Hall
Keeley, L., Walters, H. and Pikkel, R. 2013. Ten Types of Innovation: The Discipline of
Building Breakthroughts. John Wiley & Sons
Brown, T. with Katz, B. 2009. Change By Design: How Design Thinking Transforms
Organizations and Inspires Innovation
Pine, J. and Gilmore, J. 2011. The Experience Economy Updated Edition (Beyond
Goods and Services)
69
SD5215 Introduction to Ergonomics
Objectives
Level
Credit value
The aims of this subject are to develop the students awareness and understanding of
5
3
Ergonomics, Anthropometrics, Human Factors and Standards and Testing. Students
Pre-requisites
will study products and services which embrace the unique physical and cognitive
Nil
requirements of the Asian market.
Co-requisites
Nil
Exclusions
Nil
Professional skills
1
Comprehend ergonomic approaches to design
Apply ergonomic information in the product development process
Analyze and apply anthropometric information
Identify Asia-specific ergonomic issues
Transferable skills
5
Demonstrate critical thinking and creative thinking related to user centered design
Demonstrate ergonomic information effectively in written, oral and visual forms
Subject synopsis
Basic concept of ergonomics and human factors
Knowledge on physical ergonomics and cognitive ergonomics
Static and dynamic anthropometry
Chinese body measurements
Ergonomics issue in environmental signage
Product evaluation and usability test
International standards and testing

Activity
Purpose
Lecture

students design projects
Workshop
To teach through in-class activities such as practice and experiment
Guided
Study

small groups
Assessment methods
Assessment task
Weighting
Participation
20%
Project Report
60%
20%
Total
100%
70
Purposes
Participation
To evaluate the students understanding of taught methods and

knowledge, and their critical thinking skill.
Project Report
To evaluate the students understanding of taught theories and

methods, and how the students have applied learned knowledge to
carrying out an ergonomics study for a specific topic
In-class
presentations
To evaluate the quality of findings, analysis, problem identification,

and professionalism of presentation/ communication.

hours
Class contact
35
Lecture
Workshop
Guided Study
Presentation
17
49
Self-study
17
Project work
32
84
References
Norman, D. 1994. The Design of Everyday Things, Doubleday: New York.
Baxter, M. 1995. Product design: Practical methods for the systematic development
of new products, Chapman & Hall: London.
Tilley, A.R. 2002. The Measure of Man & Woman: Human Factors in Design, John
Wiley & Sons: New York.
Pheasant, S. and Haslegrave, C.M. 1996. Bodyspace: Anthropometry, Ergonomics
and the Design of Work, Third Edition, Taylor and Francis: London.
Wickens, C.D. and Hollands, J.G. 2000. Engineering Psychology and Human
Performance, Third Edition. Prentice-Hall Inc.: N.J.
Sanders, M.S. and McCormick, E.J. 1993. Human Factors in Engineering and Design,
Seventh Edition (International), McGraw-Hill Inc.: New York.
International Organization for Standardization, 1996. Basic human body
measurements for technological design, ISO 7250:1996.
ASTM International, 2008. Standard Test Methods for Equipment and Procedures
Used in Evaluating the Performance Characteristics of Protective Headgear, ASTM
F1446.
71
SD5216 Introduction to Intellectual Property:

fundamentals and strategy
Objectives
Level
Credit value
The concepts of creativity, ideas, solving technical problems are translated in legal
terms under one large heading: intellectual property. In your professional life as a
designer, you will be creating intellectual property without even noticing it. Up until
few years ago this would not have had great consequences in the way you would
conduct your business every day. Today the global system is more and more aware of
this volatile concept and worries about it, while internet has exponentially
accelerated this awareness process. Questions arise such as What is intellectual
property? What are the rights attached to it, what the risks? What are you, as a
designer, allowed to do and not to do? In order to find these and many other answers,
this subject will have two main objectives: understanding intellectual property and
managing intellectual property at the intersection of design, architecture, business and
technology.
Pre-requisites
Nil
Co-requisites
Nil
Exclusions
Nil

Professional skills
1
Appreciate and understand intellectual property, identifying the different rights

related to it
Demonstrate the ability to recognize, analyze and discuss the intellectual property
aspects in a given situation
Apply theories to real-life scenarios
Transferable skills
4
Create concern and overcome fears about intellectual property
Develop ability to plan, organize and prioritize the intellectual property aspects of
your daily professional life as a designer
Subject synopsis
This subject provides an introduction to intellectual property for professionals in the
design field without legal background. It aims at providing students with a basic and
sound working knowledge of the topic, under two main directives: understanding and
managing. Understanding what is intellectual property is the first step: the subject will
illustrate the basic types of protection, that is patents, trade marks, designs and
copyright (with a specific focus on the last two), as well as other means of protection
such as trade secrets, software protection. Once this is achieved, the subject looks at
the basic tools to manage intellectual property, so as to allow students in their
professional life to place themselves in the best position with respect to their own
rights and the rights of others.
The subject is structured in five different topics: Introduction to Intellectual Property,
Trade Marks, Copyrights, Designs, Patents. The emphasis of each will be lectures, case
studies, class discussion and practical tips with interactive exercises designed to
simulate scenarios commonly faced by those who create intellectual property. Guest
speakers will also be invited to provide their unique standpoint on specific matters.
Special topics will include:
Historic roots of intellectual property protection and rationale
Online protection of IP and fair uses of IP
Licensing and cross-licensing
Basics of IP in general contracts and in non-disclosure / confidentiality agreement
Dealing with intellectual property in China
Parallel imports
72

Activity
Purpose
Seminar
Focus on a specific issue within the day's topic

Guest talks will be arranged to provide students with a non-academic
insight to the topic from professionals in the market place
Lecture
Give students a structured insight of the topic and provide them with
understanding and interpretation tools
Workshop
Comment on assigned readings and groups' presentations to engage in

class discussion
Assessment methods
Learning outcomes to be
assessed
Assessment task
Weighting
25%
Assigned homework / class presentation
20%
Final paper
55%
Total
100%
Purposes
In-class contribution
Assigned readings /
class presentation
Final paper
Students' contribution to lectures, seminars and workshops

Completion of assigned readings and presentation to the class of a
group analysis on a given issue
A written report shall be prepared by each student choosing from a
list of topics distributed on day 1, which will address scenarios where
intellectual property is at stake. Students will be expected to show
understanding of the assigned readings and class lectures to critically
comment on the chosen topic.

hours
Class contact
35
Lecture
Workshop
18
Guided Study
48
12
Final paper
36
83
73
References
Books
Bentley, L. Sherman B., Intellectual Property Law, Oxford University Press, 2014,
4th Ed.
Bosworth, D. Webster, E. (eds.), The management of intellectual property,

Cheltenham Northampton, 2006
Cohen, J.E. Loren, L.P. Okediji, R.G. Orourke, M.A., Copyright in a global
information economy, Aspen Law & Business, New York, 2010, 3rd Ed.
Cornish, W. Llewelyn, D., On intellectual property: patents, copyright, trade marks

and allied rights, Sweet&Maxwell, 2013, 8th Ed.
Gosseries, A. Marciano, A. Strowel, A. (eds.), Intellectual Property and theories of

justice, Basingstoke, Palgrave Macmillan, 2008
Julier, G. Moor, L., Design and Creativity: Policy, Management and Practice,
Bloomsbury Academic, 2009
Lessig, L., The Future of Ideas, 2001, freely downloadable at http://www.the-futureof-ideas.com/download/lessig_FOI.pdf.
Long, D.L. D'amato, A., A coursebook in International Intellectual Property, West

Group, St. Paul, Minn., 2000
MERRYMAN, J.H. ELSEN, A.E. URICE, S.K., Law, ethics, and the visual arts,
Kluwer Law International, 2007, 5th Ed.
Moore, D.A., Intellectual property: moral, legal, and international dilemmas,

Rowman & Littlefield, 1997
PENDLETON, M.D. LEE, A., Intellectual Property in Hong Kong, Lexis Nexis,
Hong Kong Singapore Malaysia India, 2008
74
SD5303 A Proposition for Design Vision and

Opportunity
Objectives
Level
Credit Value
This final capstone is not a thesis, but is a focused report that acts to bring together
students reflections and apply them towards the future.
At the centre of this is a Report in which students should explore a design scenario
Pre-requisites
that represents an emerging or future opportunity for design in the context of society,
Completion of 28 credits
business or the life of individuals. This can be a real scenario related to students
Co-requisites
career or employment, or it may be of a speculative nature and applicable to other
Nil
people or organisations.
Exclusions
Within this scenario, students should address:
Nil
The integration of design, development and management of products and services in

social, cultural and/or business contexts through a process-based and market-driven
approach.
The nature of value that design can create e.g. whether this is adding incremental
value or creating new categories of value
The scope of innovation in this and how/ when/ where it is in evidence

The possible creation of new solutions and/or breakthrough concepts that critically
and practically question current design conventions
Subject synopsis
Skills to write in a way that all or part of it could be presented in a publication for an
industry/ public audience. As such, the argument should be lean and clear, and the
style used should help relate design issues to the concerns of other parties in business
and society.
Appropriateness of selected concepts and their application, especially as these indicate
the integration of design, development and management of products and services
Coherent and insightful understanding of processes of designs management,
deployment and development.
Attention to contexts, including markets, social and cultural circumstances, and
organisational settings.
Quality of analysis and scenario construction.
Appropriateness of visuals, where used.
Intended Learning outcomes

Professional skills
1
Construction of a compelling scenario
Creating an argument supported by professional references and evidence
Transferable skills
3
Creative and critical analysis of circumstances for design in a variety of contexts
75
Learning and Teaching Methods:

A half-day workshop will be held to begin the report and discuss approaches and
expectations. Students will thereafter work independently, but an additional 4 contact
hours are available for individual tutorials.
The template at the end of this description gives an indicative structure for the Final
Report/Portfolio.

Activity
Purpose
Tutorial
An evening workshop will be held to begin the report and discuss

approaches and expectations. Students will thereafter work independently,
but an additional 4 contact hours are available for individual tutorials.
Guided
Study
Students will work independently but an additional 4 contact hours are

available to discuss the concepts and guide them on the development and
structure of the paper.
Assessment methods
Assessment
task
Weighting
Report
100%
(normally up
to 8,000
9,000 words)
Total
100%
Purposes
Report
To evaluate students competency in synthesising concepts and

approaches gained from learning experiences on the specialism, as well
as potential for creating new directions or breakthrough concepts.
The Report is envisaged mostly as a text which can include suitable
visual supports, including graphs, photos, etc. Such visuals are not
required, but should be considered if they strengthen and clarify the
case being made. If the topic is primarily of a visual nature, images
should be included in support of the text.
The Report may be supported by a Portfolio of references or excerpts
from other subjects completed for the study. This Portfolio is not
required and should only be included if it assists in clarifying the
presentation made in the Report.
With luck, we will approach some of the students about getting this
published there is a great need to influence and educate about design
in our society. Note: We also welcome students to write about a specific
context in which they are involved and which must remain confidential
for business reasons we will respect such a requirement.
76

hours
Class contact
12
Guided study
12
120
Self-study
78
Paper work
42
132
Resources
The student should revisit the readings/ resources for the subjects already completed
to refresh their understanding. It is expected that this will lead to a need to pursue
some further investigation to deepen insights. The report should include a
bibliography.
77
SD5400 Vision and Change

Level
Credit Value
5
1
The aim of this subject is to educate masters levels students about the HKPolyU
School of Designs educational philosophy, methods and goals. This course will be the
first module required by all students of Master of Design Scheme. It is an interactive
course which uses lectures, team building workshop and participatory exercises to
define and understand issues surrounding graduate design studies. This course is a 2day, one credit intensive workshop.
Pre-requisites
Nil
Co-requisites
Nil
Learning outcomes
Exclusions
Professional skills
Nil
To strengthen knowledge of user-centered design.
To develop understanding of cultural issues in design.
To develop understanding of the role of design research.
To develop communication skills.
To develop teams skills.
Indicative Contents
Introduction - to introduce the Master of Design Scheme, the teaching staff and the
participants.
Orientation - to help participants to clarify their expectations of the Scheme, their own
learning aims and their approach to learning. To clarify the philosophical
underpinnings of School of Designs approach to design studies.
Teambuilding - to emphasize the importance of teamwork, especially in the context of
MDes AP study, and to encourage participants to reflect on the nature of teamwork
and their own approach

Activity
Purpose
Seminar
To discuss emerging issues in design
Team Work
To build up team skills and collegiality to develop professionalism

hours
Class contact
13
Seminar
Workshop
10
10
Team work
10
23
Assessment methods
Participation
78
A Pass/Fail grading system will be adopted
Objectives
Level
Credit Value
5
4
The aim is to enable students to have an in-depth understanding of the ways strategic
design has practically functioned in different industries, coherent with theories under
different context. Regional case studies in China will be used as effective tools in
learning and teaching for this subject. Major issues like China government policies,
economic, cultural, social and managerial system will be discussed for their
significance in affecting strategic design approach in relation to market product and
services in China.
Pre-requisites
Co-requisites
SD5018
Exclusions
Nil
Professional skills
1
To develop key concepts of value creation, and their application to different kinds of
businesses
To develop knowledge and understanding of brand experience strategies in China
To develop knowledge and skills in identifying strategic design issues, and using
strategic design tools related in product and service design
To reinforce real-world project development - design process from concept to

prototype
To develop knowledge of advance concept prototyping
To reinforce project management skills related to designer-client relations
Transferable skills
7
To nourish the aspects of strategic design thinking, product planning and brand
awareness in the China market
Subject synopsis
Key concepts of value creation, and their application to different kinds of businesses
The complexity of product systems and networks where products, services and
communication are integrated
The design system and its active roles in the wide spectrum of the supply chain,
leading to business success
Case studies will look into varies types of companies, adopting varies strategies such
as brand power to differentiate and position
The issues involved in the switch from OEM to higher value in China
Design development process management and evaluation
Real-world project development - design process from concept to prototype
Creating conceptual prototypes for development.
Presentation
79

Activity
Purpose
Seminar
To discuss concepts and knowledge to apply the learning of design and

value creation in the development of design concept.
Guided
Study
To guide students to synthesize product /system/ service planning in

developing final outcomes.
Self-study
and Team
work
To transfer project insight and its related trends between individuals and
groups
Assessment methods
Assessment task
Weighting
Research presentation
25%
Interim presentation
25%
Final Presentation
50%
Total
100%
Purposes
Research
presentation
To evaluate quality and depth of the students research outcomes in

response to discovered design opportunities
Interim
presentation
To evaluate how the students have applied value creation concept to

develop design-led business strategies in China
Final Presentation
To evaluate project for completeness, creativity and design outcome

in a professional manner.

hours
Class contact
52
Seminar
10
Guided study
15
Project
17
Presentation
10
80
Self-study & Project work
80
132
Resources
Books
Norman, Donald, (1994). The Design of Everyday Things. New York: Pirkl, J.
Papanek, Victor (1979). Design for the Real World
Vogel, Craig (2001). Breakthrough Product Design
80
Bruce, Margaret and Bessant, John. (2002) Design in Business: Strategic Innovation
Through Design. London: Financial Times Prentice Hall.
Heskett, J. (2003) Shaping the Future, Design for Hong Kong. A Strategic Review of
Design Practice and Education, Design Task Force Report. The School of Design, The
Hong Kong Polytechnic University.
Heskett, J. (2002) Toothpicks and logos: Design in Everyday Life. New York: Oxford
Press.
Lee Tak Chi (2011) Innovation by strategic design collaboration-A platform for designindustry collaboration
Magazines
Design Management Journal
Design Studies
Harvard Business Review
Marketing Journal
The Journal of Product Innovation Management
Internet References / Web Sites

http://www.dmi.org (Design Management Institute)
http://www.idcha.cn (China Industrial Design)
81
Objectives
Level
Credit Value
5
4
The subject aims at a comprehensive design synthesis which identifies characteristics

of contemporary Chinese Lifestyles. The outcome should demonstrate an
understanding of undergoing lifestyle transformation with a combination of three
different points of view (i.e., a concern for socio-economic trends and how these are
Pre-requisites
SD5018
experienced at the level of individuals, technological innovation and how it enables

changing social practices, and accompanying changes in cultural values).
Co-requisites
Students are asked to categorize a set of design research methods for acquiring design-
SD5202
relevant data about lifestyle and experience, and analyze it in tandem with other
Exclusions
social, economic and quantitative information with a view to finding business
Nil
opportunities for design development. It will be undertaken together with one or more
industrial partners or research labs of the School of Design.

