1 University of Industrial Fine Arts (VIETNAM)
2 University College London (UNITED KINGDOM)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 11578-11584
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.2423
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
The handicraft sector has a long history, and handicraft products still exist and develop even with industrialization. Traditionally, the knowledge of handicraft making is passed from generation to generation in villages by "learning by doing", however, today universities also offer training in the design of handicraft products following new methods and approaches. Cooperation between universities and businesses can provide a win-win model for stakeholders, as it links theory and practice to achieve efficiency in design education, while meeting the needs of society.

The main purpose of this study is to explore the training model associated with business needs and clarify the potentials of cooperation between design education and business.

Based on a study of handicraft design projects involving domestic and international producers, the study compared the factors that motivate or demotivate cooperation between universities and businesses in Hanoi, Vietnam. In addition, focus group research was also conducted, which included educators, business owners, and handicraft artists, to discuss the necessary factors that are needed to encourage and diffuse this model.

This article summarizes and discusses the main results of the study. The obtained research results have demonstrated great potential for cooperation in handicraft design training between universities and enterprises. Handicraft products have achieved higher functional and aesthetic values, as well as gaining business advantages in domestic and international markets.

Discussion and Conclusion:
The study shows that, in order to improve the quality of handicraft product design, there should be strategies for developing cooperation in training, guiding, and equipping handicraft designers. There is a need to complement theoretical knowledge and skills acquired in higher education with practical design. In addition, to preserve this traditional field, it is necessary to foster innovation in handicraft products: there should be a close connection between functionality and aesthetics, utility and culture, and also a focus on sustainability concerning the environment, society, and also the economic efficiency of handicraft products
Design education, handicraft, cooperation training, win-win model.