Change is a defining characteristic of design. Within a context of increasing global
complexity, research shows that design activities are expanding to wider
territories, creating a complex disciplinary landscape. In response, this thesis
contributed with an emerging approach to design that is termed amplified mindset of
design (AMD). This amplification is impacting design education and creating a
need to update its models. In response to this context, this research answers the
following research question: How can distinct approaches to postgraduate design
education help future designers develop an amplified mindset?

First, to articulate and evidence the conceptual framework of an amplified
mindset of design, this research captured from the literature a set of views gaining
ground in the contemporary design discourse and then refined these through
fieldwork. As a result, the amplified mindset of design is defined as an emerging
integral position in design oriented to addressing complex scenarios through
collaborative approaches to generate sustainable ways of working and living.
Second, intending to build a rich, in-depth investigation into the phenomenon of
design education for an amplified mindset of design, this research followed a
qualitative methodology divided in two parts. Initially, two Instrumental Case
Studies were conducted to gain insight into two Masters programmes that showed
signs of an amplified approach to design. Findings from the case studies were
used in the second part of the methodology focused on designing a Masters
programme for the specific development of an AMD. In addition, this research
interpreted the conceptual framework of an amplified mindset of design as
educational guiding principles and consulted relevant literature from the field of
education to develop a Masters programme entitled MDes in Adaptive Design
Practices. Such process followed an iterative approach that included a series of
individual interviews supported by visuals and principles of low fidelity
prototyping. Lastly, a focus group with design educators, practitioners, and
students was conducted with the aim of ascertaining the relevance of this Masters
programme to the emerging demands of the design industry.

In conclusion, this thesis brings clarity to the current ambiguous disciplinary
landscape by revealing an emerging design identity (AMD) which was used to
develop a new approach to design education. For designers working within this
emergent context, the amplified mindset of design encapsulates a terminology to
better equip them to advocate for an integral position especially suited to dealing
with complex design scenarios and changing contexts. For design educators, the
conceptual framework of an AMD is flexible enough to be adapted into different educational formats by providing categories of educational demand for emerging
design practices. This thesis offers the MDes in Adaptive Design Practices as a
potential proposal for the development of an AMD, and an approach to
curriculum development informed by design methods. This Masters programme
was designed to equip students with knowledge and skills to situate themselves in
the current expansion of design practices, and to explore new territories of design.
Furthermore, this thesis proposes that other disciplines seeking to innovate can
use the AMD in education and training contexts to develop a more
comprehensive and synergistic approach better suited to deal with the global
complexities they may face.

A print copy of this thesis is available in the GSA library.