| Title | Open and closed loops: how to teach and get students to embrace circular design |
|---|---|
| ID_Doc | 5671 |
| Authors | Leube, M; Walcher, D |
| Title | Open and closed loops: how to teach and get students to embrace circular design |
| Year | 2017 |
| Published | |
| Abstract | Design schools, being the places were new products and services are invented and conceived are extremely important stakeholders in a much needed change towards sustainability. A circular economy is based on closed resource loops so that large volumes of finite resources (used by organizations), are captured and reused (Huber, 2000) as well as open approaches to innovation and information exemplified by the share economy and business models based on use rather than property. For the very spread of a circular economy as a concept to be successful, an open stream of information and ideas must be established. Design as a discipline needs to radically change its curriculum to help generate sustainable social and economic value and this paper is like a case-study of a curriculum that was changed from a linear to a more circular approach. In short, the authors believe that design schools - with their responsibility in educating students, who in turn shape the world of tomorrow-must move from teaching closed business models to teaching open and globally-linked ones. Another aim is to stress the importance of human factors-economical, psychological and evolutionary-in speeding up what Chesbrough calls a paradigmatic shift in innovation management (Chesbrough, 2006). Design students may be interested in greener design, but few adopt the necessary business models for such a design to be truly sustainable. In a circular economy, a business is forced, to take responsibility for the entire lives of their products" (Kleindorfer et al. 2005, S. 487). |
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