| Knowledge |
| Theoretical and/or factual knowledge | Aim | Objective | % |
|---|
| 1 | 1 |
| 1 | Knowledge and understanding of design theories and
approaches in the relevant field
- Knowledge and understanding of the technological, sociological,
economic and environmental dimensions of design
- Knowledge and understanding of theories related to design communication and interaction
| | | |
| 2 | Knowledge and understanding of research methods used in the design process in the relevant field, as well as idea generation,
development and visualisation
| | | |
| 3 | Multidimensional knowledge and understanding of topics related to materials, production
methods, sustainability principles, and
standards in the relevant fundamental field
| | | |
| 4 | Knowledge and understanding of the necessary intellectual,
discursive, scientific, technological, aesthetic,
artistic, historical, and cultural infrastructure in the relevant fundamental field
| | | |
| 5 | Knowledge and understanding of design management,
marketing, and consumer behaviour
in the relevant fundamental field
| | | |
| 6 | Knowledge of principles, laws, regulations,
standards, legal and intellectual property rights
in the relevant field
| | | |
| 7 | Knowledge and understanding of institutional and ethical values
in the relevant field | | | |
| Skills |
| Cognitive and/or practical skills | Aim | Objective | % |
|---|
| 1 | 1 |
| 1 | In the field of design,
the ability to generate solutions
by conducting the necessary research
for facts and problems
using creative, innovative
thinking skills
| | | |
| 2 | The ability to define design-related
problems,
identify user needs,
and use one's aesthetic and technical
knowledge, understanding, and
skills to
develop products
| | | |
| 3 | The ability to work across disciplines
and in teams during the design process
| | | |
| 4 | The ability to apply
the concept of sustainable
design in the product
design process | | | |
| Personal & Occupational Competences In Terms Of Each Of The Following Groups |
| Autonomy & Responsibility | Aim | Objective | % |
|---|
| 1 | 1 |
| 1 | Possesses the competence to
independently manage a product design project
from start to finish. | | | |
| 2 | The ability to manage,
evaluate and develop
collaborative work
within a product design project
team | | | |
| 3 | In the design project
the ability to work across disciplines,
in multidisciplinary projects
the ability to take on individual and shared responsibility | | | |
| Learning to Learn | Aim | Objective | % |
|---|
| 1 | 1 |
| 1 | Evaluating developing knowledge and
methods in the field
and applying them
| | | |
| 2 | Acting with a lifelong learning
mindset. | | | |
| Communication & Social | Aim | Objective | % |
|---|
| 1 | 1 |
| 1 | Being able to convey
approaches, thoughts and analyses
related to the field
to expert and non-expert stakeholders
| | | |
| 2 | Being able to organise and implement
design projects, activities and collaborations
that benefit the environment
with a sense of social responsibility
| | | |
| 3 | Being able to follow developments in the field
using a foreign language at least
at the European Language Portfolio B1
General Level,
to follow developments in the field
and communicate effectively
with colleagues
| | | |
| 4 | Being able to interactively use
computer software
at least at the European Computer
Driving Licence Advanced
Level,
along with the information and
communication technologies
required in the field | | | |
| Occupational and/or Vocational | Aim | Objective | % |
|---|
| 1 | 1 |
| 1 | In the professional field, professional
practice and professional
research, understanding of ethical and
behavioural rules,
behavioural habits and social
responsibility awareness, and the ability to act
accordingly
| | | |
| 2 | Collecting, developing and interpreting data that will form the basis for making decisions in the design process by considering possible
social, environmental and ethical
consequences, and presenting an original
design approach
| | | |
| 3 | Acting with knowledge of human value,
respect for human rights,
and a human-centred design approach,
while considering social and cultural rights
and taking environmental impacts into account | | | |
| Relationship Percentage | | | |
| *Level of Contribution (0 - 5) : 0-None, 1-Very Low, 2-Low, 3-Medium, 4-High, 5-Very High |
