《设计创新与创业》-教学大纲---换

1、设计创新与创业教学大纲课程代码课程名称设计创新与创业英文名称Design innovation and entrepreneurship课程类别专业领域课课程性质选修学时总学时：32上机学时：0实验学时：0实践学时：0学分2开课学期第七学期开课单位设计学院适用专业工业设计、产品设计、陶瓷设计、服装设计、环境空间设计授课语言中文授课先修课程设计专题1、2、3、设计基础、设计概论、设计史、设计管理、交互设计等毕业要求（专业培养能力）NO1、2、3、4、5、6、7、8、9、10、11、12课程培养学生的能力（教学目标）完成课程后，学生将具备以下能力：（1）掌握发现设计机会的基本原理和基本知识，培养学

2、生发现问题、解决问题的基本能力。1、2（2）应用本专业基本原理、方法和手段和设计行业营运知识，识别、表达、并通过文献研究分析设计中的复杂问题，能够设计针对问题的解决方案。2、3、4（3）能够基于设计社会文化背景知识进行合理分析，评价解决方案对社会、健康、安全、法律以及文化的影响，并理解应承担的责任，培养学生的社会实践能力。6、7、8、9、10、11课程简介设计类大学生创新+创业在我国还是新生事物,时间不长,实践中成功的不多,理论上的成果更少,设计创业教育在我国刚刚起步。因此,加强我国在校大学生的创业理念教育和创业技能培养,已是一项重要和紧迫的任务。本课程正是基于这一大背景下，探索基于我国国情的

3、设计类大学生设计与创业一体化培养模式及方法，主要内容有听取设计界成功专家的设计与创业经验；基于自己所熟悉的专业知识寻找、发现某个问题或者市场机会进行专项调研；针对该问题进行设计创新并给出合理的设计解决方案；为自己的设计方案写出创业计划书；熟习淘宝众筹、京东众筹等平台上关于创业计划书的格式及相关要求并写出自己的众筹方案。教学内容与学时分配（一）绪论课程目的、意义与内容组织、学时安排介绍4学时教学要求：要求掌握课程的主要目的与任务，了解设计创新与创业对于自己的人生意义。（二）设计行业成功人士举办设计创新与创业系列讲座3人次/学年12-16学时（1）设计界成功人士讲座4学时（2）名企设计总监讲座4学

4、时（3）设计创新与创业经典案例企业创始人讲座4-8学时教学要求：针对工业设计、产品设计、服装设计、环境设计等应用型学科类的大学生进行专项讲座，旨在帮助学生获得设计专业技术能力的同时，奠定实践创业的思想意识，为设计类大学生的就业及创业探索出一条新的出路。要求全院设计类本科生三年级同学到场；研究生可自选是否到场参加听讲；要求做好笔记及写出感想或总结；。重点：灌输学生创新与创业的双创意识，从思想上打下毕业后创业的心理准备。难点：由于设计类专家的活动繁忙，课堂时间难以固定，只能是大约的时间段辅以临时安排接待；要求物业后勤的场地配合。（三）设计专项调研、设计方案制定 16学时（1）发现问题、设计机会捕捉

5、4学时（2）设计调研4学时（3）方案设计课内4学时（课外20学时以上）（4）版面审视讨论 4学时教学要求：应用本专业基本原理、方法和手段和设计知识，识别机会、发现问题，以确定设计研究方向。设计调研：能够针对需要设计的复杂问题分析设计满足特定人群和用户需求的产品、系统、服务等信息，并能够充分考虑社会、健康、安全、法律、文化以及环境等因素。设计研究：能够基于设计专业知识，科学和人文并用，通过前期的信息分析综合得出合理有效的结论。使用现代设计工具，选择与使用恰当的技术、资源，提出合理解决方案，并应承担知识产权的责任。重点：发现问题、寻找设计机会难点：合理利用设计知识，提出科学可行的设计创新与创业方案

6、。（四）淘宝众筹、京东众筹等平台的格式与要求说明4学时（1）淘宝众筹计划书的版面设计讲解2学时（2）京东众筹的要求与关注要点分析 2学时重点：两种创业平台的使用方式及相关问题的解答；难点：众筹创业计划书的版面设计、审美、吸引力等要素的把握实验教学（包括上机学时、实验学时、实践学时）实践学时 16学时教学方法课程教学以课堂教学、专家讲座、综合讨论、网络交流等方式共同实施。考核方式本课程注重过程考核，成绩比例为：课堂表现：30%设计调研报告+设计创新与创业计划书：50%众筹版面：20%教材及参考书现用教材：无主要参考资料：1Galloway, Laura; Brown, Wendy.Entrepr

