As the use of digital tools by industrial/product designers continues to increase, it is timely to explore the potential for a completely digital curriculum for undergraduate education. A survey study was carried out with 96 graduating students to collect data on the use of conventional
and digital design modelling tools. Opinion was also sought from practitioners on the potential of employing entirely digital techniques during professional practice. Results indicated that respondents tended to use a combination of conventional and digital design tools. Students were
not familiar with the capabilities of some digital design tools that were commercially available and they were not fully exploiting digital sketching. The paper concludes that opportunities exist for the development of learning and teaching in this area of the industrial/product design
curriculum and that further research is required to better understand some of the key issues.
Established in 1998, The Design Journal is an international, refereed journal covering all aspects of design. The journal welcomes articles on design in both cultural and commercial contexts. The journal is published four times a year and provides a forum for design scholars, professionals, educators, and managers worldwide. It publishes thought-provoking work that will have a direct impact on design knowledge and that challenges assumptions and methods, while being open-minded about the evolving role of design.