Master of Design Design Academy Eindhoven

Vlindersingel 220 NL-3544 VM Utrecht +31 30 87 820 87

Report of the extensive programme assessment 6 February 2018

Utrecht, The Netherlands April 2018 www.AeQui.nl Assessment Agency for Higher Education

Colophon

Programme Design Academy Eindhoven M Master of Arts in Fine Art and Design Location: Eindhoven Mode of study: full-time Croho: 49114 Result of institutional assessment: not applied for

Panel ir. R.S. Kloosterman, chair A. Midal PhD, domain expert T.A. Triggs BFA, MA, MA, PhD, FiSTD, FRSA, domain expert A. Laederach BA, student J.M. Batteau PhD, secretary

The panel was presented to the NVAO for approval.

The assessment was conducted under responsibility of AeQui VBI Vlindersingel 220 3544 VM Utrecht The Netherlands www.AeQui.nl

This document is best printed in duplex

April 2018 2

Table of contents

Colophon ...... 2 Table of contents ...... 3 Summary ...... 4 Introduction ...... 7 Intended learning outcomes ...... 9 Curriculum ...... 12 Staff ...... 17 Services and facilities ...... 19 Quality assurance ...... 22 Assessment ...... 24 Achieved learning outcomes ...... 27 Attachments ...... 29 Attachment 1 Assessment committee ...... 30 Attachment 2 Program of the assessment ...... 31 Attachment 3 Final qualifications ...... 33 Attachment 4 Overview of the programme ...... 33 Attachment 5 Documents ...... 35

Design Academy Eindhoven Master of Design 3 Summary

On 6 February 2018 an assessment panel of AeQui visited the Master’s programme Design at Design Acad- emy Eindhoven. The committee has decided that each standard is either of satisfactory or of good quality; the overall quality of the programme is good.

Intended learning outcomes orientation, and outcome aligned with a particu- The intended learning outcomes of the master’s lar domain or approach within the professional programme are in accordance with the expected field. The connection with the (inter)national pro- (inter)national level and orientation of a Master of fessional domain is strong due to the experience Design. Due to the professional networks and and practices of the heads and tutors, the external practises of staff members, initiatives taken for projects in year one, and the continuous engage- external projects within the curriculum, and the ment with urgent themes and current develop- involvement of external assessors for the final ex- ments in the professional domain as well as soci- ams, the master’s programme is able to flexibly ety at large. The qualifications of incoming stu- respond to transformations and developments in dents tie in to the content and goals of the pro- the professional field. The panel applauds the gramme. programme’s aim to foster research driven dialogue and experimentation within and between Staff design disciplines. It observes that both staff and The panel qualifies this standard as good. The students share this vision and are in the process staff members and tutors of the master’s proof questioning and challenging disciplinary gramme are highly motivated and qualified to ed- boundaries and design traditions. The assessment ucate and support students as they progress committee evaluates the intended learning out- through the programme. The staff of the pro- comes as satisfactory. gramme shares a strong sense of community both within and between the four departments. Curriculum They share the same vision and goals when it The panel evaluates the orientation, content, and comes to critical reflection and questioning de- structure of the master’s programme as good. It sign traditions. Students are very positive about applauds the manner in which the master’s stu- the knowledge, skills, and experience of the staff dents are guided and supported in developing and tutors and feel fully supported by them in themselves as author-designer-researchers and their journeys as developing designers, curators, to position themselves as autonomous and en- and writers. gaged designers within the professional field. The programme offers a challenging and varied study Services and facilities environment, structured around individual and The panel assesses the services and facilities of collective assignments, intensive workshops, per- the master’s programme as satisfactory. DAE’s sonal tutoring, and guest lectures. There is a housing and material facilities meet the require- strong focus on the interaction between critical ments of a master’s programme in design. The thinking, theory, design research, and the process students have their own workspaces and exhibi- of making and students are trained in developing tion spaces as well as easy access to workshops tools and methods for a sustainable and inde- enabling them to work on different materials. The pendent design/curating/writing practice. Each of panel supports the programme in its aim to find the four departments subscribes to the overarch- a solution for hosting the graduation show that ing goals and competencies of the master’s pro- does not disrupt the working rhythm of the stu- gramme but also has its own focus, programme, dents. The panel concludes that the quality of the

April 2018 4 tutoring within the programme ties in with its have achieved the competencies formulated by overarching goals and meets the needs of the the programme, while also showing a profound students. In general, students are satisfied with and authentic vision that is critical, independent, the information provided by the programme. The and informed by good research skills. In this panel believes that the information provision re- sense, the students’ competencies are in line with garding the profiles of the four departments the didactical philosophy and high ambitions of could be improved. the programme. Alumni of the master’s programme distinguish themselves as designers/de- Quality assurance sign theorists whose focus is on autonomous The panel evaluates the quality assurance of the thinking, concept development, research-driven programme as good. The programme cultivates a design, and interdisciplinary collaboration. DAE strong culture of dialogue, feedback, and critical facilitates and supports a strong alumni commu- reflection through formal evaluations and struc- nity via social media, its website, and various pro- tural meetings with programme management, grammes of lectures and workshops, ensuring an staff, and students. During these meetings partic- ongoing exchange between its tutors, students, ipants address relevant themes for design educa- and graduates. tion and reflect on the content and structure of the programme; the outcomes of these meetings Recommendations serve as input for the development of new poli- While the Design Academy Eindhoven and the cies and the yearly plans of the directors and master’s programme can be proud of its achieve- heads of department. The panel has observed ments, there is nonetheless room for improve- that the evaluations have resulted in concrete im- ment. In order to bring the programme to an even provements to the programme in recent years. higher level of quality in the future, the commit- Most of all, it applauds the programme’s open at- tee issues the following recommendations. titude and the manner in which students’ views The panel recommends that the programme de- and perspectives are taken seriously. velop a clear strategic plan that supports and makes its goals explicit and shows how these am- Assessment bitions are translated in each of the four depart- The panel evaluates the assessment system of the ments. programme as satisfactory. The formative and Though there is sufficient informal exchange be- summative assessments of the programme are tween the departments, the panel recommends valid, objective, and transparent due to the use of that the programme invest in a more formal dia- assessment forms with relevant criteria, the in- logue system between departments about the as- volvement of several assessors (including an ex- sessment procedures, particularly with regard to ternal assessor for the final examination), and the the set-up of the examinations, the feedback monitoring role of the exam committee of the given to students and the status and role of the programme. The panel is positive about the man- thesis in the final project. This way, the pro- ner in which the assessment procedures contrib- gramme will be able to ensure that the four de- ute to the learning processes of the students, en- partments share a similar frame of reference couraging critical awareness and insight into their when it comes to assessment procedures and cri- own goals, position, and development. teria. The panel would also like to encourage the pro- Learning outcomes achieved gramme to investigate whether it can involve The panel evaluates the achieved learning out- more non-Dutch tutors to match the cultural di- comes of the programme as good. The theses versity of the student body. And in addition, it and final projects fully meet the required level of also recommends that the opening hours of the a master’s in design, demonstrating that students workspaces are extended into weekends.

Design Academy Eindhoven Master of Design 5

Overview

The assessments per standard are presented in the table below.

Standard Assessment

1. Intended learning outcomes Satisfactory

2. Orientation of the curriculum Good 3. Content of the curriculum Good 4. Structure of the curriculum Good 5. Qualifications of incoming students Good

6. Staff: qualified and size Good

7. Accommodation and infrastructure Satisfactory 8. Tutoring and student information Satisfactory

9. Evaluation of the programme Good

10. Assessment system Satisfactory 11. Achieved learning outcomes Good

Overall judgement Good

All standards of the NVAO assessment framework are assessed positively; the assessment committee, therefore, awards a positive recommendation for the accreditation of the programme.