7、eneurship education at university: A driver in the creation of high growth firms?J.Education & Training44.8/9 (2002): 398-405.2Myrah, Kyleen. A study of public post-secondary entrepreneurship education in British Columbia: The possibilities and challenges of an integrated approach. D.The Univers

8、ity of British Columbia (Canada), ProQuest, UMI Dissertations Publishing, 2003. NQ90237.3Nabi, Ghulam; Holden, Rick.Graduate entrepreneurship: intentions, education and training. J.Education & Training50.7 (2008): 545-551.4Ruskovaara, Elena; Pihkala, Timo.Teachers implementing entrepreneurship e

9、ducation: classroom practices. J.Education & Training55.2 (2013): 204-216.4Mushipe, Zuvarashe Judith. Entrepreneurship Education - An Alternative Route to Alleviating Unemployment and the Influence of Gender: An Analysis of University Level Students' Entrepreneurial Business Ideas. J.Interna

10、tional Journal of Business Administration4.2 (Mar 2013): n/a.5Lee, Lena; Wong, PohKam. Attitude Towards Entrepreneurship Education and New Venture Creation. R.SSRN Working Paper Series, Nov 2005.6Hartenian, Linda S; Schellenger, Michael; Frederickson, Paul.Creation and assessment of an integrated bu

11、siness course: One college's experience. J.Journal of Education for Business76.3 (Jan/Feb 2001): 149-159.7 Partner, K. How to start an online business. J. PC Pro. Nov. 2014(241 ): 76-788Xie, Chuanyin; Steiner, Susan D.ENHANCING MANAGEMENT EDUCATION RELEVANCE: JOINT CREATION OF KNOWLEDGE BETWEEN

12、BUSINESS SCHOOLS AND BUSINESS. M.Business Education & Accreditation.Hilo,United States:Institute for Business & Finance Research.2013:1-15.9Sattelberger, Thomas.BUSINESS EDUCATION 2025: WHAT'S IN STORE. J.Global Focus5.3 (2011): 10-14.Design Innovation and Entrepreneurship Syllabus(mode

13、on creative product development and current market promotion)Course CodeCourse TitleDesign innovation and entrepreneurshipEnglish TitleDesign innovation and entrepreneurshipCourse CategorySpecialty-related CourseCourse NatureElective CourseClasses hoursTotal class hours: 32 computer hours: 0 experim

14、ent hours: 0 practice hours: 0Credit2SemesterSeventh SemesterInstituteSchool of DesignMajor ApplicableIndustrial Design, Product Design, Ceramics Design, Cosmetics Design and Environment Space Design Teaching LanguageTeaching in ChinesePrerequisitesDesign Subject 1, 2 and 3, Design Basis, Design Ove

15、rview, Design History, Design Management, Interaction Design, etc.Student Outcomes (Special Training Ability)NO1，2，3，4，5，6，7，8，9，10，11，12Course for Students' Ability Development (Teaching Objectives)After the courses, students will have the following capabilities:(1) Grasp the basic principles a

16、nd knowledge to find out design opportunities, and cultivate the basic capability for students to find out and solve problems. 1，2(2) Apply the basic principles, methods and means of the major as well as knowledge related to operation in the design industry to identify, express and design the proble

17、m-focused solutions through complicated problems in the literature research and analysis design. 2，3，4(3) Perform reasonable analysis based on social and cultural background of design, evaluate the influence of solutions on society, health, safety, laws and culture, understand the responsibilities t

18、o be undertaken, and cultivate the social practice ability of students. 6，7，8，9，10，11Course DescriptionDesign innovation and entrepreneurship for college students, as a new-born in the country, doesn't develop for a long time. It lacks in neither success cases nor theological results, and even t

19、he education for design entrepreneurship just starts up. Therefore, it is significant and urgent task to promote the education of entrepreneurship ideologies and training on entrepreneurship skills for college students. In response to such a background, this course is oriented to seeking for cultiva

