From Graphic Designer to Agent of Change: Role Transition through the Approach of Entrepreneurial Education
Bibliographic record
Abstract
OVERVIEWPedagogical inertia has been prevalent in graphic design education by focusing mainly on the technical and intuitive aspects of the profession. This pedagogical unbalance has been anchoring practitioners as technicians, rather than empowering them to become citizen designers. Entrepreneurship, as a pedagogical method, can offer alternative approaches for improving teaching and learning in the field of design. Enterprise education has the potential to help students develop a set of skills to transition into a new role and be better able to face the social and environmental issues of the twentieth-first century. In this doctoral research project, existing teaching models that foster students’ entrepreneurial spirit are distilled through observation and interviews with the different stakeholders in the design education ecosystem. This research proposes a relevant and coherent approach to entrepreneurial education to improve graphic design education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.020 |
| Scholarly communication | 0.011 | 0.007 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".