Transformative Learning in Design: An Experiential Account in Higher Education

Abstract

Transformative learning is essential to most companies, owing to its characteristics of “personality and adaptability,” which are core features for future success in the industrial world. However, less is known about how design students embrace transformative learning. Therefore, the authors aimed to explore the dynamics of transformative learning in the meaning-making process of fashion design graduates in their work environment. A narrative research approach was adopted, and 31 participants were used. The data-gathering tool was an interview guide. The findings unveiled that the learning environment, the readiness of students to learn, the design challenge, fellow student collaborations, and lecturer coaching or mentorship are the pillars of transformative learning. The mentorship served as the foundation on which the students built their experiences for collaboration. Theoretical findings pointed to the shift from a learning activities survey to a learning activities narrative, which embraces the full spectrum of student experiences