*Territory: demarcated land — which must be administered — inhabited land which is defended and considered as a property — area of governance
Design appears more and more as a cross-cutting activity.
Having overcome its initial role as an applied art and its image of the young sister of the project disciplines, design now participates in all productive activities and in all industrial areas, and became an economic vector as well as a social and cultural one. Its practice crosses more and more territories and now connects more professional activities.
At the same time, the teaching of design, in order to respond to a global and complex society that requests more qualified professionals, opens and expands itself by including more conceptual disciplines and by developing new complementary knowledge.
An ever more complex world expects from designers a different formation, adapted to the new reality, in order to offer the service demanded by a society in constant transformation, with changeable behaviors (individually or collectively) in which new logical are adopted in front of political and social organizations and in which the environment, the means of transport and communication, architecture, furniture or clothing are influencing factors that contribute to the evolution of local production despite globalization. A profound and accelerated change to which the designers we train must be confronted.
Design must not only contribute to the economic innovation but also to social innovation and must consolidate itself as a strategic tool in order to adapt itself to new scenarios. The educational area’s challenge now consists in dealing with these needs, projecting design training towards objectives of innovation for the construction of the future.
Even if the designer’s training must be focused on operating in a global context, we cannot ignore the importance of design as a key factor in the economic and social development of specific territorial contexts, and in which the educative centers can exercise a more direct influence.
Facing challenges rising in a close environment from an educational strategy represents a unique opportunity. The teaching centers, through their teaching and research work, can take a leading role in the creation of a social and innovative ecosystem, generating knowledge and methods and applying them for the benefits of a social change and economics growth in their close environment.
The 2017 BID Meeting offers to study, analyze and debate on the phenomena that most impact the designer’s training and professional production from a local and global context, to share experiences, understand and spread the scope and the positive influence of this situation in the identity of design in every country. Design teaching can exercise a positive influence in the most immediate environment through formative proposals that contribute to its territory in a clear way and in two different ways.
First of all, in the business environment, identifying areas in which design can operate to have a positive impact, on one hand, working with companies in the creation of products, processes and new or considerably better organizational forms that provide value to these same elements, and on the other hand, contributing to change gradually the way the business world sees design, systematically boosting its integration in companies, so that they see it as a key factor in the success of their business.
Secondly, in the social environment, analyzing the needs design can contribute to solution. Many of the challenges that Ibero-America faces are related to social questions, and their resolution sometimes exceeds the intervention of the public sector and in which design and its methodologies can bring new solutions that increase the quality of life of citizens.