Management and Cross-Disciplinary Skill Development in Higher Education Design Diplomas: A Systematic Review

Abstract

Design diploma programs in higher education are increasingly expected to equip graduates not only with technical
skills but also with essential soft skills such as communication, collaboration, critical thinking, and adaptability to meet
the evolving demands of the global workforce and complex professional environments. This systematic literature review
(2010–2024) synthesises findings from empirical research, curriculum frameworks, and assessment methodologies to
evaluate how these competencies are developed and measured in design education. Pedagogical strategies such as
Project-Based Learning, Problem-Based Learning, and Design Thinking are commonly employed to foster these skills,
with a strong emphasis on core competencies. However, gaps persist in areas like business acumen, entrepreneurial
thinking, and strategic management, particularly at the postgraduate level. Assessment practices remain largely selfreported
and lack standardisation or objectivity, although emerging multimodal tools using AI and emotion recognition
offer future promise. The review highlights the urgent need for curricula to systematically embed soft skill development
and align with industry expectations through performance-based, longitudinal, and mixed-method assessment models,
ensuring that graduates are prepared for interdisciplinary and managerial challenges.