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Students' understanding of integrating social responsibility dimensions into graphic design curriculum

Integration of social responsibility dimensions into graphic design curriculum has received increasing attention nowadays, and that is due to exclusive impacts designers have in society. Despite this, precise understanding among students of integrating social responsibility pertaining to societal, e...

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Main Authors:	Chiang, Wong Shaw, Al-Hudawi, Shafeeq Hussain Vazhathodi, Hamdan, Abdul Rahim, Musah, Mohamad Burhanuddin
Format:	Article
Published:	Serials Publications 2016
Subjects:	LB Theory and practice of education
Online Access:	http://eprints.utm.my/id/eprint/71329/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958954478&partnerID=40&md5=6bfe1c395bdc7b0cccb3afa1c2677244
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id	my.utm.71329
record_format	eprints
spelling	my.utm.713292017-11-20T08:30:34Z http://eprints.utm.my/id/eprint/71329/ Students' understanding of integrating social responsibility dimensions into graphic design curriculum Chiang, Wong Shaw Al-Hudawi, Shafeeq Hussain Vazhathodi Hamdan, Abdul Rahim Musah, Mohamad Burhanuddin LB Theory and practice of education Integration of social responsibility dimensions into graphic design curriculum has received increasing attention nowadays, and that is due to exclusive impacts designers have in society. Despite this, precise understanding among students of integrating social responsibility pertaining to societal, environmental, and cultural dimensions into graphic design curriculum, specifically in the Malaysian context is inconclusive. In this qualitative study, 3 groups of students from 3 private colleges in Malaysia shed some light on their understanding of social responsibility dimensions, and with regards to their experiences of how these dimensions are integrated by their lecturers into the graphic design curriculum. Results indicate that while all students present a sufficient understanding of social responsibility in societal and cultural dimensions, it tends to be lacking in environmental dimension. Further, most students express that despite their lecturers' planning for meaningful content and pedagogical processes for the graphic design courses, no specifically related formal goals are integrated into the curriculum. The results, therefore suggest that more precise definitions of each social responsibility dimension needs to be integrated into graphic design curriculum, specifically in the curriculum purposes, content, pedagogical processes, and assessment methods. Serials Publications 2016 Article PeerReviewed Chiang, Wong Shaw and Al-Hudawi, Shafeeq Hussain Vazhathodi and Hamdan, Abdul Rahim and Musah, Mohamad Burhanuddin (2016) Students' understanding of integrating social responsibility dimensions into graphic design curriculum. Man in India, 96 (1-2). pp. 547-566. ISSN 0025-1569 https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958954478&partnerID=40&md5=6bfe1c395bdc7b0cccb3afa1c2677244
institution	Universiti Teknologi Malaysia
building	UTM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Teknologi Malaysia
content_source	UTM Institutional Repository
url_provider	http://eprints.utm.my/
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Chiang, Wong Shaw Al-Hudawi, Shafeeq Hussain Vazhathodi Hamdan, Abdul Rahim Musah, Mohamad Burhanuddin Students' understanding of integrating social responsibility dimensions into graphic design curriculum
description	Integration of social responsibility dimensions into graphic design curriculum has received increasing attention nowadays, and that is due to exclusive impacts designers have in society. Despite this, precise understanding among students of integrating social responsibility pertaining to societal, environmental, and cultural dimensions into graphic design curriculum, specifically in the Malaysian context is inconclusive. In this qualitative study, 3 groups of students from 3 private colleges in Malaysia shed some light on their understanding of social responsibility dimensions, and with regards to their experiences of how these dimensions are integrated by their lecturers into the graphic design curriculum. Results indicate that while all students present a sufficient understanding of social responsibility in societal and cultural dimensions, it tends to be lacking in environmental dimension. Further, most students express that despite their lecturers' planning for meaningful content and pedagogical processes for the graphic design courses, no specifically related formal goals are integrated into the curriculum. The results, therefore suggest that more precise definitions of each social responsibility dimension needs to be integrated into graphic design curriculum, specifically in the curriculum purposes, content, pedagogical processes, and assessment methods.
format	Article
author	Chiang, Wong Shaw Al-Hudawi, Shafeeq Hussain Vazhathodi Hamdan, Abdul Rahim Musah, Mohamad Burhanuddin
author_facet	Chiang, Wong Shaw Al-Hudawi, Shafeeq Hussain Vazhathodi Hamdan, Abdul Rahim Musah, Mohamad Burhanuddin
author_sort	Chiang, Wong Shaw
title	Students' understanding of integrating social responsibility dimensions into graphic design curriculum
title_short	Students' understanding of integrating social responsibility dimensions into graphic design curriculum
title_full	Students' understanding of integrating social responsibility dimensions into graphic design curriculum
title_fullStr	Students' understanding of integrating social responsibility dimensions into graphic design curriculum
title_full_unstemmed	Students' understanding of integrating social responsibility dimensions into graphic design curriculum
title_sort	students' understanding of integrating social responsibility dimensions into graphic design curriculum
publisher	Serials Publications
publishDate	2016
url	http://eprints.utm.my/id/eprint/71329/ https://www.scopus.com/inward/record.uri?eid=2-s2.0-84958954478&partnerID=40&md5=6bfe1c395bdc7b0cccb3afa1c2677244
_version_	1643656172122669056
score	13.211869

Students' understanding of integrating social responsibility dimensions into graphic design curriculum

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