Abstract

The challenge of globalization and technology and the flow of students seeking higher education in another country and then employment in a globally connected environment is a difficult one for educators. Work Integrated Learning (WIL) has become quite standard in undergraduate degrees and some strategies for implementing WIL in the curriculum are exampled throughout this book. Authors of Transformative Pedagogies in the Visual Domain employ case studies and engaging curriculum content to reflect on a world with porous borders and student aspirations for a world of professional work where collaborators, employers, companies and clients are spread nationally and internationally. Technology enables a greater possibility of global work placements, so a layer of broad cultural understanding and sensitivity is becoming more of a priority in educating for global entrepreneurial encounters. In second tier cities in China this is most evident and perhaps is linked partly to the growing numbers of Chinese students wishing to study undergraduate and postgraduate degrees in Design. A good example of teaching and learning within a group of postgraduate design students (mainly Chinese) is explored in this book. The potential of creative thinking and outcomes merged with commerce is evident in the idea of creative industries. To prepare students to enter a globalized economy and to be active agents within transformative creative, commercial enterprises, new models of institutional and professional relationships need to be imbedded into the curriculum and throughout this book there are reflections from academics across the world attempting to do this.