Redefining learning environments through design management in practice to re-imagine business education.

For global business and design management to thrive in a consensual learning environment there are various pedagogical approaches that can be applied. In particular, following designers from their native design environments in search of non-native environments can offer insights into applied pedagogy in both business and design education.
Thus, this paper explores how experiencing the value of design management in practice can assist the business degree learner to overcome pre-conceived boundaries created in their native business environment and reconstruct new boundaries in order to define a new native environment and thus awaken their curiosity and enhance their learning experience.
Woven throughout the study is the aim of ‘futuring’ students’ knowledge of design management to deepen intellectual curiosity, therefore encouraging the development of a learning and research culture. The paper draws on an evaluation of teaching and learning methods applied on design management modules, which are part of the BA (Hons) Global Management degree at Regent’s University London.