Professional skills
1
Develop knowledge of research methods and resources relating to social trends and
changes, including both quantitative and qualitative materials
Carry out analysis of research finding methods
Demonstrate understandings of user-centered research, design process and method
Manipulate real-world project development and the process of generating design

scenarios and business prototypes
Create sophisticated design briefs and effective design proposals
Carry out project management skills, i.e., designer-client interface
Transferable skills
7
Demonstrate critical thinking, creative thinking, national responsibility and cultural

appreciation.
Subject synopsis
Development of design scenarios and prototypes that derive from an understanding of
specific type of design project
Discipline working with an specific industrial partner, design consultants or School of
Design Research Lab
Development of techniques for gathering user-centered information and evaluating
such materials
Development of project briefs that responds to emotions and aspiration and
conceptual business prototypes
Professional presentation skills that explain a thorough understanding of concepts,
issues and potential audiences.
82

Activity
Purpose
Seminar

students capstone projects
Guided
Study
To guide students on the development of their project progress, individually

and in small groups
Self-study
and Team
work
groups
Assessment methods
Assessment task
Weighting
Research presentation
25%
25%
Final Presentation
50%
Total
100%
Purposes
Research
presentation
To evaluate quality and depth of the students research outcomes in

response to discovered design opportunities
Interim
presentation
To evaluate how the students have applied design methods to their

design solution that convince future scenarios that link design with
social transformation.
Final Presentation

in a professional manner.

hours
Class contact
52
Seminar
10
Guided study: group and individual
15
Project
17
Presentation
10
80
80
132
Resources
Students should draw upon materials introduced at earlier stages of the programme.
These should be supplemented with materials relevant to the individual character of
the project.
Chaney, David. (2002). Cultural Change and Everyday Life. New York: Palgrave.
83
Frisa M.L, Lupano M., Tonchi S., Antonelli P., Muschamp H., Pearlman C. (2002)
Total Living. Milan: Charta.
Gobe, M. (2001). Emotional Branding: The New Paradigm for Connecting Brands to
People. Allworth Press.
Mau, Bruce. (2000) Life Style. Phaidon.
Mau, Bruce. (2004) Massive Change. Phaidon.
Pink, Sarah (2001) Doing Visual Ethnography : Images, Media and Representation
in Research. London: Sage Publications.
Wheeler, A. (2003). Designing Brand Identity, John Wiley & Sons.
Lau Chong chor and Yang C.K. (1998), The Chinese Society: from no Change to
Great Changes (in Chinese). Hong Kong: Chinese University Press.
(2002), , .
Internet References / Web Sites

Research-design cycles used by Intel and Philips, e.g:
http://www.intel.com/research/people/bios/bell_g.htm
Statistical data, e.g.

National Bureau of Statistics of China: www.stats.gov.cn/english/
Invest Hong Kong (government agency): www.investhk.gov.hk
Lifestyle analysis e.g

http://www.shrinkingcities.com (texts by Regina Bittner and others, Dessau
Bauhaus)
84
Objectives
Level
Credit value
Pre-requisites
Nil
Co-requisites
SD5018, SD5104
Exclusions
Nil
5
4
The aim of this subject is to develop complete design solutions for products, services
and networks with a focus on commercialization. Students will develop products and
services which embrace the unique physical and cognitive requirements of the
experience economy.
Learning outcomes
Professional skills
1 Research and discover emerging Design trends
2 Apply systems thinking skills in analyzing complex design problems and designing
integrated solutions of products and services
3 Identify all stakeholders through user-centered research.
4 Apply knowledge of product design process from concept to commercialization.
5 Demonstrate project management skills. (designer-client user)
Transferable skills
6 Demonstrate critical thinking, creativity, design and entrepreneurship.
Subject synopsis
Researching and identifying elements of design experience
Observing and decoding human behaviors in interacting with products and services
Experience-driven approaches to design
Integrating new materials and technologies
Prototyping & testing of design concept
Communication and presentation for ecommerce.

Activity
Purpose
Seminar
To discuss design trends, test new technologies, and innovative

commercial startups
Guided
Study

small groups
Project

methods and processes through the development of a fully resolved design
project.
85
Assessment methods
Assessment task
Weighting
Concept presentation
20%
Development presentations
20%
Final Presentation
60%
Total
100%
Purposes
Concept
presentation
To evaluate quality and depth of the students initial research ideas

in response to the project brief
Development
presentations

design solution
Final Presentation

hours
Class contact
52
Seminar
10
Guided study: group and individual
15
Project
17
Presentation
10
80
80
132
Resources
Books
Ball, R, Overhill 2011. DesignDirect, Ptec HK.
Anderson,C. 2011 Makers; the next industrial revolution.
Verganti, R. 2009. Design Driven Innovation: Changing the Rules of
Competition by Radically Innovating What Things Mean

Lindstrom, M. 2010 Buy.ology: Truth and Lies About Why We Buy. New York
86
Objectives
Level
Credit value
This subject aims at a high level of synthesis into a real life setting, and its outcome
5
4
should demonstrate an advanced understanding of all elements of preceding study;

design as value creation, design strategy and branding, experience design, Asian
Pre-requisites
lifestyle and professional communication and presentations. The students identify an
SD5018, SD5104, SD5202,

SD5401, SD5405, SD5406
area for innovation and uniqueness. Negotiated on an individual basis, students write
and execute a research program tailored to their field of interest. This comprehensive
Co-requisites
research brief forms the basis for the second stage Capstone Development. Work is
Nil
individual through small teams and collaborations between students can be

considered in the case on shared research fields. Supervision is by an SD research
Exclusions
tutor and the final capstone development supervisor. Students are required to
Nil
assemble a team of outside experts and industry sponsors who will be part of their
review team.

Professional skills
1
Evaluate lifestyle and cultural trends from a variety of reference sources including:
websites, magazines, design books and historical research and apply these findings to
a developing an innovative conceptual theme
Analyze current technological developments and there relevance to the project in

order to choose an appropriate technology platform
Organize both qualitative and quantitative research methods to deepen their

understanding off all stakeholders requirements.
Compile research reports analyzing competitors strength and weaknesses in order to

position their research appropriately.
Create a thorough and comprehensive research survey which identifies areas for
innovation, design strategy and implementation
Demonstrate project management and research presentation skills in professional

manner.
Transferable skills
7
Demonstrate a thorough understanding of cultural, design and economic trends and

apply these insights to create an innovative brand and design experience.
8 Compile research report which includes a design positioning brief for further
Subject synopsis
Industrial partners, or design research labs and carry out a design research project
leading to phase two: SD5410 Design and Make Capstone Project.
The project would be based on an agreed plan of work with clear objectives relating to
design innovation and with attention to the personal and career ambitions of each
student.
Methodologies would draw upon those introduced in earlier stages of the program as
well as new research methods introduced by the tutor.
Outcomes are expected to demonstrate a high level of synthesis of the issues and
methods introduced on the course.
87
Resulting research report should be highly realized, supported by professional

presentations and reports that indicate a thorough understanding of concepts, issues
and potential audiences.

Activity
Purpose
Seminar
groups
Guided
Study
To guide students on the development of their project progress, discuss

concepts and knowledge of general relevance to support students
capstone projects individually and in small groups
Assessment methods
Assessment task
Weighting
40%
Final Presentation
60%
Total
100%
Purposes
Interim
presentation
To evaluate how the students have constructed research methods in

response to their project objectives and developed to a methodology
for a specific design opportunity
Final Presentation
To evaluate quality and depth of the final research outcomes - final

report and presentation

hours
Class contact
52
Seminar
12
Guided study
18
Project
10
Presentation
12
30
30
82
Resources
the project.
Ball, Roger, Overhill Heidi 2012. DesignDirect-how to start your own

microbrand. PTeC. Hong Kong
Bryman, A. (2001). Social Research Methods. Oxford: OUP.
88
Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing

among Five Traditions. Thousand Oaks: SAGE Publications.
Denzin, K. D & Lincoln, Y. S. (Ed.) (2005) The Sage Handbook of Qualitative

Research. 3rd edition. Thousand Oaks: Sage Publications.
Gerring, J. (2001). Social Science Methodology: A Critical Framework.

Cambridge: Cambridge University Press.
Punch, K. (2005). Introduction to Social Research: Quantitative and Qualitative

Approaches. London: SAGE Publications.
Richards, L. (2005). Handling Qualitative Data: A Practical Guide. London:

SAGE Publications.
89
Objectives
Level
Credit value
This subject aims at a high level of synthesis in a real setting, and its outcome should
5
7
demonstrate an understanding of all elements of preceding study. Negotiated on an

individual basis, it takes the form of a guided consultancy undertaken inside an
Pre-requisites
enterprise or in a research lab of the School of Design. Supervision is jointly by a team
SD5018, SD5104, SD5202,

SD5401, SD5405, SD5406,
of SD tutors and an specialized adjunct tutor. Additional support and supervision may
be drawn from other departments in the PolyU such as the Dept of Mechanical
SD5409
Engineering and the Industrial Centre. It will be possible to undertake this
Co-requisites
consultancy project in China or overseas, and students are encouraged to seek
Nil
industrial sponsors.
Exclusions
Nil
Professional skills
1
Demonstrate practical knowledge of design development
Apply understandings of design trends, emerging technologies and commercial

opportunities to their capstone project.
Apply strategic thinking skills in analyzing complex design problems and in

constructing integrated solutions of products and services
Carry out user-centered research methods.
Apply knowledge of product design process from concept to commercialization.
Develop advanced skills in communication, prototyping and presentation
Transferable skills
7
Demonstrate critical thinking, creativity, design and entrepreneurship.
Subject synopsis
The development of a project would be based on an agreed plan of work with clear
objectives relating to design innovation and with attention to the personal and career
ambitions of each student.
Discipline specific application of design methodologies drawing upon those
introduced in earlier stages of the programme.
Outcomes are expected to demonstrate a high level of synthesis of the issues and
methods introduced on the course.
Professional presentations that explain a thorough understanding of concepts, issues
and potential audiences.
Final assessment will be conducted by a board composed of the SD supervisors,
representatives of the Design Research Labs and where appropriate, relevant experts
and professionals from industry.
90

Activity
Purpose
Tutorial

Guided
Study
To guide students on the development of their capstone projects,

Assessment methods
Assessment task
Weighting
Concept presentation
20%
Development presentations
20%
Final Presentation
60%
Total
100%
Purposes
Concept
presentation
To evaluate quality and depth of the students initial research ideas

in response to the project brief
Development
presentations

design solution
Final Presentation
To evaluate project for completeness, creativity and design outcome.

hours
Class contact
34
Tutorial
10
Presentation
Guided Study
16
117
Self-study
45
Project work
72
151
Resources
the project.
Ball, Roger, Overhill Heidi 2012. DesignDirect-how to start your own

microbrand. PTeC. Hong Kong
Anderson, Chris 2008. The long tail: Why the future of business is selling less of
more. New York: Hyperion. Chapter one The long tail, pages 15-51
91
Shirky, Clay. 2008. Here comes everybody: The power of organizing without
organizations. New York: Penguin Press. Chapter ten- Failure for free, pages 233259
Kaputa, Catherine. 2005. U R a brand: How smart people brand themselves for
business success. 1st ed. Mountain View, Calif.: Davies-Black Pub. Chapter seven
Harness the power of names, pages 97-118
Osterwalder, A., Pigneur Y.. 2009. Business Model Generation, Self published
ISBN 978-2-8399-0580-0
Gladwell, Malcolm. 2000. The tipping point. 1st ed. UK: Abacus Pub, Chapter six
Case Study, pages 193-215.
Verganti, R. 2009. Design Driven Innovation: Changing the Rules of
Competition by Radically Innovating What Things Mean
Keeley, Larry, 2013. The Ten Types of Innovation, Wiley & Sons, New York.
92
SD5502 Information Architecture and Visualization
Objectives
Level
Credit Value
5
2
While information design is defined as an art and science of preparing information so

that it can be used by human beings with efficiency and effectiveness (Robert E. Horn,
from Information Design, edited by Robert Jacobson), information architecture
presents the organization and structure of information. Visualization is a unique
method of information design, often loved by designers, to achieve clarity and
effectiveness of communication. Good information architecture should provide an
easy navigation of and support meaningful interaction for any complex or simple
information.
Pre-requisites
Nil
Co-requisites
Nil
This subject aims to help students better understand and use visualization as an effective
method of design and design research. Different ways of structuring and visualizing
information, mapping and diagramming will be explored as tools of information and
interactive experience design. Analyzing complex information systems, spaces, stories
and experience of activities may also be subjects of the visualization exercises.
Exclusions
Nil

