Emmanouil, Marina

Profile Picture
Profile URL
https://hdl.handle.net/20.500.14365/7349
Name Variants
Emmanouil, M.
Job Title
Email Address
marina.emmanouil@ieu.edu.tr
Main Affiliation
06.05. Visual Communication Design
Status
Former Staff
Website
ORCID ID
0000-0003-4371-8656
Scopus Author ID
56372231000
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
CPZ-3573-2022

Sustainable Development Goals

5

GENDER EQUALITY
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0

Research Products

9

INDUSTRY, INNOVATION AND INFRASTRUCTURE
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1

Research Products

13

CLIMATE ACTION
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0

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8

DECENT WORK AND ECONOMIC GROWTH
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1

Research Products

14

LIFE BELOW WATER
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0

Research Products

17

PARTNERSHIPS FOR THE GOALS
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0

Research Products

1

NO POVERTY
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0

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2

ZERO HUNGER
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Research Products

4

QUALITY EDUCATION
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Research Products

11

SUSTAINABLE CITIES AND COMMUNITIES
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Research Products

16

PEACE, JUSTICE AND STRONG INSTITUTIONS
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0

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3

GOOD HEALTH AND WELL-BEING
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0

Research Products

6

CLEAN WATER AND SANITATION
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12

RESPONSIBLE CONSUMPTION AND PRODUCTION
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10

REDUCED INEQUALITIES
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15

LIFE ON LAND
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7

AFFORDABLE AND CLEAN ENERGY
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0

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Documents

19

Citations

71

h-index

4

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Documents

13

Citations

50

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Scholarly Output

5

Articles

4

Views / Downloads

1/0

Supervised MSc Theses

0

Supervised PhD Theses

0

WoS Citation Count

30

Scopus Citation Count

34

WoS h-index

2

Scopus h-index

3

Patents

0

Projects

0

WoS Citations per Publication

6.00

Scopus Citations per Publication

6.80

Open Access Source

2

Supervised Theses

0

JournalCount
Codesign-International Journal of Cocreation in Design And The Arts1
Desıgn Issues1
International Journal of Art & Design Education1
Internatıonal Journal of Art & Desıgn Educatıon1
Internatıonal Journal of Desıgn1
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Now showing 1 - 5 of 5
  • Thumbnail Image
    Article
    Citation - WoS: 8
    Citation - Scopus: 9
    Human-Centred Design Projects and Co-Design In/Outside the Turkish Classroom: Responses and Challenges
    (Wiley, 2015) Emmanouil, Marina
    Perhaps more than any other professional group in modern history, designers have felt compelled to undertake the responsibility of addressing and engaging with societal problems in their practice. Initially, this liability involved concerns of form and production methods during the industrial revolution era, and developed into existential, ethical and context-specific (Western) priorities of working and living during the twentieth century. Today, citizenship by design involves efforts that are directed to wards creating social change for and with the audience. Drawn from empirical research, this article presents the challenges met and lessons learnt when introducing human-centred design practices to Visual Communication Design (Graphic Design) students in Turkey. As a self-reflexive study, it draws from students' reception and feedback on a studio project on social awareness, accessibility and authority sharing with visually impaired people, and an applied workshop on the benefit of user collaboration in design. It aims to raise questions of relevance and assimilation of a socially oriented design practice in a non-Western, commerce-driven economy at the urge of modernisation. Moreover, acknowledging the strong element of conformity with peer members in Turkish society (such as the government, family and teachers), this work also aims to examine hierarchy-challenging design practice in and outside the Turkish classroom.
  • Thumbnail Image
    Book Review
    Fragile Innovation: Episodes in Greek Design History
    (Bloomsbury Publ Plc, 2013) Emmanouil, Marina
    [Abstract Not Available]
  • Thumbnail Image
    Article
    Citation - WoS: 19
    Citation - Scopus: 21
    A Systematic Literature Review on Co-Design Education and Preparing Future Designers for Their Role in Co-Design
    (Taylor & Francis Ltd, 2023) Örnekoğlu-Selçuk, Melis; Emmanouil, M.; Hasırcı, Deniz; Grizioti, M.; Van Langenhove, L.
    As emphasised by various researchers, the role of designers is now less about 'designing for' and more about 'designing with' users and other stakeholders. The main reason behind this shift relates to the importance of the active involvement of 'people with lived experience' in co-design. Now, designers are also expected to facilitate the active participation of non-designers in co-design processes. However, it is noted that the importance of co-design and the role of designers in co-design have not been widely integrated into design education. Thus, a systematic literature review is conducted to find out the necessity and prevalence of co-design education in higher education programmes and its instructional methods. This paper presents the outcomes of the review of seventeen (n = 17) studies, published between 2007 and 2021, analysed through thematic analysis via NVivo. The findings of this study shed light on the necessity, structure, and challenges of co-design education, as well as evaluation, gaps, and opportunities in this area. Specifically, the significance of motivating students to acquire the necessary mindset for co-designing, which can potentially initiate a meaningful co-design process through game-based approaches and self-learning, is underlined.
  • Thumbnail Image
    Article
    Citation - WoS: 1
    Citation - Scopus: 1
    Modern Graphic Design in Greece After World War Ii
    (Mit Press, 2014) Emmanouil, Marina
    [Abstract Not Available]
  • Thumbnail Image
    Article
    Citation - WoS: 2
    Citation - Scopus: 3
    Preparing Future Designers for Their Role in Co-Design: Student Insights on Learning Co-Design
    (Wiley, 2024) Örnekoğlu-Selçuk, Melis; Emmanouil, Marina; Hasırcı, Deniz; Grizioti, Marianthi; Van Langenhove, Lieva
    The state-of-the-art literature indicates an increasing need for co-design education as it is imperative to equip future designers with the co-designing mindset. This derives from the significance of involving 'people with lived experience' in co-design processes to better meet their needs. However, the traditional design education system seems to include mostly individual designing skills, causing a lack of skills in design students to facilitate the active participation of people in co-design. This paper reports on a case study carried out in a third-year Bachelor industrial design engineering course with design students (n = 32) and design educators (n = 4) to find an effective and efficient way of preparing future designers for their role in co-design and to gain insights into design students' experience with learning about co-design. As an instructional method, a co-design workshop including the game-play, game-modding and game-design approaches is introduced. The obstacles and confusion of the design students regarding co-design and co-design education, which they have documented throughout the year on their personalised logbooks, are explained to eliminate them in the future for smoother incorporation of co-design education into design education curricula. Lastly, for future designers' mindfulness of co-design and their role as facilitators suggestions are provided such as accreditation of curriculum activities regarding co-design education.