Utrecht, April 2018

René S. Kloosterman MSc Jesseka M. Batteau PhD Chair Secretary

April 2018 6

Introduction

This report describes the outcome of the evaluation of the Master of Design programme at the Design Academy Eindhoven on 6 February 2018. DAE offers both a bachelor’s and a master’s programme in design, as well as two readerships. The master’s programme of design is a two-year, full-time course that consists of 120 ECTS, divided over six trimesters. It offers an integrative, research-driven, and contextual approach towards design and aims to train independent, critical, and engaged designers who can position themselves within the design field.

The institute The programme The Design Academy Eindhoven (DAE) is a Uni- The master’s programme is a two-year, full-time versity of the Arts that specializes in design. It was course consisting of 120 ECTS and divided over founded in 1947 as the Akademie voor Industriele six trimesters. Students enrol in one of four de- Vormgeving, and received its current name in partments: Contextual Design, Social Design, In- 1999. DAE offers a four-year, bachelor’s course formation Design, or Design Curating & Writing. with eight departments as well as a two-year mas- Each department has developed its own curricu- ter’s course consisting of four departments. DAE lum and approach with specific themes, assign- also hosts two international readerships, which ments, workshops, and projects that contribute to aim to further develop design research within the its goals throughout the six trimesters. The social Academy and beyond. Recently, DAE appointed a and cultural context in which designers and their new artistic director to further guide and develop products ‘function’ is the overarching framework the mission, vision, and programmes of the Acad- for the master’s programme as a whole. All de- emy. partments aim to strengthen the authorship of the designer/design-theorist/curator-writer; stu- In its mission statement and self-evaluation re- dents learn to articulate and critically reflect upon port, DAE characterizes its design approach as their positions within the design profession, de- ‘hybrid, conceptual, contextual, and interna- velop their personal imageries and signatures, tional’. The Academy strives for an integrative ap- and develop research skills in relation to their de- proach towards design and aims to train design- sign practices. ers who are aware of the social and political effects and implications of their practice. Design is In the first year, the main objective is for students not a goal in and of itself, according to DAE’s vi- to obtain the necessary knowledge and skills to sion, but rather a tool for investigating societal successfully progress through the programme problems and developing alternative ways of en- and to conduct an individual research and design gaging with the world. project in the second year. During their second year, students work on their own research The bachelor’s and master’s departments’ courses themes, which they have formulated at the end of are headed by professionals in the field of design. the first year. This design research informs each The heads work in close cooperation with their tu- student’s final design product/project, which they tors and the Executive Board of the Academy (the present to the department and the public at the Academy’s Creative Director and Director of Edu- end of the second year. cation, Research, and Organisation) in determin- ing the structure and content of the curriculum of The assessment their departments. DAE assigned AeQui VBI to perform a quality assessment of its master’s programme of design. In

Design Academy Eindhoven Master of Design 7 close cooperation with the programme’s man- discussions during the site visit, which took place agement, AeQui appointed an independent and on 6 February 2018 (an overview of the pro- competent assessment panel. A preparatory gramme of the site visit can be found in attach- meeting with representatives from the master’s ment 2). The panel assessed the programme in an programme was convened to exchange infor- independent manner; at the end of the visit, the mation and to plan the date and itinerary of the chair of the assessment panel presented its initial site visit. The programme is a so-called unique findings to representatives of the programme and programme, in a sense that it is not assessed in a the institution. cluster according to NVAO assessment schedule. A so-called development meeting will be sched- uled in the course of May 2018, during a general In preparation for the site visit, the assessment meeting with working field and other experts. panel studied the master’s programme’s self- evaluation report and attended the Academy’s This report presents the findings, considerations, Graduation Show on 28 October 2017 to gain an and conclusions of the panel in accordance with overview of the Master’s level achieved, bench- the NVAO framework for extended programme marked against the programme’s intended learn- assessment. A draft version of the report was sent ing outcomes. The panel also reviewed a selection to the programme management for a factual of theses from the last two cohorts of graduates. check of its content; any corrections have been The panel’s findings were used as input for included in this final version.

April 2018 8

Intended learning outcomes

The intended learning outcomes of the master’s programme are in accordance with the expected (inter)national level and orientation of a Master of Design. Due to the professional networks and practises of staff members, initiatives taken for external projects within the curriculum, and the involvement of external assessors for the final exams, the master’s programme is able to flexibly respond to transformations and developments in the professional field. The panel applauds the programme’s aim to foster research driven dialogue and experimentation within and between design disciplines. It observes that both staff and students share this vision and are in the process of questioning and challenging disciplinary boundaries and design traditions. The panel recommends that the programme develop a clear strategic plan that supports and makes its goals explicit and shows how these ambitions are translated in each of the four departments. The assessment committee evaluates the intended learning outcomes as satisfactory.

Intended learning outcomes ensuring that their post-graduation design prac- Standard 1: The intended learning outcomes tie in with the level tice is sustainable. Students are encouraged to and orientation of the programme; they are geared towards the cultivate intellectual curiosity, critical thinking, expectations of the professional field, the discipline, and inter- and conceptual design skills. In other words, the national requirements. programme does not focus on specific design Findings skills but rather aims to train students in developing a critical and reflective attitude. In this way, Objectives and profile they are able to make new and relevant connec- Students of the master’s programme enrol in one tions between different fields and domains within of the four departments: society and prepared for a hybrid working prac- - Contextual Design (CD) tice in which they must develop their own posi- - Social Design (SD) tion, methods, and approaches. - Information Design (ID) - Design Curating & Writing (DC&W) In this sense, the programme’s ambition is to offer design education that questions and explores Though each department has its own pro- traditional disciplinary boundaries of the design gramme, content, and focus, all four departments profession. All those involved share this goal, aim to educate engaged author-designer/re- which the panel observed during its conversa- searchers (in the case of DC&W, curators/writers) tions with programme management and staff who can work independently, critically, and re- members. Students, alumni, and representatives flectively, taking their own questions, themes, and from the working field with whom the panel fascinations as a starting point for their design spoke also explicitly underlined the importance of practice. Graduates from the master’s programme this approach for the future of the profession. have broad analytic research skills and expressive ability. They are able to take up an autonomous Research-driven design position within the design field and, in and An important aspect of the master’s programme’s through the work they make, create their own vi- profile is its focus on research-driven design. Stu- sion in relation to relevant social and political dents must obtain the necessary research skills contexts (‘design in context’). and critical attitude in order to grasp and engage with complex themes and questions relating to The programme strives to teach students to learn the role, effects, and functions of design within to develop their own design methodology, thus society. For the master’s programme, research in