Professional skills
1
Ability to visually analyze and present complex information
Different methods and tools of visualization, mapping and diagramming
Understanding an information design process that starts with defining information

architecture
Transferable skills
4
Analytical and critical approaches to information in general
Enhanced communication skills with effective visuals
Indicative content
Basic theories and principles of information design
Information architecture analysis on traditional printed information, virtual and
physical spaces, or experiences
Organization methods, such as LATCH: location, alphabet, time, category, and
hierarchy
Visualization and experience mapping
Learning and teaching methods

Lectures will be conducted to provide a theoretical foundation for information design.
A series of short projects will be designed to experience different methods/formats of
information architecture analysis and visualization. Presentations and critiques will be
organized to enable peer reviews of design solutions.
Activity
Purpose
Lecture
To introduce students to domain knowledge in line with learning

outcomes
Workshop
To put principles into practice with short in-class exercises
Presentation
To provide students with opportunities to articulate, distinguish, and
and Critique
review knowledge independently and critically
93
Assessment methods
Assessment task
Weighting
Presentations and critiques
10%
Assignments
80%
In-class exercises
10%
Total
100%
Assessment will be based on the following:

Ability to define and present information architecture of complex or simple
information systems
Ability to critique information design based on principles
Understanding of the importance of targeted audience, purpose and means of
communication
Ability to use visuals to create effective communication
Ability to develop overall project including creative design solution, participation in
class discussions, and project presentations
Exercises include:
Diagram information architecture of a book, a website, or an interactive CD-Rom
Visualize a story or map an experience

hours
Class contact
26
Lecture
Seminar
Guided Study
Project
14
6
44
Reading, presentation preparation
12
Assignments
32
70
References
Dodge, Martin and Rob Kitchin. 2001. Atlas of Cyberspace. London: Pearson
Education.
Jacobson, Robert, editor. 2000. Information Design. The MIT Press.
Mijksenaar, Paul. 1997. Visual Function: An Introduction to Information Design.
New York: Princeton Architectural Press.
Miller, C. H. (2004). Digital Storytelling: A Creators Guide to Interactive
Entertainment. Focal Press.
Wurman, Richard. 1997. Information Architects. New York: Graphis INC.
Wurman, Richard. 2000. Information Anxiety 2. Macmillan Computer Pub.
94
SD5507 Graduate Seminar I: Theories in Interaction

Design
Objectives
Level
Credit Value
Following a review of key concepts in human perception (sensory sensitivities,

coordination of sensory information, etc.) it covers a brief history of communication
theory from early technical transmission to broadcast theories to affordances and
interactive theories. It provides the perceptual and communication basis for thinking
about interaction as a communication act.
Pre-requisites
Nil
As interfaces carry the interaction between people and objects, environments, or other
people, this subject will survey types of interface and the cognitive demands they make
on human attention, memory and use. It will also discuss general principles and
usability of interface design from a human centered perspective.
Co-requisites
Nil
Exclusions
Nil

Professional skills
1
Understand, select and apply various theoretical foundations for projects
Use human behavior and experience as a guide
Critically understand existing interface systems, their uses and limitations
Understand the importance of spatial hierarchy, consistent sequences, and patterns of

use in interface design
Understand the relationship between interface and interaction
Understand human limitations with regard to learning and use
Plan navigation with user interface flow diagrams
8 Use principles and heuristics for interface design
Transferable skills
9
Understand the importance of creating an appropriate foundation for projects
10 Analytical and critical approaches to information in general

11 Sensitivity to human sensory and cognitive limitations
Indicative content
Communication theories: basic theories that inform design (de Sausurre, semiology;
Pierce, semiotics with particular emphasis on indices; Shannon-Weaver signal
transmission, Norbert Wiener feedback, Osgood & Shramm feedback, and others.)
Interaction theories: JJ Gibsons affordance, embodied (tangible) interaction,
narrative and turn-taking, temporal flows, and others.
Types of interface: graphical user interface (GUI), web-based user interface,
command-line, tactile and touch interfaces, gesture, tangible, inferential, telephone,
zooming, etc.
Human sensory characteristics: vision, sound, touch, multi-modal or multi-channel
capacity, sensory preferences, Gestalt principles, memory and navigation
Contexts of use: frequency, stress, habit, learning
Interface codes: text, icons, indices, color, position, hierarchy, etc.
Interface as a sensory system
Usability principles and studies in relation to user studies
95

Lectures with visual accompaniment primarily in the form of theory diagrams, in-class
experiments and presentations, as well as assigned readings create a variety of
intersecting and complementary learning experiences.
Activity
Purpose
Seminar

outcomes
Workshop
Presentation
and Critique
Assessment Methods
Assessment task
Weighting
4-8
9-11
50%
Assignments
50%
Total
100%

Ability to use the terminology appropriately
Ability to compare and contrast theories
Ability to synthesize or develop an appropriate communication/interaction model
against which to measure design performance
Ability to critique interface based on principles
Ability to analyze information organization and inconsistencies
Identify interface shortcomings relative to human users
Construct a navigation system
Control of space, time, color, language, etc.
Exercises include:
Diagram a navigation system
Demonstrate a unique (found) interface and its analysis
Create a sketch of a multi-modal interface based on human sensory characteristics

hours
Class contact
26
Seminar
Guided Study
12
Presentation
44
22
Assignments
22
70
96
References
Dodge, Martin and Rob Kitchin. 2001. Atlas of Cyberspace. London: Pearson
Education.
Bagnara, Sebastiano and Gillian Crampton Smith, editors. 2006. Theories and
Practice in Interaction Design. New York: Lawrence Erlbaum.
Bolter, J. and R. Grusin. 1999. Remediation: Understanding New Media. Cambridge:
MIT Press.
Bolter, Jay David and Diane Gromala. 2004. Windows and Mirrors: Interaction
Design, Digital Art, and the Myth of Transparency. Cambridge: MIT Press.
Brown, J.S. and P. Druguid. 2000. The Social Life of Information. Boston: Harvard
Business School Press.
Dourish, Paul. 2001. Where the Action Is, The Foundations of Embodied Interaction.
Cambridge: MIT Press.
Gibson, J.J. 1979. The Ecological Approach to Visual Perception. Boston: Houghton
Mifflin.
Hocks, Mary E. and Michelle R. Kendrick. 2003. Eloquent Images, Word and Image
in the Age of New Media. Cambridge: MIT Press.
Kostelnick, Charles and Michael Hassett.2003. Shaping Information, The Rhetoric of
Visual Conventions. Carbondale, IL: Southern Illinois University Press.
Kress, Gunther and Theo van Leeuwen.2001. Multimodal Discourse, The Modes and
Media of Contemporary Communication. London: Arnold.
Levin, Daniel T. 2004. Thinking and Seeing, Visual Metacognition in Adults and
Children. Cambridge: MIT Press.
Liestol, Gunnar, Andrew Morrison, and Terje Rasmussen. 2003. Digital Media
Revisited, Theoretical and Conceptual Innovations in Digital Domains. Cambridge:
MIT Press.
Lowgren, Jonas and Erik Stolterman. 2004. Thoughtful Interaction Design, A Design
Perspective on Information Technology. Cambridge: MIT Press.
McQuail, Denis and Sven Windahl.1982. Communication Models for the Study of
Mass Communication. London: Longman.
Moles, Abraham. 1966. Information Theory and Esthetic Perception. Champaign, IL:
University of Illinois Press.
Molichm, R. and Nielsen, J. 1990. Heuristic evaluation of user interfaces.
Proceedings of ACM CHI90 Conference. (Seattle, WA, 1-5 April), 249-256.
Nardi, Bonnie A. 2001. Context and Consciousness, Activity Theory and HumanComputer Interaction. Cambridge: MIT Press.
Nardi. Bonnie A. and Vicki L. ODay. 1999. Information Ecologies, Using Technology
with Heart. Cambridge: MIT Press.
Nielsen, J. 1994. Heuristic evaluation. In Nielsen, J. and R.L. Mack, editors. Usability
Inspection Methods. New York: John Wiley and Sons.
Noe, Alva. 2004. Action in Perception. Cambridge: MIT Press.
Norman, Donald. 1990. The Design of Everyday Things. New York: Basic Books.
Pearce, W. Barnett. 1989. Communication and the Human Condition. Carbondale, IL:
Southern Illinois University Press.
Yazdani, Masoud and Philip Barker. 2000. Iconic Communication. Bristol, UK:
Intellect Books.
97
SD5508 Graduate Seminar II: Human-computer

Interaction
Objectives
Level
Credit Value
As computers become even more ubiquitous in daily life, natural human routines and
understanding become more essential guides to development. In order to understand
the ways with which human cognition can be understood, familiarity with HCI research
Pre-requisites
is essential.
Nil
This subject aims to introduce a set of basic topics in the design of Human Computer
Co-requisites
Interaction. Principles in both traditional and digital design, design processes and
Nil
methodologies, and critical languages for interaction design will be discussed. It starts by
explaining fundamental knowledge on how to adopt technologies and facilitate working
Exclusions
smoothly across different disciplines in this digital era, and then explores the usefulness
of the interface between people and computer use.
Nil

Professional skills
1
Demonstrate awareness of the integration of technologies
Apply technology terms appropriately in communication
Understand the functions of various computer components
Understand common ongoing computer challenges and trends
Critically read and understand research papers in HCI
Identify research problems in HCI
Transferable skills
7
Read analytically and critically
8 Plan a small research project
Indicative content
Establish basic hardware and software definitions such as: operating system, program,
data, network, internet, bandwidth, server, portal, etc.
Establish the role of databases, search engines, security devices, etc.
Discuss the difference between security and privacy, intellectual property and
copyright
Discuss the trend of ubiquitous technologies and computing
Discuss the impact caused by the convergence of different information and
communication technologies
Basic theories and principles of Human-Computer Interaction
Processes and methodologies of HCI
Research topics in HCI
Conducting HCI research, and research planning
Learning and Teaching Methods

This course is taught as a lecture with appropriate demonstrations and discussion.
Readings will be assigned. Discussions will be held to give guidance to weekly
readings, and to be followed with brief papers responding to question based readings.
Tutorials and critiques will be organized to ensure the effectiveness of design
solutions.
98
Activity
Purpose
Seminar

outcomes
Workshop
Presentation
and Critique
Assessment methods
Assessment task
Weighting
4-6
50%
Assignments
50%
Total
100%
7-8

Participation in class through questions, sharing experience and/or confusion is
essential.
Understanding of topics of HCI, principles, processes, methodologies
Accuracy of representing the ideas discussed by authors (readings)
Quality of argument and imagination in developing ideas (written reports)
Critical analysis and creative use of the readings (research proposal)
Exercises include:
Write a proposal for a small research project in Human Computer Interaction, or
A written assignment about technology trends will be given.

hours
Class contact
26
Seminar
Guided Study
12
Presentation
44
22
Assignment
22
70
99
References
Andrew Sears and Julie A. Jacko (Editors). 2007. The Human-Computer Interaction
Handbook: Fundamentals, Evolving Technologies and Emerging Applications 2nd
Edition
Baecker, Ronald, William Buxton, et al. (eds.). 1995. Readings in Human-Computer
Interaction: Toward the Year 2000. San Francisco: Morgan Kaufman.
Donald, N. A. The Psychopathology of Everyday Things. Readings in HCI, pp.5-21
(Also, in Psychology of Everyday Things. Basic Books. 1989)
Englander, Irv. 2003. The Architecture of Computer Hardware and Systems
Software, An Information Technology Approach. Hoboken, NJ: John Wiley.
Gilster, Paul. 1997. Digital Literacy. Hoboken, NJ: John Wiley.
Kidder, Tracy. 2000. The Soul Of A New Machine. Back Bay.
Negroponte, Nicholas. 1995. Being Digital. London: Hodder and Stoughton.
Sarmento, Anabela. 2005. Issues of Human Computer Interaction: Opportunities and
Challenges. Hershey, Pennsylvania: IRM Press.
100

Level
Credit Value
5
3
Prototyping is indispensable for interaction designers to evaluate their designs and

collect feedback from their users to understand and improve the interactive
experience. Software is an important component in almost all interactive work today,
and this subject aims to introduce students with minimal experience in programming
Pre-requisites
Nil
to the essential elements in software prototyping. In particular, Unified Modeling

Language (UML) is introduced as a documenting and specifying requirement for
Co-requisites
software prototypes; while Python, a scripting language, is used for supporting object
Nil
oriented programming paradigm and is introduced to implementing software
Exclusions
prototypes. UML is a general purpose visual modeling language which has been widely
Nil
adopted and used for modeling not only complex software, but also business processes,
systems engineering and organizational structures. Python is a powerful object
oriented programming language that comes with extensive libraries, and can be used
for many kinds of software development. More importantly, it can be used freely, and
is supported by a large open source community with a wide variety of third party open
source libraries. Indeed, Python has been used in a wide range of application domains
including web and internet development, database access, desktop GUI, scientific and
numeric computing, network programming, software development and computer
games and 3D graphics.
This subject covers essential concepts in object-oriented programming paradigm: the
Python programming language and its core libraries are introduced along with its
development environment. In addition, a number of important libraries will be
introduced to facilitate the prototyping of GUI applications and web-based databasedriven server applications. The UML will also be introduced for students to document
and specify interaction scenarios. Throughout the subject, students will be learning
how to document interaction scenarios with UML, and identify essential features to be
prototyped through Python.
Learning outcomes
Professional skills
1
Understanding of object oriented programming paradigm through effective and

appropriate applications of Python in realizing software prototypes
Ability to document and specify software requirements through UML
Ability to identify core requirements in prototyping
Transferable skills
4
Expanded analytical thinking and organizational skills
Indicative content
Computer basics
Data representation and manipulation
Object oriented programming paradigm
Python programming language and development tools
Open source libraries for GUI and web-based database driven server applications
Sample applications
Mini-project
101