20、tion mode and method of design and entrepreneurship for design majors, and on the basis of China's actual conditions. Its content mainly includes, listening to the experience of design professionals on design and entrepreneurship; Explore and find a problem or market opportunity for research, ba

21、sed on his/her own expertise; Make an innovative design on such problem and give reasonable design solution; develop a business plan accordingly; have knowledge on the formats and requirements for business plan on crowdfunding platforms, like Taobao, JD.com and develop his/her own crowdfunding schem

22、e.Distribution of Teaching Contents and Class Hours(I) Prologue course purpose, meaning and content organization, introduction to class hour arrangement, 4 class hours Teaching requirements: Students are required to comprehend the key objectives and tasks in this course, and understand what design i

23、nnovation and entrepreneurship means in his/her life.II Seminar series on design innovation and entrepreneurship held by design professionals 3 persons per semester 12-16 class hours1. seminars delivered by design professionals 4 class hours2. seminars delivered by design directors from top companie

24、s 4 class hours3. Cases on design innovation and entrepreneurship - seminars delivered by business founders 4-8 class hoursteaching requirements: Special seminars targeted to students of applicable programs, such as industrial design, product design, cosmetics design and environment design, are aime

25、d to form the thought of practical entrepreneurship, while equipped with specialist abilities, thus finding out a new way for students' employment and entrepreneurship. All of design juniors shall be presented; Postgraduates can decide to attend the seminars by their own; Students present shall

26、take notes and write down reflections or summaries.Key points: The idea of innovation and entrepreneurship shall be implanted in students, mentally preparing for starting up after graduation.Difficult points: Course time for seminars delivered by professionals is unregulated, due to their busy sched

27、ule. Space for temporary reception shall be provided with the logistics's assistance.III. Design for Special Research and Develop Design Scheme 16 class hours1. Find out problems and Get Design Opportunities 4 class hours2. Design Research 4 class hours3. Scheme Design 4 class hours（over 20 clas

28、s hours for extra courses） 4. Review on Page Design 4 class hoursTeaching requirements: identify the chance, find problem by applying the professional basic principle, method, means and design knowledge to confirm the design research direction. Design investigation: being able to develop solutions f

29、or complex design problems, design the products, systems, service to meet the specific needs of users, process by factoring into conditions of society, health, safety, law, culture and environment. Design research: being able to analyze and obtain the rational and effective conclusion based on the d

30、esign professional knowledge, subject and humanity through the early information. Use the modern design tool, select the technology and resource with proper use, suggest rational solution, assume the duty of intellectual property.Key points: to discover problems and seize the opportunity of designDi

31、fficult points: Make proper use of design knowledge to put forward scientific and feasible design an innovation and entrepreneurship scheme.IV. Formats and Requirements for Crowd-funding Platforms, like Taobao, JD.com 4 class hours1. Interpretation on Page Design of Business Plan for Taobao Crowd-fu

32、nding 2 class hours2. Analysis on requirements on JD.com Crowd-funding and its focusing points 2 class hoursKey points: Usage method for Taobao and JD.com Crowd-funding Platforms and QA;Difficult points: Good grasp on page design, beauty and attraction of crowd-funding business plan Experiment teach

33、ing (including class hours of computer, experiment and practice)0 practice hours Teaching MethodLessons shall be given with teaching methods, including class, specialist seminar, comprehensive discussion and on-line communication. Examination MethodThis curriculum stresses process assessment, and th

34、e score ratio is:Classroom performance: 30%Research report design and innovation and business plan design accounts for 50%Page design on crowd-funding business plan accounts for 20%Teaching Materials and Reference BooksCurrent textbook: noneMain reference data recommended:1 Galloway, Laura; Brown, W

35、endy. Entrepreneurship education at university: A driver in the creation of high growth firms? J. Education & Training 44.8/9 (2002): 398-405.2 Myrah, Kyleen. A study of public post-secondary entrepreneurship education in British Columbia: The possibilities and challenges of an integrated approach. D. The University of British Columbia (Canada), ProQuest, UMI Dissertations Publishing, 2003. NQ90237.3 Nabi, Ghulam; Holden, Rick. Graduate entrepreneurship: intentions, education and training. J. Education & Training 50.7 (2008): 545-551.4 Ruskovaara, Elena; Pihkala, Timo. Teachers