Advancements in Academia: IIAD Faculty Paper Publications (2023-24)

The 2023-2024 academic year witnessed a continued commitment to scholarly output by the faculty at the Indian Institute of Art and Design (IIAD). Their publication of research papers across various design specialisations exemplifies IIAD's focus on addressing critical issues within the discipline.

1. Gargi Datta (Assistant Professor, Fashion Business Management), (Prof.) Dr. Sunita Gupta Konwar (Course Leader, Fashion Business Management) and Swati Singh (Associate Professor, Fashion Business Management)

a. Paper Title: Revolutionising Design Centric Business Education
Podium Presentation: Presented at IIT, Delhi
Year: 2024

Abstract Highlights:

This research paper primarily investigates the implementation of project-based learning (PBL) within the Fashion Business Management Department at the Indian Institute of Art and Design, Delhi. This pedagogical approach significantly deviates from the traditional methods used in most Business Management programs in India. A case study approach offers qualitative insights into PBL's adoption within the three-year undergraduate curriculum, exploring various aspects of student projects, group collaboration, educator challenges, assessment methods, final outcomes, feedback from external examiners, and industry experts.

This research highlights that PBL is a promising and innovative teaching and learning approach, promoting increased student engagement and enthusiasm, which is critical in preparing the next generation of design professionals for the evolving landscape of the Indian industry.

2. Anshoo Rajvanshi (Associate Professor, Foundation in Design)

a. Paper Title: Confidence Building Among ODL Students for Industry 4.0 Readiness
Co-Author: Dr. Hitendra Singh Rathore
Conference: 3rd International Conference on Industry 4.0 and Advanced Manufacturing I-4AM 2024.
Awards: Won a distinguished paper award at the conference.

Abstract Highlights:

Industry 4.0 has highlighted the need for nurturing effective skills in higher education institutions, including Open and Distance Learning (ODL), to ensure students can function meaningfully in both society and professional workplaces. The present study explores the nature of pedagogical interactions in ODL, through sociological and psychosocial theoretical perspectives, that could lead to confidence building among students. Data collected from 390 IGNOU students enrolled in undergraduate and postgraduate programs between 2017-2022 underwent statistical analysis using CFA and ANOVA.

The findings revealed that constructive interactions with teachers and peers foster self-awareness, active listening skills, critical thinking skills, reflective skills, and emotional intelligence, leading to confidence and holistic personality development necessary for meaningful functioning in a workplace. This also enables individuals to contribute towards strengthening a positive, safe, and mutually beneficial environment, a much-sought-after ability in the fast-emerging Industry 5.0. The study reveals the nature of social interactions facilitated using varied pedagogical practices in ODL. These interactions could be further explored using the ever-evolving synchronous and asynchronous interactive platforms available in the 21st century.

b. Paper Title: Self-Esteem: An Inquiry for Improving Employability of ODL Students
Co-author: Dr. Hitendra Singh Rathore
Publication: Innovations Journal, 74. Pp 1002-1012

Abstract Highlights:

This study explores the development of self-esteem as a social construct in the context of Open and Distance Learning (ODL). This relevance stems from the fact that these skills cannot be nurtured in isolation, and ODL specialises in asynchronous, personalised, and self-paced learning where students are geographically and temporally distant from their instructors and fellow learners.

The statistical analysis was performed using ANOVA and CFA on data collected from 390 IGNOU students pursuing undergraduate and postgraduate studies. The ANOVA results showed a significant correlation of the variables representing social interaction with the attributes of self-esteem revealed by CFA having maximum variance.

c. Paper Title: Nurturing Information Literacy and Visual Literacy among Design Students Using Constructivist Approach
Publication: Design in the Era of Industry 4.0, Volume 3. ICORD 2023. Smart Innovation, Systems and Technologies, vol 346. Springer, Singapore.
Year: 2023

Abstract:

Industry 4.0 has underscored the need for higher education institutions, including those offering Open and Distance Learning (ODL), to cultivate effective skills in students. These skills are crucial for meaningful functioning in both society and professional workplaces. The present study explores the nature of pedagogical interactions in ODL that, from sociological and psychosocial perspectives, could lead to confidence building among students. Data collected from 390 IGNOU students enrolled in undergraduate and postgraduate programs between 2017 and 2022 was statistically analysed using CFA and ANOVA.