Weekly lectures are complemented by tutorials involving hands-on exercises using a
Python-based development environment and UML modeling tool. Students are
required to demonstrate an effective understanding of the core concepts related to
documenting and specifying software requirements through UML, as well as
implementing the software with Python.
Teaching and learning activities
Time-tabled hours
Lecture
Seminar
Workshop
Guided Study
23
Total
39
Method of Assessment
The ability to identify and define software-related requirements
The ability to manage the process of software development projects
The ability to think analytically and understand the automation process
Lab tasks
25%
Mini-project
75%
Resources
Books
Dawson, M. (2003), Python Programming for the Absolute Beginner. Muska &
Lipman.
Lutz, M. (2004), Learning Python. ORelly.
Chun, W. (2001). Core Python Programming. Prentice Hall.
Schmuller, J. (2004), Sams Teach Yourself UML in 24 Hours, 3rd Edition, Sams
Publishing
Scott, K. (2004), Fast Track UML 2.0, Apress, 2004
Electronic Sources
Python official tutorial. http://docs.python.org/tut/tut.html

Boa constructor homepage. http://boa-constructor.sourceforge.net/
GUI toolkit for Python. http://www.wxpython.org/
102
Objectives
Level
Credit Value
5
1
The focus of this workshop is the fuzzy front end of project development when
understanding and framing the problem are critical. In this workshop a problem is
identified, framed and verified through observation of people and their behaviors in
appropriate situations. Conceptual understanding of the problem includes: a problem
scenario, behavior prototype and its user testing, speculative sketches toward solution,
and a solution scenario. The problem will not be solved in this brief workshop; it will
only be investigated through its earliest stages.
Pre-requisites
Nil
Co-requisites
Nil
Exclusions
Professional skills
Nil
1
Understand the importance of defining problems carefully
Contextualize problems in everyday life through problem scenarios
Create a behavioral prototype that elicits useful information from users
Develop skill in divergent speculation about solutions through sketching
Write a solution scenario that is the logical extension of the problem scenario
Transferable skills
6
Use communication modes effectively
Situate problems in contexts
Indicative content
Problems: finding and defining
Scenarios: writing problem and solution stories
Prototypes: theory of prototypes, conceptual and behavioral prototypes
Human-centered process: testing prototypes with people, analyzing results
Development processes: divergence and convergence

This is problem-based experiential learning in a workshop setting in which students
explore aspects of early project development through a guided system of discussion,
independent work, and critique.
Activity
Purpose
Workshop
To put principles into practice
Presentation
and Critique
103
Assessment
Assessment task
Weighting
5-6 7
50%
Workshop
50%
Total
100%

Skill in defining a problem
Skill in writing a problem and solution scenario
Ability to develop and test a behavioral prototype
Quality of early divergent ideas

hours
Class contact
13
Workshop
Presentation
20
20
33
References
Sanders, Elizabeth. 2002. From user-centered to participatory design approaches. In
Frascara, Jorge. Design and the Social Sciences: Making Connections. London: Taylor
and Francis.
Poggenpohl, Sharon. 2002. Design Moves, Approximating a desired future with users.
In Frascara, Jorge. Design and the Social Sciences: Making Connections. London:
Taylor and Francis.
104

Level
Credit Value
5
2
This course will give students experience in the concept, design, and implementation
of networked products that represent and control online information through systems
of tagged physical objects. The course builds upon two key technologies: the
integration of wired and wireless Internet connections into physical products; and the
use of RFID tags (the technology underlying the Octopus system, several smart toys,
and other emerging products and systems to represent online information and
operations. Students will learn about the physical and interaction design issues of
using these technologies to represent and interact with online media and remote
people, places, and things. Students will also implement their own working prototypes
that demonstrate this approach.
Pre-requisites
Nil
Co-requisites
Nil
Exclusions
Nil
Learning outcomes
Professional skills
1
Understand embedded networking conceptually and technically
Understand uses for this information application
Develop hands-on familiarity with the possibilities
Transferable skills
4
Appreciate experimental future possibilities
Accept and deal with uncertain challenges
Indicative content
Most computer-mediated products are limited by their dependence upon graphical
screen-centric designs, with user input mediated only by buttons and pointing.
While very flexible and general, these interaction modalities face limitations in many
physical and social contexts within the home, workplace, meeting spaces, and
elsewhere. Simultaneously, two rapidly developing technologies, embedded
networking and RFID tagging, provide the basis for new kinds of products that use
very different modes of representing and interacting with digital information. This
course will address the concepts, technology, design, and implementation surrounding
these issues of physical interaction design. The following topics will be covered:
Introduction to tangible interfaces
Introduction to embedded networking and RFID tag technologies
Contextual situations for the use of such interfaces
Introduction to expressing dynamic behaviors within networked, tag-based products
Discussion of application areas where these technologies hold special potential

The workshop engages in:
Hands-on use of embedded networking and RFID tag technologies
Hands-on fabrication of physical products that integrate these technologies
Hands-on programming of the interactive behaviors of these products
As a project based course, it centers on a series of four design exercises successively
building upon each other and culminating in the construction of functioning physical
products that integrate embedded networking and RFID tag technologies. Lectures
will provide the theoretical understandings while the hands-on workshop will help
develop practical prototyping experiences.
105
hours
Class contact
26
Lecture
Seminar
Project
10
Guided Study
10
Presentation
Method of Assessment
1
An interactive poster. This will likely consist of either a hand-drawn or computerprinted poster, to which several RFID readers and/or tags are attached. The poster
will present the interface concept; the physical artifacts composing the interface; and a
storyboard of an example interaction with the projects interface.
The poster will be truly interactive, in the sense that augmenting digital sound
and/or graphical projections will be used to bring it to life. This will be done through
a few core electronic components and simple example-based programs provided by
the instructor. (The duration of the course will be clearly kept in mind; e.g., minimum
soldering will be required, and the required programming will be very basic.) A
graphical simulator will allow students to test behaviors on their home computer in
the absence of supporting electronics (which remain within the classroom).
Interactive physical/digital artifact(s). In addition to the interactive poster, the

students will construct a physical prototype of one (or more) of the interactive
physical/digital artifacts composing their interface. These will not need to be final
form objects, but should reflect attention to the physical form, design, and materials
that are appropriate to the project concept. The artifact(s) will be embedded with one
or more RFID tags and/or readers, and associated with corresponding behaviors.
Assessment will be determined on the basis of successful completion of a first concept
poster (20%), a class project (60%), and class participation (20%).
Class projects will develop functional examples of one of several themes proposed
within the class. The project will likely result in two major deliverables: an
interactive poster and one or more interactive physical artifacts. Projects will be
conducted either individually or in small teams, partly on the basis of class size.
Assessment of the final project will be based on five components, each contributing
20% to the grade:
1
2
3
4
5
Poster: Overall execution of the interactive poster

Artifact: Overall execution of the embodying artifact
Software: Overall execution of the computer-mediated interactive functions
Concept: Overall clarity, originality, and development of the project concept
Aesthetics: Visual and physical aesthetics of the project design
Resources
Ullmer, B. and Ishim H. 2001. Emerging Frameworks for Tangible User Interfaces.
In Carroll, John M., editor. Human-computer Interaction in the New Millenium, 579601.
106
Holmquist, L., Redstrom, J. and Ljungstrand, P. 1999. Token-based Access to Digital

Information. In Proceedings of Handheld and Ubiquitous Computing (HUC), 234245.
Others to be determined
107
Objectives
Level
Credit Value
5
3
The first studio workshop focuses on user interface design, primarily digital. Applying
theories taught in the seminar subject (Theories in Interaction Design), this subject
seeks to integrate conceptual development with information analysis through a more
complete project where interface and interaction work together in satisfying ways. In
Pre-requisites
Nil
interdisciplinary and multicultural teams and through experimental actions, students

will analyze and organize information for human use and access, as well as develop an
Co-requisites
overall system diagram and a procedural prototype that is tested with potential users.
Nil
External collaboration is desired in forms of research support or financial
Exclusions
sponsorship. A special topic may be assigned depending on the sponsor though
Nil
without undermining the original subject objectives.

Professional skills
1
Integrate interface and interaction logically and harmoniously
Synthesize concept development and analytical planning
Explore various approaches to making design inquiry
Develop a system diagram
Develop, test and analyze a procedural prototype with potential users
Develop some understanding of cultural differences in information use
Transferable skills
7
Work and think fluidly and critically with problem solving methods
8 Understand the dynamic relationship between analysis and synthesis

9
Appreciate human diversity
Subject Synopsis
Concepts and Principles

Analysis of users and situation of use: analytical frames for organizing information
and diagrams that reveal system relationships
Interaction design methods and practice
Human-centered design process: iterative prototyping, user testing and analysis
Innovative interface and interaction
Analysis of design situation for real-world clients (when sponsorship is available)
Techniques and Experiments

Design prototyping techniques
Design evaluation methods

This workshop class will take the forms of seminar discussion and critique. Several key
concepts and methods will be presented in short lectures, whereas the rest of the class
will take a seminar format. Students are expected to participate fully in discussions,
demonstrations, and critiques. The team project is expected to be carried out in a self-
108
disciplined, collaborative fashion. The sponsor, when applicable, will also engage in
project kick-off, a mid-stream critique, and the final presentation.
Activity
Purpose
Seminar
To introduce students to domain knowledge in line with learning outcomes
Workshop
To put principles into practice with short in-class exercises, group

discussion and project work
Presentation
To provide students with opportunities to articulate, distinguish, review and
and Critique
critique design methodology and solutions
Guided
To provide project teams with opportunities to review their progress and
Study
discuss their problems on a regular basis
Assessment methods
Assessment task
Weighting
20%
Project work
70%
Reflection paper
10%
Total
100%
Explanation of the appropriateness of the assessment methods in assessing the intended

learning outcomes:
Presentations and critiques require students to reflect upon their project progress, define
problems and scope, propose solutions and review designs critically.
While the project outcome will be evaluated by faculty and sponsor (when applicable), the
overall project work is assessed continuously based on the implementation of design process
and project management. Examples of the criteria are: innovative integration of interface and
interaction, ability to analyze information characteristics with a view to consistent organization,
ability to diagram system relationships, ability to construct and test a procedural prototype,
understanding of cultural differences (when applicable), successful team work, and problem
solving within the sponsors framework (when applicable).
Reflection paper allows students to review and critique their own design process and solution.

hours
Class contact
39
Seminar
12
Workshop
Guided Study
12
Presentation
66
Reading and class preparation
18
Project
48
105
109
References
Bagnara, Sebastiano and Gillian Crampton Smith. 2006. Theories and Practice in
Interaction Design. Mahwah, NJ: Lawrence Erlbaum.
Larson, Carl E. and Frank M. LaFasto. 1989. TeamWork, What must go right / What
can go wrong. Newbury Park, CA: Sage Publications.
Marcus, Aaron. 2004. A Visible Language Analysis of User-Interface Design
Components and Culture Dimensions. Visible Language 38.1, 1-65.
Marcus, Aaron. 2002. Globalization, Localization, and Cross-Cultural
Communication in User-Interface Design. In Jacko, J. and A. Spears, Handbook of
Human-Computer Interaction. New York: Lawrence Erlbaum.
St. Pierre, Louise. 2002. Research and Design Collaboration. In Frascara, Jorge.
Design and the Social Sciences: Making Connections. New York: Taylor and Francis.
Wurman, Richard, Saul. 2000. Understanding Understanding. New York: TED.
Yazdani, Masoud and Philip Barker, editors. 2002. Iconic Communication. Bristol,
UK: Intellect.
110
Objectives
Level
Credit Value
5
3
The second sponsored workshop is a kind of wildcard, dependent on the sponsors

project but intending to synthesize all previous learning experience before the student
embarks on their demonstration project. The project for this workshop could focus on
ubiquitous embedded information spaces, tangible interaction, or something else in
the realm of experimental interaction and human experience. A sponsor looking for
experimental and highly original work will be sought so the teams have the
opportunity to maximize creative, interactive means. Work will proceed with teams
that are composed of people with interdisciplinary and cross cultural backgrounds.
There may be a strong cultural flavor to the project under development, depending on
the sponsor.
Pre-requisites
Nil
Co-requisites
Nil
Exclusions
Nil

Professional skills
1
Refine team and collaborative skills
Develop a state of the art analysis (research)
Synthesize concept development and analytical planning
Integrate interface and interaction logically and harmoniously
Develop some understanding of cultural differences in information use
Demonstrate the overall design
Transferable skills
7
Understand issues relating to collaboration across disciplines and skills
8 Communicate effectively and professionally with clients and stakeholders
Subject synopsis
Design process and problem solving for the sponsors needs, i.e., the sponsor as a
stakeholder will be carefully considered
Competitive analysis (based on the sponsors problem)
State of the art analysis (secondary research)
Cultural difference (if applicable) within the context of the sponsors problem

This workshop class will take the forms of seminar discussion and critique. Students
are expected to participate fully in discussions, demonstrations, and critiques. The
team project is expected to be carried out in a self-disciplined, collaborative fashion.
The sponsor will also engage in project kick-off, a mid-stream critique, and the final
presentation.
Activity
Purpose
Seminar
To discuss and explore project related domain knowledge and design

methods
Presentation
To provide students with opportunities to articulate, distinguish, review and
and Critique
critique design methodology and solutions
Guided
To provide project teams with opportunities to review their progress and
Study
discuss their problems on a regular basis
111
Assessment methods
Assessment task
Weighting
Participation in seminars and critiques
20%
Overall project process development
20%
Project outcome
60%
Total
100%
Explanation of the appropriateness of the assessment methods in assessing the intended

learning outcomes:
Presentations and critiques require students to reflect upon their project progress, define
problems and scope, propose solutions and review designs critically.
The overall project development is assessed continuously based on the success of team work,
project management, and problem solving within the sponsor's framework.
The project outcome will be evaluated by faculty and sponsor.

hours
Class contact
39
Seminar
12
Workshop
Guided Study
12
Presentation
66
Presentation and class preparation
12
Project
54
References
References will be developed based on the nature of the sponsors project.
112
105
Objectives
Level
Credit Value
5
3
The aim of the course is to develop the skills necessary to explore, think about, and
design intelligently responsive kinetic structures and systems. The primary goal of the
course is to expose students to innovative ways of thinking about design in terms of
adaptability with respect to both contextual systems and programming. The idea is to
create spaces and objects that can physically re-configure themselves to meet changing
needs. The central issues explored are human and environmental interaction,
embedded computational infrastructures, physical control mechanisms and the
processes that architects and designers can use in creating and demonstrating such
systems. Within the framework of this course, design processes and methodologies
will be developed so that students will have the practical confidence to explore such
systems in future design situations.
Pre-requisites
Nil
Co-requisites
Nil
Exclusions
Nil

Professional skills
1
Understand varieties of adaptable systems
Explore ways to reconfigure physical situations
Understand control mechanisms
Explore human and environmental interaction
Transferable skills
5
Understand and apply a big-picture view of adaptability
Indicative content
Intelligent kinetic systems arise from the convergence of three key elements: kinetic
engineering, embedded computation and adaptable architecture. At the intersection of
these areas exists an unexplored area of interactive environments tuned to address
todays dynamic, flexible and constantly changing needs. The course will address
kinetic function as a technological design strategy for building types and objects that
are efficient in form, and inherently flexible with respect to various contexts and a
diversity of purposes. The course will provide both theoretical and practical
foundations in the technological tools necessary for the physical modeling of systems
that can demonstrate responsive behaviors. The following topics will be covered:
Introduction to KDG (Kinetic Design Group) ideology
Contextual situations for the application of Intelligent Kinetic Systems
Basic mechanical and technological principles of kinetic design
Introduction to basic behavioral patterns based on environment adaptation.

