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Same Space, New Place
In 2012 the Northern Ireland economy saw a loss of 4,950 businesses, with the NI Executive recognising the dangers of this shortfall to the countries infrastructure and prosperity. Current financial solutions have the goal of nurturing SME’s in their infancy and encouraging new initiatives to support growth and help deliver social change.
Sarah’s rigorous research and depth of personal experience has revealed that the future of Northern Ireland strongly relies on supporting regeneration and the growth of SME’s. Subsequently her project has emerged from a strong desire to explore how service design can help improve the civic pride and economic fortunes of local towns and communities within Northern Ireland. In order to achieve this Sarah strategically chose the historic, coastal town of Carrickfergus, as it is currently undergoing the process of pursuing regenerative funding. This became the perfect landscape to tackle this complex issue, whilst offering meaningful and sustainable solutions.
Through a co-design approach, working with local councillors business owners and community members, Sarah discovered the real need for positive communication outlets and collaborative facilitation.
The core purpose of her project is to investigate how Service Design approaches and methods can integrate into existing processes adhered to by town regeneration schemes. By intercepting these at each crucial stage, these concepts can be turned into grounded and sustainable outcomes.
Using Service Design methods including prototyping and facilitating workshops, Sarah has developed a range of tools and service interventions that allow collaborative relationships and develop a sense of community ownership.
Sarah, as a driven and motivated Service Designer, aspires to implement aspects of this new service within Carrickfergus council, with a longer term goal of recreating similar change in other Northern Irish towns.
Project Title: Same Space, New Place
The core purpose of her project is to investigate how Service Design approaches and methods can integrate into existing processes adhered to by town regeneration schemes.
Making Criminal Justice Social Work work
In Scotland, instead of short term custodial sentences, some young offenders are issued with a Community Payback Order. Coming into Scottish Law in February 2011, these Community Payback Orders comprise of elements such as unpaid work, attending alcohol/drugs treatment programmes and, crucially, offender supervisions. These offender supervisions are teaching and learning sessions run by Criminal Justice Social Workers. Currently, text-based exercises are solely used: which do not always fully engage with or play to the strengths of those involved. Statistics show that one in two young offenders return to prison within just two years of release, highlighting the need for an alternative approach.
Working alongside professionals within Criminal Justice Social work and also with the young offenders themselves, Selina has investigated how service design can improve teaching and learning for young male offenders within the current rehabilitation programmes. Development of the project focused upon the tools of delivery for a Criminal Justice Social Worker and the strategies to support the young offender’s ability and capacity to learn; both within the payback order sessions and in real life contexts. Through this project Selina visually mapped the complexities of Criminal Justice Social work service, allowing challenges to be fully identified. Through a range of rigorous design methods, such as prototyping, Selina has authored bespoke, engaging tools and interventions that are supporting all those involved; co-created with them to ensure the designs are meaningful, applicable solutions.
Selina hopes to continue this research through her PhD, exploring the connections between design thinking and education. She seeks to uncover the potential of such design application in addressing current educational challenges, and ultimately, developing sustainable learning futures for young people in Scotland.
Communicating with Victims of Disaster
This project comes from the Centre for Human Anatomy and Identification at the University of Dundee. It looks at how we can aid/facilitate communication between families and organisations after a disaster.
After a disaster happens it is important to gather as much information about a missing person as possible from their family. In the UK this is currently done by a Police Family Liaison Officer who conducts interviews with a family and records the information on and Ante-Mortem form.
The project focuses on how creating a physical version of the form that works in tandem with the current process could make the interviewing procedure easier for everyone involved.
The toolkit is sectioned in the same way as the form and is laid out to make transferring information that the family provide to the Ante-Mortem form as simple as possible. The kit itself has visual aids that help families identify and understand exactly what information they need to provide. The visual aids are beneficial in many different ways. They act as memory triggers, help overcome communication problems and can act as a coping mechanism for a family to cover just a few benefits.
The toolkit is currently a prototype however there is a lot of potential to expand and develop the kit further. The next step would be finding funding that would lead to a fully developed kit that can be tested out in the field with Police Family Liaison Officers and developed further based on their experiences. This would hopefully lead to the toolkit becoming a recognized piece of equipment within the Police force and Forensic Identification community.
It looks at how we can aid/facilitate communication between families and organisations after a disaster.
The University of Dundee is a registered Scottish Charity, No: SC015096
Collaboration is a way of working in teams, which makes use of all the cumulative experience of the team towards achieving a task. Most companies nowadays use this method to enhance their employees’ productivity. To prepare graduates for working in such an environment, tutors have started to deliver their subjects in a collaborative manner.
For her Masters of Design for Services studies, Reem Sultan has researched ways to encourage this type of collaboration in educational interior spaces. She has a background in interior design, and her previous experience as a lecturer helped to shape the direction of her design research this past year.
Inspired by the quote of David Kelley “We value Innovation as team sport; it needs “We” spaces more than conventional “I” space” she has created a set of cards which serve as a method for embedding collaboration in an educational setting, through actions, items to remember, and through physical design elements.
These cards can be used daily; they can be semester- based and used even in the initial stages of the design of new educational buildings. The potential users range from the architect of the physical building, to any student who wishes to transform the space in which they spend most of their time.
The card deck is maintained by a website which displays the case studies of people who have used the cards. The user of the website can be informed through images of how these people transformed the spaces around them, and they also have the opportunity to create their own cards and share them with others; in addition the website provides a forum offering support for registered users.
In the future, Reem hopes to undertake PhD research in which she will take the project background and findings to look more closely into “educational space” and users’ experience in the education environment, to see how physical space and artefacts impact on a user’s psychology.
Project Quote: “Reem Sultan works on embedding the sense of collaboration through physical spaces in an Educational environment.”