The findings revealed that constructive interactions with teachers and peers foster self-awareness, active listening skills, critical thinking skills, reflective skills, and emotional intelligence. This, in turn, leads to confidence and holistic personality development, equipping graduates to function meaningfully in the workplace. Furthermore, it enables individuals to contribute to strengthening a positive, safe, and mutually beneficial environment—a much-sought-after ability in the fast-emerging Industry 5.0. The study reveals the nature of social interactions facilitated using varied pedagogical practices in ODL. These interactions hold promise for further exploration using the ever-evolving synchronous and asynchronous interactive platforms available in the 21st century.

3. Shipra Kukreja (Associate Professor, Fashion Design) and Ginu George (Assistant Professor, Fashion Design)

Paper Title: How important is identity in this post-pandemic world?
Conference: Responsible Fashion Series (RFS), Uzbekistan
Year: 2022

Abstract Highlights:

If we refer back to a few thousand years, we recognise that our origins are tribal, and through tribal structure, a framework has been provided in which individuals have had a clear concept of social identity (which is knowing who we are in relation to other people) (Marsh & Morris, 1988). There is research on how associations between body and dress may modify perceptions or aspects of identity that are communicated through dress (1995).

As our homes and spaces became more linear and nuclear over time, we sought to create our own individual identity even within our existing ‘tribes’. It is pertinent to note here that this sense of self-portraiture on the basis of a physical appearance has worked very well over the last few centuries, where one could be distinguished on the basis of class, gender, race, or age, amongst others.

The dress that was previously used as a means of communication has now become less relevant. This has confused many, especially those whose sense of identity was strongly defined via appearance, and this has been especially hard on the younger generation whose social networks were still being formed and their identities were getting firmed up.

In these times, we will need to re-evaluate what identity means to us and how we can craft new identities while also questioning the relevance of dress as well as of subcultures, perhaps in virtual spaces and the metaverse. Reality is changing faster than we can imagine, and new definitions of identity are emerging. If we were to use Erik H. Erikson’s phrase, perhaps there is a new ‘identity crisis’ ongoing. This paper aims to examine this intangible shift in identities from a reference point of dress.

4. Ginu George (Assistant Professor, Fashion Design)

Poster Title: Enhancing Student Learning In Fashion Design And Communication: A Pedagogical Exploration Of Theories
Poster Presentation: IIT, Delhi

Poster Description:

This poster presentation explores a structured curriculum approach to enhance independent student learning in design education. Shifting from traditional to self-directed learning, Ginu’s study aims to prioritise self-directed and deep learning experiences. The poster provides insights into how educators shape this transformation and offers a student-centric perspective on curriculum development.

Sections:

1. Frameworks and Structures: Examines support for student autonomy in learning, discussing theories, challenges, and facilitation methods.
2. Backward Planning: Discusses curriculum design processes, leveraging insights to strengthen approaches, with a focus on IIAD's Circular Progression model.
3. Outcomes and Reflections: Presents study outcomes, reflections, conclusions, and limitations.

5. Anshoo Rajvanshi (Associate Professor, Foundation in Design), Shambwaditya Ghosh (Assistant Professor, Foundation in Design) and Anurag Dasgupta (Lecturer, Foundation in Design)

Paper Title: A Path to Creative Journey - A Case Study of Foundation Design
Student Conference: Futuring Design Education 2024, IIT, Delhi

Abstract Highlights:

In 21st-century higher education, cultivating cognitive, motor, and affective skills for Industry 5.0 is pivotal. The paper's pedagogical approach targets a balanced development of these skills, emphasising the importance of both learning methods and future-applicable content. The discussed approach achieves cognitive and motor skills through the 'What' and affective skills through the 'How', fostering socialisation in an experiential learning environment.

The study, involving 243 design students from the foundation batch, employs an online questionnaire survey to examine pedagogical effectiveness and highlight learning independence from educators through best practices.

While recognising its success, limitations include potential challenges in scaling across institutions and logistical considerations. The conclusion underscores the approach's success, aligning with Kolb's Experiential Learning, Vygotsky's social constructivism, and reflective writing. This synergy contributes to a dynamic, inclusive learning environment, fostering meaningful engagement and self-awareness among students. The findings emphasise the relevance and effectiveness of combining these theories for a holistic and transformative educational experience.

6. Shambwaditya Ghosh (Assistant Professor, Foundation in Design)

Paper Title: Biographies of Yaksha: Object, Style and Agencies
Publication/Conference: Cambridge Scholars Publishers, London

Paper Title: An Indianized World: Display Defines the Narrative
Conference: Department of Architecture and Iconography, Center for History and Archaeology, Asiatic Society for Social Science Research, New Delhi