Design Academy Eindhoven Master of Design 9 design is not only discursive (in the sense that it practice-based research and the professional is exclusively mediated through language or field. Though the programme has been officially texts) but involves a constant interaction between acknowledged as unique within the national edu- the artistic design process, theoretical reflection, cational domain by the Dutch government, the and critical reading and analysis. Design research competencies of the master’s programme tie in to should contribute to and feed into the process of the educational standards set by the National making design, and is an instrument for develop- Profile for a Master of Fine Arts. Its competencies ing an independent, critical, and reflective posi- also explicitly take the international Dublin De- tion in relation to the themes and materials with scriptors into account. In its self-evaluation report which the students engage. The concept used by and supporting documentation, the programme the programme to refer to this intermingling of explicates how its intended learning outcomes re- practice and theory is ‘thinking through making’. late to these international standards. (For an over- In the second year, students must conduct re- view of the final qualifications, see attachment 3). search and write a thesis. Their research serves as input/framework for the final graduation project. Growth of the programme Since 2003, the master’s programme has grown Links with the professional field in both its number of students and departments. The programme ensures that its objectives are Starting with the department of ‘Contextual de- aligned with the developments and requirements sign in context’, the programme evolved into two of the design profession in several ways. Staff departments in 2009: Contextual Design and So- members are themselves leading professionals in cial Design. The departments of Information De- the field of design, combining a design practice sign and Curating & Writing were added to the (or, in the case of the Design Curating and Writing portfolio in 2012 and 2014, respectively. At pre- department, a curating-writing practice) with sent, the programme is considering incorporating their teaching at DAE. As design professionals, the yet another department. Programme manage- heads of the departments are able to formulate ment and heads of department are aware of the the goals of their curricula based on what is cur- fine balance they must achieve in order to main- rently relevant and urgent within the profession. tain the quality of personal tutoring and educa- The tutors are all design professionals and, there- tion within each department. As became clear fore, closely attuned to the requirements of the during conversations with the panel, the pro- field. For the final exams, DAE invites external as- gramme seems very much aware of the factors in- sessors – prominent experts in the field of design volved and the degree to which it could be scaled or a design related field – to evaluate the work of up without losing its individual focus and produc- the students and to reflect on the content and tive group dynamic. learning outcomes of the programme. The programme also seeks out dialogue with the (in- Considerations ter)national design field and the outside world The panel believes that the goals and profile of through symposia and external projects with the the programme meet the expectations of the pro- industry, non-profit organizations, and govern- fessional field and design discipline. The panel mental institutes. This way, it is able to stay at- applauds the master’s programme’s ambitions to tuned to themes and developments in the design question and challenge the traditional discipli- profession as well as within society at large. nary boundaries of design practice. The panel observes that programme management and staff Competencies members seek to actively and collectively investi- DAE’s Master of Design is a professional master’s gate and reinvent what design should or could be programme within the framework of a University within society. They are able to communicate this of the Arts. Therefore, its orientation is towards investigative journey in a convincing way within

April 2018 10 the educational context, according to the panel. It transparent. In other words, the panel would ad- is also positive about the manner in which re- vise the programme to formulate which actions it search is understood and deployed within the will initiate in order to achieve its goals, and how programme. The closely interwoven interaction each department will translate these ambitions between practice and theoretical reflection is a into its own curriculum. A more explicit formula- productive strategy for arriving at authentically tion of the different signatures and orientation of engaged and relevant designs. Based on its con- the departments would also contribute to versations with alumni and other representatives strengthen the communication with (potential) of the professional field, the panel concludes that students and the outside world. It will help clarify the programme’s goals and profile are, indeed, what is expected of students and support the on- valuable and relevant to the profession. going conversation about what should be understood as the common denominator within the The panel is confident that the programme, under master’s programme. the supervision of the new artistic director, will continue to develop towards a post-disciplinary, Based on the interviews and examination of the research-driven curriculum. Yet, the panel would underlying documentation, the assessment com- recommend to formulate a strategic plan in which mittee evaluates the intended learning outcomes the intended trajectory, also with regard to the as satisfactory. programme’s potential growth, is made

Design Academy Eindhoven Master of Design 11 Curriculum

The panel evaluates the orientation, content, and structure of the master’s programme as good. It applauds the manner in which the master’s students are guided and supported in developing themselves as author- designer-researchers and to position themselves as autonomous and engaged designers within the professional field. The programme offers a challenging and varied study environment, structured around individual and collective assignments, intensive workshops, personal tutoring, and guest lectures. There is a strong focus on the interaction between critical thinking, theory, design research, and the process of making and students are trained in developing tools and methods for a sustainable and independent design/curating/writing practice. Each of the four departments subscribes to the overarching goals and competencies of the master’s programme but also has its own focus, programme, orientation, and outcome aligned with a particular domain or approach within the professional field. The connection with the (inter)national professional domain is strong due to the experience and practices of the heads and tutors, the external projects in year one, and the continuous engagement with urgent themes and current developments in the professional domain as well as society at large. The qualifications of incoming students tie in to the content and goals of the programme.

Orientation alternation between, and integration of, research Standard 2: The curriculum enables the students to master ap- and design, words and actions as well as theory propriate (professional or academic) research and professional and practice form the backbone of the course. skills.

The programme has a practice-oriented under- Findings standing of research, as explained in the previous The Master of Design aims to educate author-de- section. Research in the programme is aimed at signer-researchers who are able to position offering students the tools to sustain their own themselves autonomously within the field of de- professional design practice and to contribute to sign and produce relevant designs within a - yet the development of the design profession. The to be developed - hybrid working practice. The theoretical side of research is given form through curriculum is designed to offer students a chal- the reading and analysis of relevant literature and lenging context in which they can further enhance by the thesis-writing trajectory, which starts at the their design skills and knowledge, while also end of the first year with the student’s formula- learning to conduct design research and develop tion of an individual research theme and ends a sustainable and critically engaged design prac- with the presentation of the thesis and final de- tice. Students learn to think conceptually, taking sign (for the department DC&W: curating) project their own personal intuitions and beliefs as a at the end of the second year. starting point.

Dialogue with the outside world plays an im- The programme ensures that the students’ pro- portant role in the didactic approach of the projects contain all components of the overall design gramme. The students are continually asked how process (i.e. question formulation, orientation, re- they (wish to) relate to the outside world and to search, analysis; brainstorm sessions, design, real- the professional domain. The connection with the ization, communication, presentation). Master’s (inter)national professional field is achieved projects grow in complexity as the study pro- through the experience and professional prac- gresses. They require a multi-perspective ap- tices of the heads of department and tutors, the proach and thorough research into the back- involvement of (international) guest lecturers, as grounds and contexts of the project theme. The

April 2018 12 well as through recurring collaborations and pro- Based on the interviews and examination of the jects with external (regional, national, and inter- underlying documentation, the assessment com- national) DAE partners in the third trimester of the mittee qualifies this standard as good. first year. Each project brings together real-life problems and educational purposes, which results in (mid- and final) presentations and an ex- Contents hibition and/or publication. Standard 3: The contents of the curriculum enable students to achieve the intended learning outcomes. As conversations with the panel clarified, students and alumni were very positive about the connec- Findings tion with the field and outside world, particularly The curriculum of the master’s programme con- with the way they were able to profit from the ex- sists of 120 ECTS divided over two years and six perience and knowledge of the tutors and staff trimesters. Each department subscribes to the members. The collaboration with the Van Abbe overarching goals of the master’s programme museum in Eindhoven was valued very highly by and shares the intended learning outcomes as the DC&W students, as it offered them the op- described in the competencies of the programme. portunity to engage in advanced theoretical re- All four departments focus on strengthening the flection and inspiring practices of curating and authorship of the designer or design-theorist. writing. These observations were also underlined Students learn to articulate their positions; learn by the information and reflection offered in the to reflect on the profession and its limits; develop student chapter of the self-evaluation report. their personal imagery and signature; and, conduct research in order to come up with valid de- Considerations signs as well as design presentations or text pro- The panel is very positive about the programme’s posals. professional orientation and the manner in which students are supported in developing sustainable Within this given framework, each department design skills and methods that incorporate re- has developed its own objectives, projects, and search, critical reflection, and independent think- assignments geared towards a particular domain ing throughout the making process. Due to the or approach within the professional design field. workshops, assignments, and external projects, Contextual Design, which originates from product students are made aware of concrete social, cul- design, has a stronger focus on making and ma- tural, and political themes and issues, which they, terials and the manner in which people relate to as designers, must engage in a critical and inde- objects and the surrounding world. Social Design pendent manner. As the study progresses, stu- starts from a different position and takes interest dents find a balance between theoretical reflec- in the social, political, and cultural role of design tion and the making process, even though some and the designer, questioning what design can or of them find this to be a challenge in the begin- should achieve within social structures. Infor- ning. All students and alumni the panel spoke to mation Design, originating from graphic design, stress the importance of the integration of both focuses on the changing role of visual infor- for their practices. As they explained to the panel, mation in contemporary societies. Finally, Design they receive good support from the mentors in Curating and Writing has a focus on the theory finding the right approach and their growth as and critical presentation of design, training stu- designers throughout the programme stems pre- dents in theoretical thinking and developing their cisely from finding a productive connection be- curatorial skills. Theory, research, making and tween research and design. contextual thinking are important in all four departments, and students may take on similar themes to investigate throughout the two years.