The course is project based and centers on a series of four design exercises
successively building upon each other and culminating in the construction of working
physical models of intelligent kinetic systems. There will be lectures to provide
theoretical understandings, tutorials on effectiveness of design solutions, and handson workshop to help accumulate practical prototyping experiences.
113
Activity
Purpose
Lecture

outcomes
Workshop
Guided
To provide students with guidance on their project development
Study
Presentation
and Critique
Assessment methods
Assessment task
Weighting
30%
Project work
70%
Total
100%

Hands-on physical model fabrication of kinetic objects using CAD/CAM technology.
Introduction to hands-on electronics connecting sensors and motors to kinetic
structures, using simple programming commands to control behaviors of mechanical
structures
Required deliverable: a written specification on the responsive structure/system, and
a demonstrable physical prototype based on team work.

Class contact
39
Lecture
Workshop
Presentation
Guided Study
20
66
Research, presentation preparation
20
Project work
46
105
References
Dey, Anind et al., editors. 2003. UbiComp 2003: Ubiquitous Computing. NY:
Springer-Verlag.
Korhonen, P. et al. 2001. Pervasive Computing: The Mobile World. London:
Springer-Verlag.
Vince, John and Rae Earnshaw, editors. 2000. Digital Media: The Future. London:
Springer-Verlag.
114
Objectives
Level
Credit Value
5
5
The demonstration project brings together a complete design process leading to a

synthesis of research and development ending in a proof of concept demonstration.
Research is at the core of development and must be approached thoroughly and
analytically. The design process itself needs to be fluidly developed through various
prototypes with the integration of feedback from users, resulting in a proof of concept
that is creative and convincing. This is an individual project.
Pre-requisites
SD5018, SD5502, SD5507,
SD5508, SD5509, SD5520,
SD5524, SD5527, SD5528,
SD5529
Professional skills
Co-requisites
Nil
Exclusions
Nil
Integrate research and project development
Schedule and manage development sequence
Iterate design through various prototypes and user observation
Create a final proof of concept prototype
Document as a brief report, the complete process
Transferable skills
6
Apply project management holistically and in detail
Indicative content
Overview of research and development process using previously learned methods and
techniques. Reflective practice in design development will be stressed. Self discipline
and process management (divergence/convergence) will also be stressed. Creation of a
convincing proof of concept is new information that will focus design action.

Brief lectures support process guidance along with established milestones supported
by critique and subsequent tutorials. Students are expected to work independently and
to seek out faculty expertise as needed beyond the more formal tutorials.
Activity
Purpose
Tutorial
To introduce students to knowledge in line with learning outcomes
Guided
To provide students with guidance on their project development
Study
Presentation
and Critique
115
Assessment methods
Assessment task
Weighting
Presentations & critiques
70%
Guided study & report
30%
Total
100%
5-6
Research
Quality of research development
Translation of research into project criteria
Design process
Prototype development
Observation of prototypes in use
Proof of concept prototype
Management
Schedule and control of development sequence
Documentation of complete process
For the above 3 major elements, research will encompass 30%, design process 50%,
and management 20% of the grade. Using a predefined rubric, the faculty team will
independently assign values that are averaged.

hours
Class contact
27
Presentation
Tutorial
Guided Study
12
105
Self-study
30
Project work
48
Presentation & report preparation
27
132
References
Csikszentmihalyi, Mihalyi. 1990. Flow, The Psychology of Optimal Experience. New
York: Harper and Row.
Holyoak, Keith J. and Paul Thagard. 1996. Mental Leaps, Analogy in Creative
Thought. Cambridge: MIT Press.
Schon, Donald A. 1983. The Reflective Practitioner. New York: Basic Books.
116
Objectives
Level
The aim of this subject is to introduce the theoretical background and knowledge basis
Credit value
of the Urban Environments Design stream, and to provide cognitive tools with which
Pre-requisites
to build up critical positions for the formulation of sustainable approaches to the
Nil
design of urban environments. Based in the concept of cities as ecologies, the subject
will critically survey contemporary thought and practice in urban space design
Co-requisites
through
Nil
a conceptual framework conceived on a design-based, human-centered,
Exclusions
practiceoriented understanding of the urban condition and the role of the spatial
Nil
designer within it. The subject will then apply this generic approach to construct an
understanding of issues in the contemporary urban environment in Chinese cities,
with implications for cities worldwide.

Professional skills
1
Comprehend and apply a vocabulary and cognitive framework within which to define
and analyze existing and proposed urban environments
Recall topics and issues pertaining to the design and use of urban environments.
Recall topics and issues pertaining to the 21st century Chinese urban context
Apply critical, technical and methodological skills to the evaluation of urban

environments
Transferable skills
5
Apply a human-centered approach to understanding real-world situations
Reflect critically on the urban environment
Subject synopsis
Cities as ecologies
Sustainable urban development
Urban space as a social, economic and political construct
Culturally-specific issues in Chinese urban space design
The relationship between tactics and strategies / plans and situated actions in
constructing urban space
An understanding of urban history as negotiations between structures of control and
organization and situated practices of appropriation
The implications of contemporary trends for our conception of the design of urban
environments, such as
o
globalization and transurbanism
digital mediation of urban spatial practice
evolving notions in the interrelation between public and private space

and spatial practice
post-urban hypotheses
the opposite trends of non-places and themed places
Territorial approach to understanding urban space
117

Activity
Purpose
Seminar
To discuss assigned readings related to information design, expanding

Guided
Study

small groups
Assessment methods
Assessment task
Weighting
Learning journal
30%
Analysis presentations
60%
In-class exercises
10%
Total
100%
Purposes
Learning journal

Analysis
presentations
To evaluate how the students have applied principles introduced to

the analysis of existing urban environments
In-class exercises

principles introduced in seminars in short interactive exercises.

hours
Class contact
26
Seminar
13
Guided Study
13
28
Self-study
19
Integration of research in project
54
Resourses
Books
Apadurai, Arjun et al. (2002), Transurbanism. V2_Publishing/NAI Publishers,
Rotterdam.
Boeri, Stephano (ed.) (2001). Mutations. Actar: Barcelona
Certeau, Michel de (1984 (2004 edition)). The Practice of Everyday Life. University of
California Press: Berkeley.
118
Gutierrez, Laurent and Valerie Portefaix (2009). Unreal Estates of China. MAP Book
Publishers: Hong Kong.
Kyong Park, 2005. Urban Ecology. Map Book Publishers, Hong Kong
Lefebvre, Henri (1970 (2003 English edition)). The Urban Revolution. University of
Minnesota Press: Minneapolis.
Mau, Bruce (2004). Massive Change. Phaidon: London.
Qiu, Jack Linchuan (2009). Working-class Network Society: Communication
Technology and the Information Have-less in Urban China. MIT Press: Cambridge,
MA.
Urban China (Periodical)
Wellman, Barry (ed.) (1999). Networks in the Global Village. Westview: Boulder, CO.
119
Objectives
Level
Credit value
The aim of this subject is to guide students in attaining an awareness of the issues and
5
2
design approaches relevant to spatial typologies of complex urban interior design
Pre-requisites
environments. This subject presents knowledge and conceptual frameworks necessary
Nil
to understand the organizational, material and socio-spatial logic of large and complex
interior design projects. This is done through critical review and analysis of existing
Co-requisites
urban interior environments and theoretical positions on the design of such
SD5703
environments. It will allow students to develop a personal strategy in order to
Exclusions
approach this specific type of urban environment design project.
Nil

Professional skills
1
Apply key concepts of value creation to the analysis of different kinds of interior
spaces
Demonstrate knowledge and understanding of experience-based and functional-based
interior spatial strategies
Create sophisticated design briefs and effective design proposals for complex urban
interior projects
Discuss issues in real-world project development in the definition of new interior

environments
Transferable skills
5
6 Apply the aspects of critical thinking, creative thinking, national responsibility and
cultural appreciation
Subject synopsis
Survey and analysis of projects of different typologies of contemporary complex
interior design projects
o Hospitality
o Retail
o Institutional
o Recreational
o Mixed-use, hybrid
The interior project as experience design
o Theming and branding of environments
o Spatial narratives
o Service design
The interior project as spatial machine
o Spatial flows
o Spatial networks
120

Activity
Purpose
Seminar
To discuss assigned readings related to complex interior projects,

Guided
Study

small groups
Assessment methods
Assessment task
Weighting
Learning journal
30%
Projects
60%
In-class exercises
10%
Total
100%
Purposes
Learning journal

Analysis
presentations

the analysis of existing urban environments
In-class exercises


hours
Class contact
26
Seminar
13
Workshop
13
28
Self-study
19
54
121
Resources
Books
Michael Sorkin (ed.),1992. Variations on a Theme Park: The New American City and
the End of Public Space, Hill and Wang, New York
Sharon Zukin (1993). Landscapes of Power: From Detroit to Disney World,
University of California Press, Los Angeles
Robert Venturi and Denise Scott Brown (1977). Learning from Las Vegas - Revised
Edition: The Forgotten Symbolism of Architectural Form, The MIT Press, Boston
Gutierrez, Laurent and Valerie Portefaix with Laura Ruggeri (eds.) 2005, HK LAB 2,
Hong Kong, MAP Book
Henri Lefebvre, 1992, The Production of Space, Wiley-Blackwell, London
Chuihua Judy Chun, 2002, The Harvard Design School Guide to Shopping / Harvard
Design School Project on the City 2, Taschen, Koln
Jerde architecture
122
Objectives
Level
Credit value
The aim of this subject is to guide students in the pursuit of a design project for a
5
4
complex urban interior spatial ensemble. This is a studio-based subject consisting
Pre-requisites
primarily of a group design project with individual components, supported by seminar
Nil
sessions and tutorials. The new landscape that replaces the traditional public space
and emerges in the form of themed and branded environments and new artificial
Co-requisites
interior spaces will be explored as a new class of public space within the realm of
SD5702
private and public facilities.
Exclusions
Nil

Professional skills
1
Participate effectively in design development process management of complex urban

interior design projects
2 Apply innovative & teamwork approaches to problem solving in complex urban

interior design projects.
3 Apply real-world project development in the definition of new interior environments
4 Apply project management skills related to designer-client relations
Transferable skills
5 Formulate plans for affecting positive change by interventions in an existing situation
Subject synopsis
Organization of design teams and design processes for complex interiors projects
Compositional and material strategies for complex interiors projects
Experience-driven approaches to design
Diagramming approaches to design
Communication and presentation skills for complex interiors

Activity
Purpose
Seminar
To discuss assigned readings related to urban interior environment design,

Guided
Study

small groups
Project

response to a brief
123
Assessment methods
Assessment task
Weighting
Learning journal
20%
Project presentations
80%
Total
100%
Purposes
Learning journal

Projects

practical projects designed for specific contexts of use.

hours
Class contact
52
Seminar
10
Guided Study
32
Presentation
10
56
Self-study
14
Project work
42
108
Resources
Books
Michael Sorkin (ed.),1992. Variations on a Theme Park: The New American City and
the End of Public Space, Hill and Wang, New York
Sharon Zukin (1993). Landscapes of Power: From Detroit to Disney World,
University of California Press, Los Angeles
Robert Venturi and Denise Scott Brown (1977). Learning from Las Vegas - Revised
Edition: The Forgotten Symbolism of Architectural Form, The MIT Press, Boston
Gutierrez, Laurent and Valerie Portefaix with Laura Ruggeri (eds.) 2005, HK LAB 2,
Hong Kong, MAP Book
Henri Lefebvre, 1992, The Production of Space, Wiley-Blackwell, London
Chuihua Judy Chun, 2002, The Harvard Design School Guide to Shopping / Harvard
Design School Project on the City 2, Taschen, Koln
Jerde architecture
124
Objectives
Level
Credit value
The aim of this subject is to guide students in attaining an awareness of the issues and
5
2
design approaches relevant to spatial typologies of public space environments. This
Pre-requisites
subject presents knowledge and conceptual frameworks necessary to understand the
Nil
organizational, material and socio-spatial logic of urban public space continua and
systems. This is done through critical review and analysis of existing urban public
Co-requisites
space environments and theoretical positions on the design of such environments, in
SD5707
order to establish a base of theory and knowledge for public space design, in the global
Exclusions
and historical context but with a specific emphasis on 21st century urban China. The
Nil
subject will enable students to develop a personal strategy in order to approach this
specific type of urban environment design project.

