Group-work projects help prepare students for professional design practice. Research suggests that student group-working is an emotionally charged activity. This chapter discusses group-working in vehicle design education. We identify the following issues: (1) the need for clear allocation of group members’ roles; (2) the requirement for a holistic approach to complex vehicle design projects. We observe that decreased motivation amongst students exacerbates these issues. Through employing the acronym RECIPE (standing for R esearch, E xterior, C omponents, I nterior, P ackaging, (user) E xperience), we describe a mnemonic framework supporting key deliverables within vehicle design practice. The initiative aims to clarify role allocation and engage students in the complexities of vehicle design practice. Qualitative feedback suggests the RECIPE innovation provides a memorable holistic framework for tackling a multifaceted vehicle design project and was partially successful in tackling group-dynamic issues. Feedback indicates the framework succeeded in motivating students to tackle project deliverables. We conclude with recommendations regarding future adaptations.
|Title of host publication||Emotional engineering, volume 5|
|Place of Publication||Cham (CH)|
|Number of pages||14|
|Publication status||Published - 26 Mar 2017|