The Y-Shaped Designer—Connective Competences as Key to Collaboration across Disciplines
Bibliographic record
Abstract
This paper reports on the re-development of our MA curriculum in design. Main objective of this development is a more practice- and project-based MA Curriculum that delivers connective competences for the collaboration across disciplines, rather than specializing in a specific design domain. For design education, we therefore propose a re-visited model of T-shaped skills by proposing the Y-shaped Designer, who acts in collaborations across disciplines thanks to a disciplinary root, a clearly perceived role and the ability to generate multimodal design outputs. The paper’s discussion is based on a study of the current shift in the Swiss Creative Economy, an alumni survey, a literature review focusing undisciplinarity and a series of expert-workshops, that led to the identification of the required skills our graduates need to successfully connect with a globalizing creative economy. First results are a re-definition of the competences and learning goals targeted in the new curriculum, as well as a set of didactical approaches extending the curriculum to what is meant to become a real-world lab for MA students in design.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".