Professional skills
1
Apply key concepts of socio-spatial practice to the understanding and analysis

different kinds of urban public spaces
Demonstrate knowledge and understanding of typologies of projects for interventions

in the public space of the city
Create sophisticated design briefs and effective design proposals for urban public
spaces
Discuss issues in real-world project development in the definition of urban public

spaces
Transferable skills
5
Apply the aspects of critical thinking, creative thinking, national responsibility and
Subject synopsis
Survey and analysis of exemplary practice in contemporary urban public space design
Research approaches for understanding issues in public space design specific to the
city and location in which the project is sited
Public space design as urban acupuncture: a strategic intervention at a specific site
that affects the city holistically
Public space design as a space of flows and a time-based medium, embedded in
multiple time-cycles (daily, weekly, yearly, epochal)
Public space design as a combination of physical components, systems and strategies;
and the interrelations between them
Urban space as a space of negotiation between public, private and public/private
hybrid uses
Designing public space for a strategic balance of structures of control/planning and
dimensions of freedom/performativity
The interrelation between policy and design
125
Collaboration and cooperation between different stakeholders in the design of the

public realm

Activity
Purpose
Seminar
To discuss assigned readings related to urban public space, expanding

Guided
Study

small groups
Assessment methods
Assessment task
Weighting
Learning journal
30%
Projects
60%
In-class exercises
10%
Total
100%
Purposes
Learning journal

Analysis
presentations

the analysis of existing urban envrionments
In-class exercises


hours
Class contact
26
Seminar
13
Guided Study
13
28
Self-study
19
54
126
Resources
Books
Aymonino, Aldo, et al (2006). Contemporary Public Space: Un-volumetric
Architecture. Skira: Milan.
Caute, Lieven de (2008). Heterotopia and the City: Public Space in a Post-civil
Society. Routledge: New York.
Gastil, Roman W. and Zoe Ryan, (2004). Open: New Designs for Public Spaces.
Princeton Architectural Press: New York.
Kraus, Davis and Perry Naughton, (1995). Urban Spaces in Contemporary China.
Cambridge: Woodrow Wilson International Center for Scholars.
Low, Setha and Smith, Neil (2005). The Politics of Public Space. Routledge: New York.
Sennett, Richard, (2003). Flesh and Stone. Penguin: London.
127
Objectives
Level
Credit value
The aim of this subject is to develop students ability to design complex urban public
5
4
spaces relevant to the contemporary urban condition. This is a studio-based subject
Pre-requisites
consisting primarily of a group design project with individual components, supported
Nil
by seminar sessions and tutorials. The project will deal with different scales and
focuses of public urban space design each year, integrating public facilities,
Co-requisites
management and services with a continuum of spaces such as streets, plazas, parks
SD5704
and promenades with an interplay of public, private and hybrid uses and interests.
Exclusions
Nil

Professional skills
1
Apply concepts of value creation to different kinds of public spaces
Comprehend and apply criteria, a cognitive framework and a methodology with which
to approach the design of urban public spaces
Comprehend the potential and desirable role of the designer in the constellation of
stakeholders in the definition of public space
Carry out the design of a public space that integrates an understanding of the
conceptual content of the subject
Demonstrate project management skills related to designer-client relations
Transferable skills
6
Formulate plans for affecting positive change by interventions in an existing situation
Subject synopsis
Organization of design teams and design processes for urban public space projects
Compositional and material strategies for urban public space projects
Temporal-based approaches to design of urban spatial contexts
Participatory and collaborative approaches in public space design
Approaches to spatial politics and urban public space design
Communication and presentation skills for urban public space projects

Activity
Purpose
Seminar
To discuss assigned readings related to urban public space design,

Guided
Study

small groups
Project

response to a brief
128
Assessment methods
Assessment task
Weighting
Learning journal
20%
80%
Total
100%
Purposes
Learning journal

Projects


hours
Class contact
52
Seminar
10
Project
15
Guided Study
17
Presentation
10
56
Self-study
14
Project work
42
108
Resources
Books
Aymonino, Aldo, et al (2006). Contemporary Public Space: Un-volumetric
Architecture. Skira: Milan.
Caute, Lieven de (2008). Heterotopia and the City: Public Space in a Post-civil
Society. Routledge: New York.
Gastil, Roman W. and Zoe Ryan, (2004). Open: New Designs for Public Spaces.
Princeton Architectural Press: New York.
Kraus, Davis and Perry Naughton, (1995). Urban Spaces in Contemporary China.
Cambridge: Woodrow Wilson International Center for Scholars.
Low, Setha and Smith, Neil (2005). The Politics of Public Space. Routledge: New York.
Sennett, Richard, (2003). Flesh and Stone. Penguin: London.
129
Objectives
Level
Credit value
The aim of this subject is to guide students in attaining awareness of the issues and
5
2
methods of strategic approaches to urban environments design. This subject presents
Pre-requisites
knowledge and conceptual frameworks necessary to understand the particularity of
Nil
urban systems as designed entities in the city as well as contexts within which spatial
design projects of different scales and natures are embedded and engaged. Review and
Co-requisites
analysis of existing urban systems and strategies will provide a basis in which students
SD5707
can base their initial understanding. Regional case studies and specific issues in
Exclusions
territorial development will be brought together with logistic and managerial
Nil
strategies
of space. The subject will enable students to develop a personal strategy in order to
approach this specific type of urban environment design project.

Professional skills
1
Apply key concepts of value creation to different kinds of interior spaces
Demonstrates knowledge and understanding of the issues and concepts of strategic

approaches to the city
Create sophisticated design briefs and effective design proposals for urban systems
and strategies and especially the spatial design projects associated with them
Discuss issues in real-world development in the definition of urban systems and

strategies
Transferable skills
5
Subject synopsis
Regional and Territorial design and approaches
The role of micro-scale spatial components within urban scale networks
Strategic approaches to the design of urban services and systems
Systems and infrastructure
Logic of urban spatial networks
Sustainability for large scale planning
The application of logistic and managerial techniques to spatial design

Activity
Purpose
Seminar
To discuss assigned readings related to strategic approaches to the city,

Guided
Study

small groups
130
Assessment methods
Assessment task
Weighting
Learning journal
30%
Projects
60%
In-class exercises
10%
Total
100%
Purposes
Learning journal

Analysis
presentations

the analysis of existing urban strategies and systems
In-class exercises


hours
Class contact
26
Seminar
13
Guided Study
13
28
Self-study
19

9
54
Resources
Books
Chuihua Judy Chung (ed.), 2002. Great Leap Forward / Harvard Design School
Project on the City . Taschen, Koln
Stefano Boeri (ed.), 2001. Mutations. Actar, Barcelona
Kazys Varnelis, 2009. The Infrastructural City: Networked Ecologies in Los Angeles.
Actar, Barcelona
Marcel Langner, 2007. Shrinking Cities: Effects on Urban Ecology and Challenges
for Urban Development . Peter Lang Publishing
Doug Farr, 2007. Sustainable Urbanism: Urban Design With Nature. Wiley, London
Gutierrez, Laurent and Valerie Portefaix with Ezio Manzini (eds) 2002, HK LAB, Map
Book Publishers, Hong Kong
131
Objectives
Level
Credit value
The aim of this subject is to develop the students awareness and understanding of
5
4
sustainable approaches to strategic interventions into the urban fabric and systems.
Pre-requisites
This is a studio-based subject consisting primarily of a group design project with
Nil
individual components, supported by seminar sessions and tutorials. The project will
deal with the spatial design aspects of different types of urban systems and strategies
Co-requisites
each year, incorporating systems of the urban context such as transport, public
SD5706
services, distribution and communication networks. These systems and networks will
Exclusions
serve as the basis for structuring a new design approach of territorial entities such as
Nil
the PRD, understanding spaces in the city as embedded in urban and regional-scale
nets.

Professional skills
1
Participate effectively in design development process management pertaining to the

spaces of urban systems
Apply strategic thinking to the formulation and development of a system-oriented
urban spatial project
Carry out the design of an urban system-related project that integrates an
understanding of the conceptual content of the subject
Demonstrate project management skills related to designer-client relations
Transferable skills
7
Formulate plans for affecting positive change by interventions in an existing situation
Subject synopsis
Organization of design teams and design processes for strategic and system-oriented
urban projects Strategic approach
Compositional and material strategies for urban network and system design projects
Approaches to the design of micro-scale spatial components of urban-scale networks
Application of strategic approaches to the design of urban systems and their
components
Communication and presentation skills for spatial projects within urban networks and
Systems
132

Activity
Purpose
Seminar
To discuss assigned readings related to urban systems and strategies,

Guided
Study

small groups
Project

response to a brief
Assessment methods
Assessment task
Weighting
Learning journal
20%
80%
Total
100%
Purposes
Learning journal

Projects


hours
Class contact
52
Seminar
10
Guided Study
32
Presentation
10
56
Self-study
14
Project work
42
108
133
Resources
Books
Chuihua Judy Chung (ed.), 2002. Great Leap Forward / Harvard Design School
Project on the City. Taschen, Koln
Stefano Boeri (ed.), 2001. Mutations. Actar, Barcelona
Kazys Varnelis, 2009. The Infrastructural City: Networked Ecologies in Los Angeles.
Actar, Barcelona
Marcel Langner, 2007. Shrinking Cities: Effects on Urban Ecology and Challenges
for Urban Development. Peter Lang Publishing
Doug Farr, 2007. Sustainable Urbanism: Urban Design With Nature. Wiley, London
Gutierrez, Laurent and Valerie Portefaix with Ezio Manzini (eds) 2002, HK LAB, Map
Book Publishers, Hong Kong
134
Objectives
Level
Credit value
Pre-requisites
Nil
5
3
This subject aims at a high level of synthesis into a real life setting, and its outcome
should demonstrate an advanced understanding of all elements of preceding study.
The students identify a urban environments for design innovation and uniqueness.
Negotiated on an individual basis, students write and execute a research program
tailored to their field of interest. This comprehensive research brief forms the basis for
Co-requisites
the second stage Capstone project. Work is individual though small teams and
Nil
collaborations between students can be considered in the case on shared research
Exclusions
Nil
fields. Supervision is by an SD research tutor and the final capstone development

supervisor. Students are required to assemble a team of outside experts and industry
sponsors who will be part of their review team.

Professional skills
1 Identify, read and evaluate relevant literature in pursuit of background and contextual
studies for an envisioned design project
2 Review and analyze current theoretical and technological developments and their
relevance to the project in order to choose an appropriate approach
3 Write research reports analyzing precedent projects and reference situations in order
to position their research appropriately.
4 Conduct research surveys, site observation, questionnaires and interviews to deepen
their understanding of the various socio-spatial aspects of the urban environment
5 Demonstrate project management and research presentation skills.
Transferable skills
6 Demonstrate a thorough understanding of cultural, design and economic trends and
apply these insights to create an innovative proposal.
7 Write a thorough and compelling research report which includes a brief for further
Subject synopsis
Negotiating a project based on an agreed plan of work with clear objectives relating to
urban environments design and with attention to the personal and career ambitions of
each student.
Methodologies drawing upon those introduced in earlier stages of the program as well
as new research methods introduced by the tutor.
Strategies for fulfilling outcomes demonstrating a high level of synthesis of the issues
and methods introduced on the course.
Strategies for writing a research report supported by professional presentations and
reports that indicate a thorough understanding of concepts, issues and potential
audiences.
135

Activity
Purpose
Seminar
To discuss assigned readings related to defining and pursuing a course of

research
Guided
Study
To guide students on the development of their self-defined course of

research, individually and in small groups
Assessment methods
Assessment task
Weighting
Learning journal
30%
Research report
60%
In-class exercises
10%
Total
100%
Purposes
Learning journal

Research report

defining, carrying out and presenting the results of a course of
research
In-class exercises


hours
Class contact
39
Seminar
13
Guided Study
26
39
Self-study
13
Project work
26
78
136
Resources
Books
Bryman, A. (2001). Social Research Methods. Oxford: OUP.
Creswell, J.W. (1998). Qualitative Inquiry and Research Design: Choosing among
Five Traditions. Thousand Oaks: SAGE Publications.
Denzin, K. D & Lincoln, Y. S. (Ed.) (2005) The Sage Handbook of Qualitative
Research. 3rd edition. Thousand Oaks: Sage Publications.
Gerring, J. (2001). Social Science Methodology: A Critical Framework. Cambridge:
Cambridge University Press.
Punch, K. (2005). Introduction to Social Research: Quantitative and Qualitative
Approaches. London: SAGE Publications.
Richards, L. (2005). Handling Qualitative Data: A Practical Guide. London: SAGE
Publications.
137
Objectives
Level
Credit value
In the Capstone Project each student will carry-out an urban environment design
5
6
project based on an individually-defined brief, negotiated between the student and the
Pre-requisites
subject instructor, based on the explorations and findings achieved by the student in
SD5708
the preceding Capstone Research. This subject aims at a high level of synthesis into a
real life setting, and its outcome should demonstrate an advanced understanding of all
Co-requisites
elements of preceding study in the Urban Environments Design specialism. Work is
Nil
individual, though small teams and collaborations between students can be considered
Exclusions
in the case of more complex projects. Supervision is jointly by a SD tutor and a client/
Nil
research lab tutor, with regular performance reviews. It is recommended that students
undertake this project within the China context, and students are encouraged to seek
an actual client for this project, who will provide the real-world context for the
definition and evaluation of the project.

Professional skills
1
Demonstrate practical knowledge of design development
Integrate general understandings of the role of urban environment design within

society
Demonstrate systems and strategic thinking skills in analyzing complex design

problems and in envisioning urban environments
Apply the learning of user-centered research and design processes and methods
Apply human factors and interactive elements in urban environments design
Transferable skills
6
Demonstrate critical thinking, creative thinking, national responsibility and cultural

appreciation
Subject synopsis
The development of a project based on an agreed plan of work with clear objectives
relating to urban environment design and with attention to the personal and career
ambitions of each student.
The project-specific application of methodologies drawing upon those introduced in
earlier stages of the programme.
Strategies for fulfilling outcomes demonstrating a high level of synthesis of the issues
and methods introduced on the course.
Processes to attain a highly resolved, research-grounded urban environments design
project, supported by professional presentation packages that indicate a thorough
understanding of concepts, issues and potential audiences.
A final assessment by a board composed of the supervisors, representatives of the
School of Design design research labs and, where appropriate, relevant experts and
professionals from outside of SD.
138

Activity
Purpose
Tutorial

Guided
Study
To guide students on the development of their capstone projects,

Assessment methods
Assessment task
Weighting
Learning journal
30%
60%
In-class exercises
10%
Total
100%
Purposes
Learning journal

Projects

In-class exercises


hours
Class contact
32
Tutorial
10
Guided Study
14
Presentation
110
Self-study
39
Project work
58
Presentation & Report Preparation
13
142
Resources
Books
the project.
139
SD5922 Game Design
Objectives
Level
Credit value
This subject aims to develop the students capacity to design professional games,
5
3
including how to communicate the design to developers. The subject focuses on

describing basic game design principles and analyzing trends so that students can
Pre-requisites
differentiate, discuss, and synthesize their own ideas. Students will develop their
Nil
ability to consider psychological, social, technological and cultural factors that create
Co-requisites
fun and gameplay in a game and related game theories. Students will recognize the
Nil
evolution of the games industry as well as different genres of games, multiplayer

games, and the basics of game engines and game prototyping tools.
Exclusions
MIC5301