Design Academy Eindhoven Master of Design 13 However, they will start from a different position, the manner in which staff and tutors are able to and the discourse and theoretical framework incorporate and engage with these different per- used will depend on the student’s department. spectives.

Curriculum is set up around research and design Based on the interviews and examination of the assignments and workshops, which are super- underlying documentation, the assessment com- vised by design- and workshop tutors or the writ- mittee qualifies this standard as good. ing and thesis supervisors of the departments. Students receive personal mentoring and attend presentations by (international) guest critics and Structure lecturers. In the first year, students obtain the Standard 4: The structure of the curriculum encourages study necessary knowledge and skills to successfully and enables students to achieve the intended learning outcomes. proceed with the programme and to take on an individual research and design project in the sec- Findings ond year. At the end of the first year, students de- The didactic approach of the master’s pro- velop a research question that will inform their gramme can be described as small-scale, project second-year thesis work and graduation project. oriented, with a focus on individual guidance. In During their second year, students work on indi- assignments and workshops students go through vidual research themes, which results in a thesis the various phases of the design process, most and a final design (or curating) project. These are often in collaboration with fellow students. They presented to the department in the final tri- alternatively take on the role of design assistant mester. or project leader. Though students are monitored

and guided individually, the programme encour- Considerations ages collaboration between students with differ- The panel concludes that the content of the mas- ent backgrounds and interests, thus fostering ter’s programme is varied, relevant, challenging, new approaches and insights. and tailored to the individual needs of the students. This finding is supported by the panel’s The notions of ‘thinking through making’ and conversations with students and alumni, all of ‘learning by doing’ are central to the pro- whom were very positive about the theoretical, gramme’s didactical philosophy. As described in practical, and critical-reflective dimensions of the previous sections, researching and designing go curricula of the different departments, as well as hand-in-hand; students progress through trial the individual mentoring they received. Each de- and error experimentation, developing their department addresses important themes and issues, sign identity step-by-step. Though the depart- offers students the opportunity to hone their de- ments give out assignments, these are formulated sign/curating/writing skills, and produces critical in such a way that the professional and personal reflection, theoretical thinking, and research. The experiences of the students, their views on the panel is positive about the flexible structure of the profession and their own position therein func- curriculum in all departments, which enables tion as guidelines for their research trajectory and quick responses to developments in the profes- outcome of the design project. The departments sional field and allows room for students to con- ensure that there are many shared reference tribute to the programme with proposals and points for the students so that there is an alterna- suggestions. All four departments aim to incorpo- tion between wide-ranging individual investiga- rate different positions and theoretical stand- tion and a convergence of shared reflection and points, encouraging students to investigate and concrete positioning within the group. The tutors introduce theorists, thinkers and designers from have very diverse backgrounds, so the students different parts of the world. The panel appreciates

April 2018 14 receive many different perspectives on their work equivalent discipline, such as architecture, art or and the design profession. art history. Bachelor’s students with a different background can be admitted if they demonstrate The students and alumni the panel spoke to con- that they have the necessary skills, knowledge, firmed that the didactical approach and structure and attitude to enrol in the programme. of the programme contributes to their development as independent designers. They are given a All applicants are required to send in their Curric- great deal of freedom in the assignments, which ulum Vitae, a letter of motivation, a digital port- they thought were very challenging, since they folio, and a one-minute video in which they intro- were expected to develop their own approach duce themselves. These documents and files are and follow their own trajectory in order to com- reviewed by the department heads and a tutor. plete the project. As they explained to the panel, Applicants who are thought to show potential it was precisely this freedom, combined with per- and affinity with the programme’s goals are in- sonal coaching and guidance, that helped them vited for an interview. The interview takes place deepen their critical thinking and making as well via Skype with the head of the department. All as further articulate their position as designers. candidates are tested on their English proficiency level. Applicants who are not native speakers of Considerations English may be asked to provide evidence of their The panel is very positive about the didactical phi- English proficiency level. The students enrolled in losophy of the programme. In the documentation the programme are also selected to form a varied and conversations with staff, students and alumni, and complementary group within the four de- the panel could recognize the strong focus on the partments. The different backgrounds, nationali- integration of research and making, the principle ties as well as knowledge and skills of the group of ‘thinking through making’. The panel applauds members contribute to a study environment in this investigatory and critical-reflective attitude, which students can learn from each other and col- which produces designers who will be able to laborate productively. Currently, there are 149 contribute to the renewal of the professional field. students in the master’s programme (CD: 49, SD: It also appreciates the structure and set-up of the 50, ID: 37, and DC&W: 13). Next academic year, programme, which is small-scale and centres on numbers will increase further to an estimated 175 collaboration between students and external par- – 195. ties, and reserves ample time for individual guidance. Considerations The panel observes that the qualifications of the Based on the interviews and examination of the students are aligned with the profile, content, and underlying documentation, the assessment com- goals of the programme. The students and alumni mittee qualifies this standard as good. with whom the panel spoke were international and culturally diverse, and highly proficient in Incoming students English. The majority had a background in design, Standard 5: The curriculum ties in with the qualifications of the curating, or writing; several were trained in adja- incoming students. cent fields, such as fashion and architecture. Many already had some years of experience as a profes- Findings sional in the design domain. Their choice to come Students must pass a selection procedure before to DAE stemmed from their desire to deepen their they are admitted to the programme. They are re- critical design practice and further develop an au- quired to have completed a programme at the tonomous position as a designer. All students bachelor’s level, preferably in the domain of de- conveyed a good understanding of the pro- sign, design history, curatorial studies, or an gramme’s profile and goals and were able to

Design Academy Eindhoven Master of Design 15 connect these in an articulate manner with their own ambitions as designers, design theorists, and Based on the interviews and examination of the curators. The panel applauds the departments’ underlying documentation, the assessment com- ability to form, i.e. ‘curate’ a student body that is mittee qualifies this standard as good. able to produce new insights and collaborative initiatives.

April 2018 16

Staff

The panel qualifies this standard as good. The staff members and tutors of the master’s programme are highly motivated and qualified to educate and support students as they progress through the programme. The staff of the programme shares a strong sense of community both within and between the four departments. They share the same vision and goals when it comes to critical reflection and questioning design traditions. Students are very positive about the knowledge, skills, and experience of the staff and tutors and feel fully supported by them in their journeys as developing designers, curators, and writers.

