The chapter will focus on the presentation and discussion of an emerging pedagogical model for future-focused, collaborative design practice developed by the author and deployed within the undergraduate Product Design programme’s final year curriculum at The Glasgow School of Art. The collaborative nature of the model aims to extend learning and working beyond the context of studio-based teaching to explore how different groups of learners (both academic and professional) interact, learn and collaborate with each other in order to engage with the future.

The chapter brings together diverse perspectives to demonstrate the value of the model from both academic and industry points of view; the author will evidence the academic value of the new pedagogical approach in achieving a depth of learning and knowledge for the student contributors based on the real insight and experience of collaborating with a live client at a professional level. Secondly, the perspective of the industry partners will offer a critical point of view on the lessons learnt; how a commercial design team can utilise the design recommendations produced and the tangible forms of communication to inform existing projects and define new work streams; and additionally how members of the professional design team reflect on the experience of working collaboratively with an academic institution to inform their own developing design practice and working culture. Finally, the chapter concludes with the perspectives of the students involved to identify how they applied the learning from their own experiences within these projects to inform their transition into professional practice.

Kirsty Ross is a design academic at The Glasgow School of Art. She has extensive professional design experience working within the consumer electronics, automotive and fashion industries for a decade prior to becoming a lecturer within the department of Product Design at the GSA. Her current research interests focus on collaborative design pedagogy and future-focused design practice.