Professional skills
1
articulate and evaluate game design practices, methods, ideas, and theories from
sociological, technological and cultural perspectives
formulate new game designs, new perspectives and trends
undertake a game design process with reference to the current social, cultural and
technological context of the trends
Transferable skills
4
make choices to apply game design practices to develop games
develop appropriate communications skills and strategies to work in game design

team
Subject synopsis
Contextual knowledge
History of games: overview, genres, types of games
Core concepts: definitions, meaningful play, interactivity
Game rules: digital games, game theory
Game play: players experience, simulation, narrative, social play
Game culture
Game design document
Content and data

Data, information, knowledge and wisdom
Creation of games and modes of gameplay
Construction of stimulating content to incorporate into gameplay
Effective design and structure of games
Methods and practices

Reading materials that develop the students capacity to appreciate content and
perspective
Interactive sessions designed to help students develop their own perspective
regarding game design
Application of concepts learned in class by designing an original game
Guest speakers from industry to expand students knowledge of game design from a
work-based perspective
140
Creation of a final project designed to incorporate all aspects of the course, including
designing of a game in a comprehensible and thorough manner, reflection, originality
and presentation

Activity
Purpose
Lecture
Introduction of students to the structure of games, techniques and

principles related to game design
Tutorial
Interactive sessions designed to enhance students ability in creating

original games. Experience also gained through renowned speakers who
share their knowledge of the industry
Assessment methods
Assessment task
Weighting
Class participation
30%
In-class exercises
40%
Project
30%
Total
100%
Purposes
Class
participation
Interactive lectures based on reading materials to develop the

students capacity to appreciate various perspectives in game design
and develop their own perspective
In-class exercises
Interactive sessions to develop the students ability in designing an

original game and applying concepts from class. Some workshops
will include guest speakers from industry and in some cases, from
international organizations
Project
Develop the students capacity to ideate, design and analyse a game

in a comprehensible, credible and thorough manner, encouraging
reflection, originality, and presentation skills

hours
Class contact
39
Lecture
13
Workshop
13
Seminar
Critique
70
Self-study
25
Project work
45
109
141
References
Bartle, R. (2003) Designing Virtual Worlds, New Riders Games.
Crawford, C. (1997). The Art of Computer Game Design, Washington State University.
Juul, J. (2005). Half-Real: Video Games between Real Rules and Fictional Worlds,
MIT Press.
Kafai, Y.B., Heeter, C., Denner, J., and Sun, J.Y. (2011). Beyond Barbie and Mortal
Kombat: New Perspectives on Gender and Gaming, MIT Press.
Koster, R. (2005). A Theory of Fun for Game Design, Paraglyph Press.
Montola, M., Stenros, J., and Waern, A. (2009). Pervasive Games: Theory and
Design, Morgan Kaufmann.
Rollings, A and Adams, E. (2003). On Game Design, New Riders.
Rouse, R. (2005). Game Design Theory & Practice, 2nd Ed. Wordware Publishing,
Inc.
Salen, K. and Zimmerman, E. (2004). Rules of Play: Game Design Fundamentals,

MIT Press.
Taylor, T.L. (2006). Play Between Worlds Exploring Online Game Culture, The MIT
Press.
Wardrip-Fruin, and Harrigan, P. (2004). First Person: New Media as Story,

Performance, and Game, MIT Press.
142
AF5340 Finance and Accounting for Design Business
Objectives
Level
Credit Value
5
3
This subject contributes to the achievement of the MDes Programme Outcomes by

developing students abilities to think critically in analyzing financing and accounting
issue (Outcome 1) and to apply financial modeling and accounting metrics to address
Pre-requisites
Nil
related problems in design business (Outcome 2)
Co-requisites
Nil
Exclusions
Nil
Professional skills
1
2
3
4
5
understand the types of securities issued and traded in Hong Kong financial markets,
and how such can be used for raising funds and risk hedging
apply the corporate finance theories and techniques in corporate financial planning
contrast the knowledge of accounting standards with practice of corporate bodies
apply the knowledge of accounting practices of companies in design business
appreciate management accounting as an information and decision support system
within the modern design business.
Transferable skills
6
use critically tools and methods to access financing and accounting alternatives in
design business
Subject synopsis
Essential Principles of Corporate Finance

Corporate goals and financial objectives. Agency theory, monitoring costs and
management compensation scheme. Time value of money concepts.
Capital Investment Appraisals

Various capital budgeting techniques. Impact of taxation and inflation on capital
investment decisions. Replacement decisions. Lease or buy decisions.
Working Capital Management

Working capital components. Cash management. Credit management. Inventory
management.
Mechanism and Procedures of Equity Financing

Rights issues and placements. New issues and IPO. Stock Exchange of Hong Kong.
Methods of listing and procedures.
Mechanism and Procedures of Debt Financing

Credit and credit rating. Bank loans. Interest rate and pricing. Capital markets and
public listing.
Venture Capital
Private equity fund raising and partnership. Private equity investment.
Accounting Standards and Guidelines

Statement of Standard Accounting Practice and Guidelines issued by the Hong Kong
accounting standard setting-body leading to the preparation of company published
accounts in Hong Kong.
Preparation of Published Accounts in Hong Kong
143
Legal disclosure requirements of annual reports. Preparation of profit and loss

account and balance sheet including necessary notes to accounts. Directors reports.
Published annual reports of the Hong Kong Stock Exchange for quoted companies.
Budgeting Process
Behavioral aspects. Basic and advance variance computation. Application of
variances in different decision making contexts.
Cost-Volume-Profit Analysis and Pricing Policy

Concepts of fixed and variable costs; break-even analysis. Economic pricing, costbased pricing and market based pricing.
Performance Measures and Techniques of Analyzing Financial Statements

Review of different performance indicators. The choice of the appropriate
performance measures. Behavioral aspects of performance measures. Ratio Analysis
of financial statements.

Seminars will be comprised of 70% of the hours in this course.
Experienced practitioners are invited to give a 2-hour seminars. The purpose is to
give students an opportunity to share the practitioners valuable
experience.Workshops will be conducted in the form of group discussion and case
study. Students are expected to apply their knowledge to the discussion of the current
issues faced in the design business.

Activity
Purpose
Seminar
To discuss main concepts of finance and accounting related to business

with large design component
workshop
To guide students on the development of projects, individually and in small

groups
Assessment Methods
Assessment task
Weighting
Group case study presentation
40%
20%
In-class participation
10%
Group case study report
30%
Total
100%
Purposes
Group case study
presentation
To evaluate students reflection on their understanding of taught

theories and knowledge on local/regional issues in finance and
accounting through professional presentation/communication
Individual
assignment
To evaluate how the students have applied taught accounting

theories, methodology in a real firms case
In-class
participation
To evaluate how the students have applied learned knowledge to

respond to some current issues in finance and accounting
144
Group case study

report
To evaluate the quality of research finding , analysis, problem

identification and remeides
Weighting of assessment methods/tasks in continuous assessment may be different,

subject to each subject lecturer. Explanation of the appropriateness of the assessment
methods in assessing the intended learning outcomes: various methods are designed
to ensure that all students taking this subject
Case studies / discussion questions will require students to demonstrate their critical
thinking and analytical skills (Outcome 1). A group case study project will require
students to use and apply concepts in a real business with significant design
component (Outcome 2).
Feedback is given to students immediately following the presentations and all
students are invited to join this discussion.

hours
Class contact
35
Lecture
10
Seminar
Workshop
15
Presentation
42
Self-study
14
Project work
28
77
References
Ross, Westerfield & Jaffe, Corporate Finance, McGraw Hill, latest edition
Williams, Haka, Bettner & Meigs, Financial & Managerial Accounting The Basis
for Business Decisions, McGraw Hill, latest international edition
Garrison & Noreen, Managerial Accounting, McGraw Hill, latest international

edition
145
MM5001 Essential Business Theories and Concepts
Objectives
Level
Credit value
This subject contributes to the Programme Learning Goals by providing non-Business
5
2
students with the ability to apply key concepts associated with the analysis of business
issues, by refreshing Business students ability to apply those concepts, and by having
Pre-requisites
students of different disciplinary backgrounds work together on the completion of a
Nil
Business Plan.
Co-requisites
SD5151, SD5152
Exclusions
Nil
Professional skills
1
Evaluate alternative perspectives on the role and purpose of business organizations
Apply elementary financial concepts and cost-volume-profit analysis for decisionmaking
Transferable skills
3
Evaluate the various roles played by managers in business organizations
Analyze the factors which determine effective marketing policies and practices
Work with others in the effective development of a Business Plan
Subject synopsis
The Purpose of Business Organizations; Management as Art, Science or Craft; Teams
and their Effectiveness: Entrepreneurship; Sources of Finance; Financial Statements
and Numbers for Decision-making; Strengths and Limitations of Markets;
Opportunity Costs, Time Value of Money;Managers as Planners, Decision-makers,
Controllers, and Leaders; Key Elements of Marketing; Making Business Presentations

Students will be working in groups of 4-6 students, each group containing members
drawn from mixed disciplinary backgrounds, including Business. The class will meet
for four two-hour Workshops per week, and non-Business students will be expected to
spend an additional 16 hours per week in preparation for class. Each Workshop will
involve a short introductory lecture followed by groupwork including Knowledgebuilding Worksheets, short case studies and exercises. Each group will prepare a
Business Plan.
Assessment methods
Assessment task
Weighting
In-class Tasks:
Knowledge-building Worksheet,
Short Case Reports
40%
Business Plan
40%
Peer Group Appraisal:

Tutor-moderated
20%
Will evaluate each students overall

contribution to group work
Total
100%
146
Explanation of the appropriateness of the assessment methods in assessing the

intended learning outcomes:
The in-class tasks will address the first five learning outcomes sequentially and
formatively, while the Business Plan will address five of the six, providing a
summative assessment, requiring students to demonstrate that they can apply the
theories and concepts involved in four of the six outcomes.
The (Tutor-moderated) Peer Group Appraisal will assess individual students
contribution to those assessment tasks which are carried out in groups.

hours
Class contact
26
Workshop
26

1
For non-Business Students
52
For Business Students
26
Total student study effort for non-Business Students
78
Total student study effort for Business Students
52
References
Books
McCubbrey, Donald J Business Fundamentals, Global Text Project 2009
147
Objectives
Level
Credit value
This subject contributes to the achievement of the MSC China Business Studies
5
3
Learning Outcomes by enabling students to evaluate and be able to communicate the

impact of culture on business and management practice, with particular emphasis on
Pre-requisites
Chinese culture. (Outcome 3).
Nil
Co-requisites
Nil
Exclusions
Nil
Professional skills
1
Apply appropriate concepts and tools for the analysis of cultural differences and their
potential impact on business behaviours and performance
Understand and act on the implications of cultural differences for decision-making,

negotiation, team functioning and leadership
Identify potential solutions to the challenges for management raised by the need to
manage effectively across cultures
Transferable skills
4
Evaluate how cultural factors impact upon ethical issues
Subject synopsis
Cultural intelligence and the role of the global manager; alternative schemas for the
description, measurement and analysis of culture; cross-cultural aspects of decisionmaking, negotiation, teamwork and leadership; effective multicultural work groups;
structuring the multinational; expatriate assignments. The effective global manager of
the future. Managing ethically across cultures.

Lectures will introduce many of the key issues covered in the assigned textbook which
students will then be required to analyse in groups through a series of assignments
and in-class presentations. Each student will prepare self-appraisals throughout the
course and an individual report on a topic selected from a list of possibilities provided
by the teacher.
Assessment methods
Assessment task
Weighting
Group assignment on observing

cultural differences
20%
Group assignment on detecting

differences in household management
20%
Group assignment on management of

cultural diversity (20%) and
assessment of each members
contribution to group performance
(10%)
30%
148
30%
Total
100%
*Weighting of assessment methods/tasks in continuous assessment may be different,

subject to each subject lecturer.
To pass this subject, students are required to obtain Grade D or above in the
Continuous Assessment components.
intended learning outcomes: the various methods are designed to ensure that all
students taking this subject engage with each other and the teacher in class,
participate fully in their group across the term, completing three assignments that
require them to observe cultural differences in real-life settings. In each assignment,
the group will be required to address how the cultural differences observed have
implications for various subject learning outcomes and present the groups work to the
class during class meetings.Student study effort expected
hours
Class contact
39
Lecture
13
Seminar
26
78
Group and self-study work
78
117
References
Books
Bond, M. H. (Ed.) (1986). The psychology of the Chinese people. Hong Kong: Oxford
University Press. [now published by Chinese University Press]
Brett, J. M. (2007). Negotiating globally (2nd ed.). San Francisco, CA: Jossey-Bass.
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations:
Software of the mind (3rd ed.). New York: McGraw-Hill.
Huang, X. & Bond, M. H. (Eds.) (2012). Handbook of Chinese organizational
behavior: Integrating theory, research and practice. Cheltenham, England: Edward
Elgar.
Smith, P. B., Fisher, R., Vignoles, V. L., & Bond, M. H. (2013). Understanding Social
psychology across cultures (2nd ed.). London: Sage.
Smith, P. B., Peterson, M. F. & Thomas, D. C. (2008). The handbook of cross-cultural
management research. London: Sage.
Thomas, D. C. (2008). Cross-cultural management: Essential concepts. London: Sage
(this text is required and students are recommended to purchase this book)
149
MM5712 Marketing Management in China
Objectives
Level
Credit value
5
3
This subject is designed to develop the students understanding of Chinas marketing

environments, and their impacts on marketing in China. The uniqueness of Chinas
marketing environments mainly lies in its economic, political and cultural dimensions.
Pre-requisites
MM574 / MM576 / MM5001
A comparative approach will be employed wherever appropriate, comparing
Co-requisites
marketing in China and in the West, especially the United States. A cultural
Nil
perspective will be taken to explain the reasons for the differences of marketing in
China and the West. Specifically, it aims to:
Exclusions
improve the students understanding of the political and economic environments and
cultural environment in the Chinese market;
Nil
understand the Chinese consumers and organizational customers and their buying
behavior;
understand the key issues of managing the Chinese markets;
formulate and evaluate marketing strategies for companies doing business in China.
The overall aim of this subject is to provide a comprehensive, in-depth treatment of
the planning of marketing at both strategic and operational levels. At the operational
level, students will be able to plan day-to-day activities. At the strategic level, they will
be able to determine long-range goals and objectives, commit the firm to courses of
action, and allocate resources to accomplish brand, organizational or divisional goals.