Standard 6: The staff team is qualified for the realisation of the qualified staff and tutors with the necessary curriculum in terms of content and educational expertise. The knowledge, practical, and educational skills to team size is sufficient. support students as they progress through the

programme. The panel is very appreciative of the Findings fact that all staff involved shares the overarching The departments of the programme are each su- vision of the programme. In conversation with the pervised by a head and a dedicated coordinator. panel, staff members proved themselves to be The heads of department are all leading figures in acutely aware of the goals of the departments the design field. As stated earlier, they are respon- they are in but also demonstrated that there is sible for the content, direction, and structure of ongoing dialogue within, as well as between, the the department’s curriculum. The heads answer departments about what design(er) can or should to DAE’s Executive Board, which consists of the be in contemporary society. There is a clear and Academy’s Creative Director and Director of Edu- shared questioning of the status quo and of the cation, Research and Organisation. traditional disciplinary boundaries within the de-

sign domain. The coordinators are the first points of contact for the master’s students throughout the two years This positive evaluation was confirmed by the stu- of the programme, and deal with the day-to-day dents and alumni during the site visit. They, too, organization of the curriculum. Two coordinators were highly appreciative of the expertise, experi- are appointed to keep an overview of the master’s ence, and educational capacities of staff and tu- as a whole. The master’s programme shares its tors. In the student chapter of the self-evaluation supporting staff (administration, HR, secretaries, report, students formulated their wish to establish policy advisors, etc.) with DAE’s bachelor’s and re- a wider variety of tutors with different cultural search programmes. Each department has a num- backgrounds in order to echo the international ber of tutors to supervise assignments, give work- nature of the student body. The majority of stu- shops, and provide personal mentoring. The tu- dents feel that they have received good personal tors have their own professional design (or curat- guidance from the tutors and staff. ing-writing) practices and are therefore able to give sound advice and guidance to students, Considerations sharing their experience and knowledge of the Taking these findings into consideration, the professional domain. panel concludes that the staff of the programme

is highly qualified and shows a strong sense of Based on its conversations with staff members community. They are very motivated and articu- and tutors, and the overview of their qualifica- late when it comes to the specific ambitions of the tions in underlying documentation, the panel departments and the overall goals of the concludes that each department has highly

Design Academy Eindhoven Master of Design 17 programme in general. They share a discourse of Based on the interviews and examination of the questioning and critical awareness, which they are underlying documentation, the assessment com- able to convey effectively to the students. Stu- mittee qualifies this standard as good. dents conveyed their appreciation of the staff and tutors and felt fully supported by them in their In addition to that, the panel would like to en- development as designers/curators/writers. The courage the programme to investigate whether it panel thinks that the programme has a strong in- can involve more non-Dutch tutors to match the ternational orientation through its partnerships cultural diversity of the student body. and professional as well as academic networks.

April 2018 18

Services and facilities

The panel assesses the services and facilities of the master’s programme as satisfactory. DAE’s housing and material facilities meet the requirements of a master’s programme in design. The students have their own workspaces and exhibition spaces as well as easy access to workshops enabling them to work on different materials. The panel concludes that the quality of the tutoring within the programme ties in with its overarching goals and meets the needs of the students. In general, students are satisfied with the information provided by the programme. The panel believes that the information provision regarding the profiles of the four departments could be improved.

Accommodation and infrastructure access to facilities at Textiellab (Tilburg) for tex- Standard 7: The accommodation and material facilities (infra- tiles, EKWC (Oisterwijk) for ceramics, Beelden- structure) are sufficient for the realisation of the curriculum. storm (Eindhoven) for metal, wood, ceramics, and silkscreen as well as the Van Abbemuseum (Eind- Findings hoven) for curating, exhibiting, and a relation to Design Academy Eindhoven is situated in the the arts. DAE has Wi-Fi access throughout the heart of Eindhoven and occupies 10,000 m2 of the whole building. Via the library, students have ac- landmark ‘de Witte Dame’. Built in 1928 as Philips’ cess to relevant international design literature. first, large-scale lighting factory, it has now be- They can also use the facilities of the Royal library come a monument and Eindhoven’s centre for in- and the library of the Technical University Eindho- formation, design, art, and technology. Besides ven at a reduced rate. the Academy, it also houses a public library, several art galleries, the Philips design department, Students and alumni are generally satisfied with and various commercial services for students and the facilities offered by the institution, as the stu- the general public. dent chapter and the discussions during the site visit clarified. They appreciate the set-up on the The master’s programme is housed on the 5th fifth floor, which gives them the opportunity to floor of the building. During the site visit, the work independently as well as in groups, depend- panel had the opportunity to view DAE’s facilities, ing on the assignment and their own preferences. consisting of open workspaces (each student has They also enjoy being in close contact with stu- his/her own table and cupboard) and dedicated dents from other departments, which allows for workshop spaces: plastics, wood, metal, silk- interdepartmental collaboration. They do find it screen, plaster/ceramics, and textiles. Further- difficult once in a while that the building closes in more, students have access to a digital workshop the weekends. Also, the fact that students had to space in which there are desktop computers, a move for several weeks to make room for the photo studio, extensive printing equipment (in- graduation show was disruptive to work flow, alt- cluding 3D print workshop), a laser cutter, and a hough they fully understood the reason for the robot arm as well as a small bio lab that will be move. The programme has evaluated the situa- expanding over the next two years next to a food tion and will try to find a different solution for fu- lab in development. The 1st floor functions as an ture graduation shows. Students from the DC&W in-house exhibition-space for the students, and and ID departments indicated that some students lectures and symposia take place in the Witte would like to improve their practical skills, for ex- Dame Zaal. In addition to its own facilities, DAE ample by joining bachelor’s DAE workshops. collaborates with external parties, giving students

Design Academy Eindhoven Master of Design 19 Considerations the necessary personal guidance to grow as an According to the panel, DAE’s accommodations independent designer within the programme. and material facilities meet the requirements of a Some students (particularly in the department of master’s programme in design. The students have Social Design) do have concerns about the in- their own workspaces and exhibition spaces as creasing number of students in relation to the well as easy access to workshops enabling them availability of the tutors – they would prefer to to work on different materials. Students appreci- have more time (both in quality and in quantity) ate the set-up on the fifth floor, though the move with their tutors and mentors. This is something for the graduation show last year was cause for that the master’s programme is aware of and will unwanted upheaval. The panel supports the pro- be monitoring in the years to come. gramme in its search for a better solution and also would recommend that it offers students also ac- Student information cess to the building in the weekends. The programme uses various channels to communicate with its students. The master’s course Based on the interviews and examination of the has its own website that provides general infor- underlying documentation, the assessment com- mation about the course, the departments, staff, mittee qualifies this standard as satisfactory. and projects. A student-monitoring tool, Traject- planner, is used for exam registration, overviews of grades, and to monitor student progress. Most Tutoring and student information communication is conducted via e-mail and social Standard 8: The tutoring of and provision of information to stu- media. In addition, information is also provided dents are conducive to study progress and tie in with the needs via announcement screens and posters through- of students. out the building and news updates on the intra-

net. Given the small scale of the institution and Findings the sense of community within and between de- Tutoring partments, tutors and staff members are quite ac- Students receive personal tutoring throughout cessible to students and can be consulted if stu- the two years of the programme. Mentors and tu- dents have questions or encounter any problems. tors give individual feedback on the student’s work during different workshops and assign- Students are generally satisfied with the infor- ments throughout the course. This is part of the mation they receive, though they do need to deal formative evaluations that they receive from week with the flexibility of the curriculum; workshops to week and during the midterm reviews of the can be planned at short notice if the department trimesters. (For summative assessments, see the thinks this is relevant or necessary, so students do chapter on Assessments). For each project, stu- not always know ahead of time what form the dents must articulate which goals they want to workshop or assignments will take. Students also achieve. Once the project is completed, the men- noted in their conversations with the panel and in tor will evaluate the process and outcome with the student chapter that the information on the the student and discuss to what extent he or she website regarding the profiles and requirements has achieved the desired goals. For the thesis and of the four departments could be improved, es- graduation project, students are linked to one pecially for students coming from abroad who specific tutor. They also meet regularly with the have less opportunity to visit the institution be- head of department and the theory tutors of the forehand to gain insight into the nature of the programme to discuss their progress. programme.

