Data collection is an extremely important part of any design process.
Reflecting on our research, I believe we overextended ourselves. This negatively affected our final presentation, as we struggled to communicate both our research and final proposal. Despite this, our research is highly relevant and the final outcome would not have been reached without it.
Stakeholders surrounding our proposal were carefully mapped out alongside our boundaries. The information has been presented in order to highlight hierarchy.
Mind-mapping / Identifying Boundaries:
Working through our scheduled classes, we engaged in a variety of brainstorming exercises. the exercises resulted in a range of mind-maps exploring the various factors of waste management at UTS. As we collectively defined a focus for our project, the exercises helped to constrain our brief.
In order to better support our education focused intervention, multiple literary reviews were conducted.
Empowering Education: critical teaching for social change – I. Shot (1992). This text was vital, justifying our emphasis on education. The text looks at the of role critical teaching. Ultimately, the text highlighted the responsibility of educational institutions to embed good social practices into eduction, guiding social change.
Waste Education and Awareness Strategy: towards solid waste management (SWM) program at UKM – A. Desa (2012). A research paper surveying university students in the context of waste management. Surveying over 500 students, it was revealed that almost half had negative attitudes towards waste management. It proposed that education and awareness strategies are needed to shift attitudes.
Seb Crawford (Sustainability Coordinator, UTS Green) – Mr Crawford was interviewed in regards to the current food waste management strategies at UTS. We learn that ‘UTS Cleans Up’ (launched 2015) currently carries this weight. The strategy revolves around the segregation of waste (Building 10 Only), in preparation for future composting strategies on campus. It became clear that our proposal had merit, running our campaign parallel to present systems would increase awareness and help expand on current efforts.
Simone Sorters (Batyr UTS) – Ms Sorters uses on campus events to educate/support students in issues surrounding mental health. Due to Sorters input, we engaged in the ‘Impact Report 2016” This revealed the overwhelmingly positive results of Sorters’ efforts. Again, this contact spread confidence in our brief, it was important to see this campaign working across other issues.
Ultimately, our research extended beyond our initial goals, this led to great insight but disturbed the balance of our project.
Desa, A, 2012. Waste Education and Awareness Strategy: towards solid waste management (SWM) program at UKM. Procedia – Social and Behavioral Sciences, [Online]. 59, 47-50. Available at: http://ac.els-cdn.com/S1877042812036853/1-s2.0-S1877042812036853-main.pdf?_tid=aa536d8a-4aa4-11e7-b233-00000aacb360&acdnat=1496745855_bb98a80e33f295550c46a1e8ea5a5f12 [Accessed 31 May 2017].
Shor, I, 1992. Empowering Education: critical teaching for social change. 1st ed. Chicago 60637: The University of Chicago Press.