Professional skills
1
Understand the political, economic and cultural environments in Chinese market;
Appreciate the theories of culture and national culture and their applications in
dealing with customers, both individual and organizational, in Chinese markets;
Formulate and evaluate marketing strategies (targeting, segmentation, positioning

and differentiation) and marketing mix strategies (product, pricing, channels of
distribution and promotions) in China;
Transferable skills
4
Evaluate and propose relationship marketing strategies for inter-firm relationships in

China.
5 Develop logical and critical thinking capabilities, and abilities in communications and
abilities in Chinese markets.
Subject synopsis
China is undergoing economic reform, changing the central planning system to a
market economy. This subject will address the unique political, economic
environments and cultural environments as the factors that have profound impacts on
marketing practices in China. A comparative approach is used to contrast the cultures
in China and the U.S. The impacts of culture, being manifested in various aspects of
marketing, will also be contrasted in the following sections:
150
Understand the marketing environment in China & the environmental impacts on

marketing concept and marketing orientation;
Consumer and organizational buying behavior;
Relationship marketing and interpersonal relations (guanxi) in China & negotiations

with Chinese counterparts;
Product, new product/brand management and Innovations & Promotion practice in

China;
Pricing practice, distribution & logistic in China.

Students are encouraged to participate in class discussions for both lectures and
seminars. They are required to finish weekly reading assignments before the lecture.
To facilitate students ability to apply theories, case studies in China and real life
discussion will be stressed in teaching, including cases assigned for discussion in class
and two cases project assigned as homework. Students are required to form groups to
conduct the short application case studies and long company case projects dealing
with real situations.
Assessment methods
Assessment task
Weighting
Test
25%
Individual participation
10%
Application Case exercises
25%
Company case project
40 %
Total
100%

intended learning outcomes: the various methods are designed to ensure that all
students taking this subject to have a balanced learning experience.

hours
Class contact
39
Lecture
39
117
Preparation for lecture
39
Preparation for assignment / group project and presentation
78
156
151
Resources
Textbook
Zhou Linong, China Business, Prentice Hall, 2006.
Major Reference Books

Kotler, P, K Keller, Ang, S. H. Leong, M.L., and Tan, C.T., Marketing Management:
An Asian Perspective, Prentice Hall, 5th Edition, 2009.
Wong, Y.H. and Leung, T.K.P., Guanxi Relationship Marketing in a Chinese Context,
International Business Press, Haworth Press, New York, London, 2001.
Kotler, P, Keller, K and Lu, T., Marketing Management in China, Prentice Hall, 2009.
Other References
Cui, Geng and Qiming Liu. Regional Market Segments of China: Opportunities and
Barriers in a Big Emerging Market, Journal of Consumer Marketing, 17 (1), p.72,
2000.
Goldman, Arieh. The Transfer of Retail Formats into Developing Economies: The
Example of China, Journal of Retailing, 77, 221-242, 2001.
Lee, Don Y. Power, Conflict and Satisfaction in IJV Supplier - Chinese Distributor
Channels, Journal of Business Research, Vol.51 (3), 1-12, 2001.
Lee, Don Y. Segmentation and Promotional Strategies for Selling CARB Bearings in
China, Journal of Industrial and Business Marketing, 18, No.3, 258-267, 2003.
Lee, Don Y. and Phil J. Dawes. Guanxi, Trust and Long-Term Orientation in Chinese
Business Markets, Journal of International Marketing, 2005.
Lee, D., Pae, J. and Wong, Y.H. (2001), Close Business Relationship in China (Close
Guanxi): Antecedents and Consequences, European Journal of Marketing, Vol. 35,
No.1/2, p.51-69.
Leung, T. and Wong, Y.H (2001), The Ethics and Positioning of Guanxi in China,
Marketing Intelligence and Planning Vol. 19, No.1, p.55-64.
Luk, Sherriff T.K., Xu Yin Zhou, and Ye Wan Chun. Evolution of Chinas Wholesale
System: Review and Marketing Implications, Long Range Planning, 31 (2), 295-307,
1998.
Nakata, Cheryl and K. Sivatumar, Instituting the Marketing Concept in a
Multinational Setting: The Role of National Culture, Journal of the Academy of
Marketing Science, 29 (3), 255-275, 2001.
Williamson, Peter and Ming Zeng, Strategies for Competing in a Changed China,
MIT Sloan Management Review, 45 (4), 85-91, 2004.
Wong, Y. H. and Tam, J. (2000), Mapping Relationships in China: Guanxi Dynamic
Approach, Journal of Business and Industrial Marketing, Vol. 15, No 1, p. 57-70.
Wong Y.H. and Chan, Ricky (1999), Relationship Marketing in China: Guanxi,
Favouritism and Adaptation, Journal of Business Ethics, Vol. 22, No 2, p.107-118.
152
MM5761 Marketing Management
Objectives
Level
Credit value
5
3
This subject provides an introduction to the theory and practice of Marketing at a
Pre-requisites
post-graduate level. The idea is to give students who may have little previous exposure
Nil
to Marketing a basic working knowledge of the typical marketing environment and

marketing mix: product, price, promotion and distribution. The subject is also
Co-requisites
designed to introduce students to a wide range of current topics, such as customer
Nill
relationship management (CRM), brand equity management, service marketing,
Exclusions
internet marketing models, and database marketing, etc. A broad range of marketing
Nil
topics is conducted with an emphasis on the concepts, which a marketing manager

needs to understand in order to make effective decisions.

Professional skills
1
Design marketing activities in an organization, and assess their impact on marketing

performance in a global setting;
Develop strategies to achieve marketing objectives;
Apply market segmentation, targeting and positioning with optimal marketing mix;
Transferable skills
4
Communicate marketing strategies effectively;
Evaluate the ethical issues that relate to marketing.
Subject synopsis
The Scope of Marketing

Exchange and transactions, company orientations towards the marketplace and the
fundamental marketing concepts, trends and task. Marketing ethics and social
responsibilities.
Developing Marketing Strategies and Plans

The value creation process and chain. Core competencies. A Holistic Marketing
Orientation and Customer Value. The central role of planning.
Gathering Information and Scanning the Environment

Analyzing the macro environment. The Marketing Information System.
Creating Customer Value

Building customer value, satisfaction and loyalty and cultivating customer relationship.
Analyzing Consumer and Business Markets

Segmentation, market targeting and positioning. Building a strong branding strategy.
Developing the Marketing Mix

Setting the product, price, promotion and place strategies.

The format for the course will be class lectures, followed up with case discussion
and/or group presentation sessions. Besides the textbook specified in this course
outline, selected journal articles will be provided to students that cover a wide range of
marketing topics. The intention is to allow students to absorb viewpoints from various
scholars and learn to appreciate academic research studies. Students are expected to
153
review the articles beforehand and share their views during class discussions. Active
participation is fully encouraged.
Assessment methods
Specific assessment methods/tasks
Weighting
Group project / case presentation
50%
Individual written assignments and /

or quiz
40%
Participation and class contribution
10%
Total
100%

Explanation of the appropriateness of the assessment methods in
assessing the intended learning outcomes: the various methods are designed to
ensure that all students taking this subject to have a balanced learning experience.

hours
Class contact
35
Lecture
10
Seminar
10
Case Study
Presentation
12
90
Preparation for lecture and seminar
30
Preparation for assignment / group project and presentation
60
125
Resources
Textbook
Kotler, Philip & Keller, Kevin (2012). Marketing Management, 14th ed., PrenticeHall,
Pearson.
154
MM578 Services Marketing
Objectives
Level
Credit value
5
3
This subject contributes to the achievement of the MBA Progamme Outcomes by:
developing students abilities to think critically in analyzing service problems
Pre-requisites
(Outcome 1) and to apply services marketing skills and knowledge to address these
MM574 / MM576 /
MM5762 / MM5001
problems and develop sources of competitive advantage (Outcome 2).
Co-requisites

Nil
Exclusions
Professional skills
1
Nil
contrast marketing of services and marketing of goods, and develop effective strategies
to address the challenges involved in marketing of services;
analyze customer expectations and translate this knowledge into genuine value for
customers;
Transferable skills
3
use and critically evaluate tools and techniques for managing service quality.
Subject synopsis
Understand Service Products, Consumers and Markets
Service characteristics, The purchase process for services, Customer expectations and
satisfaction.
Key Elements of Services Marketing

New service design and development, Communication mix for services, Pricing and
revenue management, Distributing services.
Managing The Service Delivery Process

Service Blueprinting, Balancing demand and capacity, Physical evidence, People
management.
Implementing Services Marketing

Managing customer relationships, Service quality, Service recovery, Customer
complaints Management.

In the first part of each class, the instructor will provide students with a lecture on the
underlying concepts and their applications with real examples. Students will be
required to participate in discussion in the lectures, perform guided reading of the text
and cases, and to make group presentations.
Assessment methods
Assessment task
Weighting
Group project presentation
15%
Individual report
15%
In-class participation
10%
155
Mid-term test
10%
Examination
50%
Total
100%

To pass this subject, students are required to obtain Grade D or above in both the
Continuous Assessment and Examination components.
intended learning outcomes: various methods are designed to ensure that all students
taking this subject
Case studies / discussion questions will require students to demonstrate their critical
thinking and analytical skills (Outcome 1). A group project will require students to use
and apply concepts in a real business context (Outcome 2).
hours
Class contact
39
Lecture and seminar
39
58
Preparation for project presentation and report
20
Preparation for seminars / discussion
Preparation for exam
30
97
References
Recommended Textbook
Service Marketing Managing People, Technology, Strategy, Christopher Lovelock,
Jochen Wirtz, 7th edition 2011, Pearson Prentice-Hall.
Reference
Services Marketing, Valarie Zeithaml, Mary Jo Bitner, and Dwayne, Gremler, 5th
edition 2009, McGraw-Hill.
156
MM588 Brand Marketing
Objectives
Level
Credit value
5
3
This subject is designed to develop a students understanding of how to manage a

brands equity throughout its life cycle. The elements of brand/ products quality,
Pre-requisites
branding research and their relationships with branding and marketing plan will also
MM574 / MM576 /
MM5001
be discussed. The emphasis is primarily on fast moving consumer brands.
Co-requisites

Nil
Professional skills
Exclusions
understand the importance of branding from a firm and a consumer perspective;
Nil
acknowledge brand equity as a valuable asset to build strength of a company;
formulate effective branding strategies;
Transferable skills
4
introduce branding research strategies;
incorporate branding strategies into formal marketing plan.
Subject synopsis
Brand Positioning
Brand Equity
Brand Values
Branding Research
Brand Strategy

Students are required to give their inputs at a postgraduate level by raising questions
and participating in class discussions. The course consists of lectures, tutorials,
exercises, class discussions, case analyses, and a group project. The lectures will cover
selected topics in branding and readings are intended to supplement the material
covered in class, provide insight into current thinking about management of brands,
and assist in the preparation of case analyses and the group project. Cases analyses
provide an opportunity to sharpen understanding of brand management by applying it
to a business situation. To benefit from and contribute to each session, it is essential
to read and prepare the required material for that session in advance. Classes are
interactive and the value of discussions will be closely related to your level of
preparation.
Assessment methods
Assessment task
Weighting
Group presentation
20%
Individual written case analysis
20%
Class preparation and participation
10%
Examination
50%
Total
100%
157

To pass this subject, students are required to obtain Grade D or above in both the
Continuous Assessment and Examination components.
intended learning outcomes:
Students are encouraged to apply qualitative methods such as focus groups, field
observation etc. when doing their project and presentation.
Students are required to evaluate one another on contributions to specified areas.
Individual assignment encourages application of brand management to concrete
business situations
hours
Class contact
39
Lecture
39
117
Preparation for lecture
39
Preparation for assignment / group project and presentation /

examination
78
156
Resources
Books
Keller, Kevin Lane, Strategic Brand Management - Building, Measuring, and
Managing Brand Equity, Pearson International (the newest edition).
Keller, Kevin Lane (2008). Best Practice Cases in Branding, (3rd Ed.), Upper Saddle
River, NJ: Prentice-Hall
de Chernatony, Leslie; McDonald, Malcolm, & Wallace, Elaine (2011). Creating
Powerful Brands (4th Ed.), Burlington: MA, Butterworth-Heinemann.
Fisher-Buttinger, Claudia & Vallaster, Christine (2008). Connected Branding, Sussex:
England, Wiley.
Lindstrom, Martin (2010). Brand Sense, Kogan Page
Gobe, Marc (2010). Emotional Branding: The New Paradigm for Connecting Brands
to People, Allworth Press.
Selective current readings taken from Harvard Business Review, Journal of
Marketing, Journal of Retailing, Journal of Brand Management and other relevant
academic and business journals.
158

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73035 Master of Design Scheme

Definitive Scheme Document

Updated 4 Aug 2016

73035 Master of Design Scheme ()

School of Design, The Hong Kong Polytechnic University

Section A: Master of Design Scheme Framework and Management

Aims and Themes of the Master of Design Scheme

Shared Subjects among Specialisms

Learning and Teaching

Overview of Teaching Philosophy

4.2 Intended Learning Outcomes

Mode of Delivery and Block Mode Delivery of Some Shared Subjects

4.6 Subject Syllabi

Master of Design Scheme Website

4.8 Presentation of Achievements of Graduates to the Community and Industry

Entrance Requirements and Admission to the Specialisms of the Scheme

Common Admission Exercise

Common Admission Criteria

Common Entrance Requirements

Specific Entrance Requirements for Different Specialisms

Admission of Subject-based Students

Master of Design Scheme Leadership and Management

Master of Design Scheme Leader

6.2 Management of Constituent Specialisms of the Scheme

Master of Design Scheme Manager

Descriptions of Specialisms included in this Scheme

Master of Design (Design Strategies)

Introduction and Aims

Master of Design (Design Practices)

Introduction and Aims

Master of Design (Interaction Design)

Introduction and Aims

10. Master of Design (International Design and Business Management)

Section B: Subject Syllabi

Master of Design Scheme

NORMAL AND MAXIMUM DURATION OF STUDY

Interaction Design 36 credits

Design & Business

Prof Laurent Gutierrez

Prof Laurent Gutierrez

Miss Sarah Kwok (email sarah.kwok@polyu.edu.hk)

Master of Design Scheme Framework and Management

1.3 Core Values

Aims and Themes of the Master of Design Scheme

Shared Subjects among Specialisms

Design Strategies specialism

Common Core Subjects

Design Practices specialism

Interaction Design specialism

International Design and Business Management specialism

Urban Environments Design specialism

Electives and other

International Design &

SD5018 Research and Analysis for Design1

*SD5001 Innovation Tools for Strategic Design

Common Core Subject

Specialisms Core Subjects

*SD5002 Design and Culture: Cultural Identity

To be offered during weekday