The majority of students are satisfied with the Considerations quality of the tutoring and feel that they receive

April 2018 20

Based on these findings, the panel concludes the the programme to keep monitoring the quality of tutoring and provision of information are up to the tutoring in light of its potential growth in the standard and meet the needs of the students. future. Information about the programme is ade- Overall, tutoring is tailored to the individual pro- quately provided via the website, intranet, email, jects and goals of the students and contributes to and other media, and students feel that the staff the development of a critical and reflective atti- is readily available for questions and advice. The tude in the design process. Tutors are able to panel thinks that information regarding the pro- challenge students and question their assump- files of the four departments could be improved. tions, while also helping them find their own direction and position. Most students feel that they Based on the interviews and examination of the receive the right amount of guidance as they pro- underlying documentation, the assessment com- ceed through the course. The panel encourages mittee qualifies this standard as satisfactory.

Design Academy Eindhoven Master of Design 21 Quality assurance

The panel evaluates the quality assurance of the programme as good. The programme cultivates a strong culture of dialogue, feedback, and critical reflection through formal evaluations and structural meetings with programme management, staff, and students. During these meetings participants address relevant themes for design education and reflect on the content and structure of the programme; the outcomes of these meetings serve as input for the development of new policies and the yearly plans of the directors and heads of department. The panel has observed that the evaluations have resulted in concrete improvements to the programme in recent years. It applauds the programme’s open attitude and the manner in which students’ views and perspectives are taken seriously.

Standard 9: The programme has an explicit and widely discuss the goals and strategy of the pro- supported quality assurance system in place. It promotes gramme as well as its content and structure. the quality culture and has a focus on development. Potlucks Findings Every year, the programme organizes tutor and The quality assurance of the master’s programme student potlucks: is achieved through different formal and informal • Staff: during these meetings, tutors, heads, processes of critical reflection and improvement. and other staff members of DAE collectively The programme deploys various formal evalua- reflect on relevant themes for design education procedures to monitor its quality, such as the tion. National Student Surveys, alumni surveys (includ- • Students: this meeting is organized by the ing the ‘Kunstenmonitor’), and the evaluations Student Council in cooperation with the conducted by the NVAO and the CEKO. Next to Academy directors. During the student pot- these formal evaluations, the programme invests luck, the Academy directors present their per- in cultivating a strong culture of dialogue, ex- spective on the developments of DAE in rela- change, and critical self-evaluation, which in- tion to the results of the student and alumni volves programme management, staff, and stu- surveys. During different seminars, students dents as well as alumni and the professional field discuss important topics concerning DAE, through structural meetings in a more informal give feedback, and formulate improvement setting, such as: points for their own department. Students who have received special training for this Round Table Meetings task moderate all seminars. Conclusions and • Twice a year the heads of the department recommendations form the starting point for meet with the department coordinator, tu- new policy plans and are part of the Year Plan tors, and student representatives of each year conversations of the directors with the de- to discuss and evaluate the previous study partment heads. period. • Departmental meetings: staff members of the Graduation Show departments meet once or twice a year to dis- The annual graduation show during the Dutch cuss the content and structure of the curricu- Design Week functions as an important moment lum of external validation and evaluation for the pro- • Meetings with executive board DAE: Four gramme. During the show, the recent graduates, times a year the heads of the departments as representatives from the academy, present meet with the executive board of DAE to their work to the international design world and

April 2018 22 the general public. The graduation show is per- introduced online written and anonymous evalu- ceived as a crucial part of the educational trajec- ations to acquire more detailed feedback on the tory; students must communicate the outcome of programme. their work to an audience of specialists and non- specialists. The responses of the audiences are an Considerations important source of feedback on the content and The panel has been able to determine that the outcomes of the programme. The format and set- formal and more informal processes of quality as- up of the graduation show are also the subject of surance have had the desired effect within the ongoing evaluation and discussion within the programme. It applauds the manner in which the master course both for students and for staff. programme cultivates a culture of quality care They acknowledge and value of the public expo- and critical self-reflection through regular evalu- sure that the show offers; on the other hand, they ative meetings with management, staff, and stu- feel that nature of the students’ work, which is re- dents and its eagerness to keep improving the search-driven rather than product-driven, re- content and structure of the curriculum. This quires a different stage. The reflection on the openness and critical attitude was also evident form of the graduation will continue and will during the conversations the panel had with all probably lead to other forms of presentation those involved. Students and alumni confirmed (such as publications or online presentations), that the staff valued their opinions. Initiatives are which are more in line with what students are try- encouraged, and the departments are willing to ing to achieve. make adjustments to the programme to accom- modate suggestions made by students. The panel The formal and informal evaluations have led to appreciates the critical reflection on the gradua- various concrete improvements in the pro- tion show. gramme, as is set out in the supporting documentation and elaborated on in the conversations the Based on the interviews and examination of the panel had with staff, students, and alumni. Prob- underlying documentation, the assessment com- lems related to subjects such as information pro- mittee qualifies this standard as good. vision, programme content, final projects, and assessments, have been effectively addressed in recent years. This year, the programme has

Design Academy Eindhoven Master of Design 23 Assessment

The panel evaluates the assessment system of the programme as satisfactory. The formative and summative assessments of the programme are valid, objective, and transparent due to the use of assessment forms with relevant criteria, the involvement of several assessors (including an external assessor for the final examination), and the monitoring role of the exam committee of the programme. The panel is positive about the manner in which the assessment procedures contribute to the learning processes of the students, encouraging critical awareness and insight into their own goals, position, and development. Though there is sufficient informal exchange between the departments, the panel recommends that the programme invest in a more formal dialogue system between departments about the assessment procedures, particularly with regard to the set-up of the examinations, the feedback given to students and the status and role of the thesis in the final project. This way, the programme will be able to ensure that the four departments share a similar frame of reference when it comes to assessment procedures and criteria.

Standard 10: The programme has an adequate student assess- extent they have achieved those personal goals. ment system in place. The assessment process involves the evaluation

of a visual and verbal presentation of a design as Findings well as the research underlying this outcome. The

assessment committee (consisting of the head of Assessments: valid, objective, transparent the department and the tutors involved) deter- The master’s programme is structured by forma- mines whether the design and presentation meet tive and summative assessments. Formative as- the required competency level of a master’s in de- sessments take place from week-to-week with the sign. This is first discussed with the students and tutors and during a mid-term assessment of each later translated into written feedback and advice trimester. Summative assessments take place at for the student. the end of each trimester. In total, there are twelve evaluation moments throughout the two With the design of the assessment process and years, six of which are summative assessments. the required formulation of personal goals for The programme has translated its competencies each project, the programme wishes to incorpo- into assessment criteria on the formal assessment rate the assessments into the learning process of forms, which are used by all departments. For the students. By encouraging critical awareness every assessment, students are judged on the fol- and insight, students are able to achieve personal lowing subjects: research and analysis; vision and and professional growth throughout the pro- concept; verbal presentation; design/visual gramme. The students confirmed this during the presentation; and, written thesis. The formal as- site visit. The assessment requirements are clear sessment criteria are discussed with students be- to students and they were positive about the fact forehand, and information about credits per tri- that they were (in part) responsible for how they mester and assessment procedures can be found were evaluated. This helped them to further their in the Student Charter as well as the Teaching and thinking about their own personal goals and po- Examination Regulations. sitions as designers. They did, however, feel that

the verbal and written feedback could be more Importantly, students are asked to determine for extensive and detailed, though the programme themselves what personal goals they want to does offer more information if students explicitly achieve with the project and which themes they ask for it. In general, the students would appreci- consider important in the assessment. Supervised ate more time for feedback and group discus- by their mentor, students later evaluate to what sions during the assessments themselves.

