Transformative Learning in Design: An Experiential Account in Higher Education

Introduction

This paper advances Piaget’s (1952) assertion that the goal of education is not only to increase the amount of knowledge but also to create possibilities for a learner to discover, invent, or create new things. The relevance of doing new things is justified by Sundheim’s (2013) statement that the prerequisite in hiring new employees for any business is not dependent exclusively on the candidate’s knowledge. Therefore, to address changes in the design industry to match the educational system, we should provide students with new and different perceptions of the world, to render them adaptable to the workplace, in addition to the knowledge they gain. Thus, as design education evolves along with the industry, there are uncertainties in the role of future designers (Faerm, 2012; Brissaud et al., 2022). Most companies have shown that the future depends not only on cognitive capacity but personality and adaptability of employees when determining the smartest employees (Sundheim, 2013). These assertions have made educators create enabling environments by adopting transformative learning in their teaching, which helps to prepare design students as employable candidates.

Transformative learning occurs in two forms, which are transformation in perspective and transformation in action (Reushle, 2014, p. 15). The transformation in perspective and action occurs when participants are involved in innovation programs, which build their confidence and their ability to try new things to improve their wellbeing and solve challenges in their workplaces and communities (Joyce et al., 2019, p. 110). The transformation happens by deriving meanings from experiences through reflection: critical reflection and critical self-reflection (Joyce et al., 2019, p. 115). In the reflection processes, the role of mentoring, such as support, creating a challenging atmosphere, and provision of vision, are critical to facilitating new talents, a sense of empowerment, and deeper understanding (Joyce et al., 2019, p. 115). From a holistic perspective, the discussions so far on transformative learning show that reflection and mentorship are integral in the learning process, as pointed out by researchers such as Meijer et al. (2017). Other researchers, such as Reushle (2014), also emphasized capacity building for educators (mentors) to influence the outcome of transformative learning. However, there are limited studies on how students embrace the entire transformative learning process from social or cultural perspectives (Joyce et al., 2019, p. 126). In other words, there is a knowledge gap in how students embrace the experience of transformative learning through a narrative approach, which plays a significant role in transformative learning processes. The main research question driving this study is: How do fashion design graduates make meaning (if at all) of their transformative learning experiences using a narrative approach during their studies and in the subsequent work environment?