April 2018 24

of design or a design-related field –plays a central Re-sit’s role in questioning the student, gives feedback, When a student fails a trimester during the first and provides input for the final grade. Prior to the year, he or she has to repeat a similar project and assessment, the assessor is given guidelines for present it during the midterms of the next tri- the assessment procedure and criteria. mester. If a student fails a trimester twice during the first year, he or she is strongly advised to quit. Every department takes on a different role when If the student chooses to proceed, the entire first it comes to the place and position of the thesis, year needs to be redone. If a student fails the third also when it comes to whether or not it is made trimester, he/she works on the retake during the public. In its conversations with the heads and tu- summer holiday and presents the project shortly tors, the panel observed that though there are in- before the start of the second year. He or she can formal channels of exchange between depart- only begin the second year if the retake project is ments when it comes to the thesis and final pro- completed successfully. Regarding the re-sit’s, ject, it would be advisable to also have more for- students told the panel that they found the first mal moments of comparison and reflection in or- year to be stressful since they had the feeling that der to be aware of the different procedures and they could easily fail. During the second year, this criteria for the final phase of the study. feeling subsides, and they feel that they are more aware of the tutors’ goals and what is expected of Exam committee them. During the site visit, the panel spoke to representatives from the exam committee of the bachelor’s Thesis and final project and master’s programmes of DAE, consisting of a The final phase of the study consists of various chairman, a formal external member, and a secre- stages in the execution of the final project. In tri- tary (who is not a member of the committee). The mesters 4 and 5, students conduct research and exam committee ensures that the quality of the establish the general theme and concept of their assessments and end level of the master pro- thesis and design project. Trimester 6 begins with gramme are up to standard. The committee as- a ‘green light-evaluation’ of the outcome of this sesses the validity, reliability, and transparency of preliminary research: if the student receives a the assessments and whether the procedure is in green light from the assessment committee, this line with the Teaching and Examination Regula- means that it is confident that the student will be tions (TER). They report their findings to the head able to pass the final exam with the given proof the departments. Their conclusions and obser- posal. vations are also discussed with the Executive Board. If necessary, improvements are imple- The final examination consists of the following el- mented in the assessment procedures. At present, ements: the committee monitors all summative assess- 1. A thesis-design project; ment processes and is present during the actual 2. A written and verbal presentation for an au- assessments as well. The exam committee finds dience of colleagues and master’s students; the assessments of the programme to be thor- 3. Responding to critical questions of those pre- ough and profound, meeting the required stand- sent: i.e. the ‘Master proof’. ards of a Master of Design. For the future, the During the final examination, the student must exam committee intends to further develop the demonstrate an ability to link his/her research to discussion on best practices with the heads of de- a visual and/or tangible result, such as a product, partments, for example by visiting other art and strategy, or service. The department and an exter- design schools to see how they conduct their as- nal assessor conduct the final examination. The sessments. external assessor – a prominent expert in the field

Design Academy Eindhoven Master of Design 25 assessments of the master’s closely and gives Considerations suggestions for improvements when necessary. Based on the findings described above, the panel Though the assessment forms guarantee the concludes that the assessments of the pro- quality of the assessment, the feedback could gramme are valid, objective, and transparent due perhaps be more detailed and extensive in some to the use of formal assessment forms, the in- cases, the panel observes. The panel recommends volvement of tutors and heads for the summative that the programme invest in a more formal, assessments as well as an external assessor for the cross-departmental dialogue when it comes to final assessment at the end of the second year. the assessment procedures and criteria as well as The panel appreciates the manner in which the the status of the thesis therein. This way the pro- assessments tie in to the learning processes of the gramme can ensure that the four departments students, offering them tools to reflect on their start from a similar understanding of what stu- goals and how they are achieved. Students are dents must achieve by the end of their studies. aware of the assessment procedures and criteria Based on the interviews and examination of the and feel that they are valuable for development underlying documentation, the assessment com- as a designer. The programme has an active and mittee qualifies this standard as satisfactory. committed exam committee, which monitors the

April 2018 26

Achieved learning outcomes

The panel evaluates the achieved learning outcomes of the programme as good. The theses and final projects fully meet the required level of a master’s in design, demonstrating that students have achieved the competencies formulated by the programme, while also showing a profound and authentic vision that is critical, independent, and informed by good research skills. In this sense, the students’ competencies are in line with the didactical philosophy and high ambitions of the programme. Alumni of the master’s programme distinguish themselves as designers/design theorists whose focus is on autonomous thinking, concept development, research-driven design, and interdisciplinary collaboration. DAE facilitates and supports a strong alumni community via social media, its website, and various programmes of lectures and workshops, ensuring an ongoing exchange between its tutors, students, and graduates.

Standard 11: The programme demonstrates that the intended projects fully meet the required level of a master’s learning outcomes are achieved. in design not only demonstrating the competen-

cies formulated by the programme, but also Findings showing a profound and authentic vision that is

critical, independent, and informed by good re- Master’s level search skills. As described in the previous chapter, the final examination consists of a research design project, The examples of theses studied by the panel show resulting in a written thesis and a tangible design many different and surprising sources for new (or, in the case of the department Curating & ways of approaching design. In this sense, writing Writing, a curating project), which students must is used as a tool for critical thinking and as a present to an audience of tutors, students, and source for the process of design. There is a logic fellow designers/design theorists. All staff of the and continuity between the writing of the thesis department is involved in the assessment as well and the process of design, ensuring that the two as an external assessor from the international are complementary and strengthen the final pro- field of design. ject as a whole.

In preparation for the site visit, the panel studied Alumni a selection of 15 theses from the last two student The alumni of the master’s programme acquire cohorts (2014-2016; 2015-2017) and attended diverse positions in the (inter)national field of de- the DAE graduation show in October 2017 to view sign. They distinguish themselves as design- the outcome of the final projects of the four de- ers/design theorists whose focus is on autono- partments. The panel recognizes in the theses and mous thinking, concept development, research- final projects that the students are questioning driven design, and interdisciplinary collaboration. assumptions and are pushing at the boundaries This specific profile is recognized by the working of design traditions and disciplines. The tangible field and valued as an important contribution to outcomes of these investigatory trajectories are the design discipline. Graduates of the master’s not the primary goal of the programme but are programme are described by the working field as aimed at showing the processes of critical think- ‘profound, critical and, collaborative’; they have a ing and research. The panel believes that students very recognizable way of dealing with their work are, in fact, addressing conventional formats and and the world around them, as representatives of methods through radical thinking and experi- the design field pointed out. The alumni find po- mentation, supported by the didactical philoso- sitions as designers/entrepreneurs with their own phy of the departments. Both theses and final

Design Academy Eindhoven Master of Design 27 studio, design theorists, critical design activists, Considerations designers in major companies, design curators, Based on its findings, the panel concludes that and teachers. Some alumni join collaborative de- the graduates of the master’s programme fully sign groups, or they pursue further studies in de- meet the standards of a Master of Design. This is sign and art. The alumni the panel spoke to clari- evident in the theses and final projects, which fied that the programme had been very important demonstrate that the students have acquired the in their personal development and the maturing competencies as formulated by the programme, of their professional vision. as well as that they are able to conduct relevant Alumni also highly value the sense of community and important design research that questions tra- sustained within the academy and the fact that ditional formats, methods, and traditions within DAE gives access to a large audience through its the field of design. The outcomes prove that the extensive network of (inter)national partners and programme is achieving its vision to train stu- via the graduation show as well as other interna- dents as critical, independent designers who can tional shows, such as Salone del Mobile in Milan. create their own hybrid design practices and initiate collaborations across traditional boundaries DAE maintains contact with its alumni in many and disciplines. This profile of the graduates is ex- ways. There is an alumni association that func- plicitly recognised and highly appreciated by the tions as a platform for all graduates of the Design professional working field. Academy Eindhoven. The platform is active on so- The alumni of the programme practice design in cial media and a separate section on the Acad- many different contexts and find that they can de- emy’s website. Via these media, alumni and DAE ploy the methods and approaches of research- publish their exhibitions and events, show their drive design in a valuable and productive manner. portfolios, and share vacancies. The alumni asso- The Academy is successful in offering students ciation often functions as an intermediary be- and graduates public exposure via its network, tween the industry and young designers, bringing the graduation show and other international de- interesting projects to their attention. In addition, sign shows. DAE facilitates and supports a strong DAE offers a programme of lectures and work- alumni community via social media, its website shops to which students, tutors, and alumni are and various programmes of lectures and work- invited, thus building a sustainable relationship shops. between the Academy and its graduates. The graduation show with a Homecoming Day is also Based on the interviews and examination of the part of this programme. underlying documentation, the assessment committee qualifies this standard as good.

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Attachments

Design Academy Eindhoven Master of Design 29 Attachment 1 Assessment committee

Naam panellid (incl. titulatuur) Korte functiebeschrijving van de panelleden (1-3 zin- nen) ir. R.S. Kloosterman René Kloosterman voert regelmatig visitaties uit A. Midal PhD Alexandra Midal is curator en tevens Tenured Professor in history and theory in design at HEAD – Genève T.A. Triggs BFA, MA, MA, PhD, FiSTD, FRSA Teal Triggs is Associate Dean, School of Communication bij het Royal College of Art in Londen A. Laederach BA Anna Laederach studeert M Design aan het Zandberg Instituut, tevens is zij assistent-opleidingscoördinator J.M. Batteau PhD Jesseka Batteau is gecertificeerd secretaries en onder- steunde dit panel

Onafhankelijkheidsverklaringen zijn vooraf ondertekend en aan NVAO gezonden

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Attachment 2 Program of the assessment

Programme 2nd Accreditation visit Master Course DAE February 6th 2018

Time Who Focus 09.00-10.00 Panel Studying documents

10:00-10:30 Panel Short tour workshops, Master floor

10.30-11.15 Management • Masters in context DAE Joseph Grima • Vision; • Goals; Jurriënne Ossewold • Results. Policy office Jet Broeken Yolande Hezemans 11.15-12.15 Heads and coordinators • Level and goals of the program; Jan Boelen • Coherence of the curriculum; • Assessment; Joost Grootens • Quality of the tutors Louise Schouwenberg

Alice Twemlow Kim Bouvy Vita Köster 12.15-13.00 Tutors • Goals of the program; Agata Jaworska (DC&W) • Curriculum; • Assessment; Jan Konings (CD) • Quality of the tutors. Tamar Shafrir (CD) Jesse Howard (SD) Gert Staal (ID) 13.00-14.00 Panel Lunch Break • Walk-in opportunity for students and staff; • Studying documents.

14:00-14:45 Examination Board • Assessment; Vic Cautereels (member) • Realized end level. Yolande Hezemans (secretary) Erik Viskil (chair)

14:45-15:45 Students • Program; Anna Winston (DC&W) • Assessment; • Quality of the tutors. Hala Tawil (CD) Giorgio Gasco (CD) Jonas Althaus (SD) Vivien Tauchmann (SD) Karin Fishnaller (ID)

Design Academy Eindhoven Master of Design 31

15:45-16:30 Alumni and work field • Connection to the industry; ALUMNI • Assessment; • Graduation. Gabriel Maher (SD) Anastasia Eggers (SD) Irene Stracuzzi (ID) Vincent Thornhill (ID) Jing He (CD) Kostas Lambridis (CD) Aram Lee (CD) Ana Lisa Alperovitch (DCW) WORK FIELD Evi Swinnen (InstigatorTimeLab) Martijn Paulen (Director,Dutch Design Foundation) Pierre-Yves Panis (Head lighting Design, Philips)

16:30-17:30 Panel • Additional studying documents; Management if necessary • Call back management if necessary • Formulating conclusions.

17.30-17:45 All participants • Feedback

17:45-18:30 All participants • Drinks

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Attachment 3 Final qualifications

Design Academy Eindhoven Master of Design 33

Attachment 4 Overview of the programme

Contextual Design

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Social Design

Design Academy Eindhoven Master of Design 35 Information Design

Year One

Year Two

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Design Curating and Writing

DC&W

YEAR ONE Trimester 1 Trimester 2 Trimester 3 Theme: Archives, algorithms, Theme: Home, material culture, and stuff Theme: Crafting, making, ma- smart city and data surveillance nufacture Tools & Formats Writing: Nick Theme seminar: Tamar Shafrir Collaborative Masters Project Axel Tools & Formats Curating: Agata Field trip: London Theme seminar: Shailoh Philips Jaworska and Loes Bogers Curating & Museological Prac- Curating & Museological Practice, Van Ab- External proiect: Istanbul De- tice, Van AbbeMuseum: Steven beMuseum: Steven ten Thije, The Umbrella sign Biennial ten Thije Group External Project: Data Embassy: External Project: Design Museum London Thesis development seminar: Linda Vlassenroode and Paolo Alice Twemlow Patelli External Project: Dezeen: Marcus External Project : Open Set and the National Workshops and lectures Fairs Institute for Sound and Vision Workshops and lectures Workshops and lectures

YEAR TWO

Trimester 1 Trimester 2 Trimester 3 Thesis research and writing: Alice Thesis development: Agata Jaworksa, Annie Thesis production, exhibition: Twemlow, Koen Klein, Will Myers Fletcher Agata Jaworska, Annie Fletcher Workshops and lectures Thesis skills workshops: video, storytelling, Thesis production, book: Jer- data visualisation emy Jansen (in collaboration with Artez) Workshops and lectures Workshops and lectures fo- cused on presentation skills

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Attachment 5 Documents

• Written interviews with the heads of the Departments of the Master Programme in Design • Self-evaluation report, including student chapter • Outline and goals curricula of the departments (Year Plans) • Educational policy plan • Quality assurance plan • Assessment forms and -criteria • Qualifications staff members • Overview external projects • Student and Alumni surveys; student and teacher satisfaction surveys • Annual reports Examination Committee • Annual reports DAE

Graduation Projects of students with following student numbers:

Contextual Design: 150134;140641;150384;150373 Social Design: 150315;150107;150151;130120 Information Design: 150306; 150142; 140323; 150221 Design Curating and Writing: 140718;150383;150389

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