Our goal is to provide innovative educational models able to demonstrate effective results while ensuring quality for students, professionals and others who have decided to further their education.
This is achieved by building a learning environment in which they become protagonists in the learning experience. To do so, we curate a pathway that transfers knowledge, strengthens real-world experience and transforms it into specialist skills, which in turn allows our students to achieve concrete results.

Our vision is to increase academic/practitioner synergies, which draw upon resources from decades of experience, alongside academic partnerships and accreditations such as that with the renowned British institution, Swansea University in Wales.

ACS directs its educational offer at both national and international levels by developing robust academic partnerships able to create novel opportunities for the enrichment of its students. Our lecturers and mentors leading these projects and educational activities have acquired respected professional reputations and make their expertise available to learners through a blended-study format. In each academic path, professionals of recognised value and ability act as lecturers and through the provision of online and e-learning models. We provide a service that is pragmatic and grounded, while also aware of the importance of innovation and the immense value of underpinning research. Close attention to international guidelines in the educational environment finds its place in an educational pathway fully designed to meet students’ aims and expectations.

ACS achieves educational excellence by placing its students, collaborators and staff at the centre of the training process, giving them new opportunities and investing in their skills, training and development. Particular attention is given to considerations of inclusivity and equality of treatment, for both students and staff. ACS therefore ensures the support of qualified staff that are familiar with the administrative duties necessary for offering a wide range of services to students. This gives ACS the ability to be highly responsive to student learning, with flexibility to operate in a variety of areas

Part-Time: 24 Months

Age 31-65

This industry-focused MA draws upon recent research for postgraduate professionals in a business context.

This course is intended to benefit a range of graduates and professionals, given that it is multidisciplinary at its core. Designers, managers and business professionals collaborate, learn from each other and cross-pollinate their functions. The methodologies utilized are intended to assist students in joining a broad spectrum of professional service areas, where they will then be able to integrate innovative approaches to their processes. Accordingly, this programme is strategically situated in a high-demand and potentially thriving field.

The provision of services and products is a rapidly changing space, and professionals that are able to formulate approaches and lead teams that can adapt swiftly to the contextual challenges are already indispensable. Companies such as Apple, Airbnb, IDEO (amongst others) as well as government agencies (Ministries, local authorities) and NGOs (such as World Food Programme, MIT Solve, HiveOnline) around the world are paving the way for these new agile, flexible and fast-paced practices. Given the practitioner-focused design and up-to-date research base of this program, this MA in Design Management and Strategic Innovation is both timely and futureproof.

Students are exposed to the development and integration of strategic thinking applied to new product development and branding, user experience design, technology innovation and creative communication. They are trained to integrate design-driven innovation processes and methodologies into business management and identify values and principles that enhance competitive advantages and leverage company positioning and growth.

The programme aims to prepare the students for the global challenges that lie ahead; the environmental and societal issues that are emerging as worldwide problems require a change of scope and strategy by governmental and financial bodies alike. In addition, it seeks to employ business and design innovation to provide for a more equitable future for everyone. We aim to provide students with a viewpoint that does not focus on developed economies only, but also provides for developing economies and non-European perspectives.

This programme is divided into 5 main blocks and culminates with a capstone project.

• Present theoretical and practical expertise in research methodologies for better understanding of the users’ or customers’ needs;
• Perform critical evaluations and assessments regarding research results and transform these into applicable strategies;
• Evaluate the function of design within the greater ecosystem of new product/service development and communicate with specialist and non-specialist audiences;
• Identify processes that induce innovation within an organisation;
• Successfully manage innovation operations within a large organisation;
• Produce self-directed research that incorporates environmental, social and governance principles;

Develop a theoretically informed, analytical and problem-solving based approach to new product/service development.

• Apply human-centred approaches in response to emerging design challenges;
• Prepare well-founded specifications for the development of new products and services, that cater for society at large;
• Operate within multi-disciplinary teams of designers, managers, and other organisational members;
• Demonstrate specialised knowledge with regard to innovative methodologies for new product development;
• Critically evaluate design strategies in accordance with principles of sustainability;
• Design products and services with high usability value;
• Produce solution pathways that provide for social and environmental sustainability.

1. A midterm and a final project;
2. A final project (of longer duration) only.

For both options, the students will have to prepare:

1. A project presentation (of 15-25 minutes each student) to student cohort and;
2. A project submission.

Group projects are presented by the group members working equitably toward a shared goal. Once the group project outcome is submitted, all members receive the same mark, reflecting this teamwork. In addition, each group member submits a personal, reflective essay of 1000 words, to describe their perspective and engagement with the group project. The essay accounts for no more than 20% of the individual’s group project mark.

Project presentations consist of a combination of written text and design output, as per the instructor’s specifications, which are communicated well in advance of the assessment.

The capstone project is tailormade for each student. It is thoroughly analysed, designed and prepared under the guidance of the instructor, given the variability of subject matters. The final examination consists of a 30-minute presentation and a submission of written and designed components in a single, professionally presented, document.

During online examinations, software will be used that requires the student’s webcam and microphone to be turned on. This software must be kept on throughout the examination. The student must identify themselves by showing proof of identity at the start of the exam.  The exam consists of a presentation of the project on screen, with narration by the examinee. The instructors and peers are allowed to pose questions during the examination.

In the event of non-completion or failure, the student will be given an opportunity to revisit the assessment with the relevant tutor, in order to understand any errors made. All students are given the opportunity to re-sit assessments at an agreed date. The minimum time before all retaken assessments is one month from the date on which notice of failure or non-completion was received. Students are given two assessment dates: an official date and a re-sit date. Should the student fail the assessment a second time, they are required to pay a fee of €150.00. The same procedure is carried out in the event that the student either fails or does not complete the assessment following personal reasons or absence.
In case of a re-sit, the maximum grade that can be achieved is 70.

The final mark is obtained by calculating the weighted average of all the modules completed in this programme. The grade for each module is awarded in reflection of the student’s knowledge, skills and competences, which are assessed against the learning outcomes presented for each module.

The pass mark is 60% or above.

For the successful completion of the programme, students are obliged to attain a pass on all modules.

Postgraduate Diploma in Design Management and Strategic Innovation: Level 7 – 70 ECTS

The Diploma can be awarded to a student who successfully undertakes all modules except the Capstone Project

Full Time:

1^st semester:

• Innovation and Design for Transformation;
• Design Research and Human-Centred Design;
• Design and Innovation Management.

2^nd semester:

• Innovative and Emerging Technologies;
• Sustainable Business Practice;
• Capstone Project.

Internships will be carried out by students throughout the year, in parallel with academic instruction.

Part Time:

1^st semester:

• Innovation and Design for Transformation;
• Design Research and Human-Centred Design.

2^nd semester:

• Design and Innovation Management;
• Innovative and Emerging Technologies.

3^rd semester:

• Sustainable Business Practice.

4^th semester:

• Capstone Project.

Internships will be carried out by students over a 12-month period over semesters 3-4, in parallel with academic instruction.

At the end of the module, the learner will have acquired the ability and autonomy to:

• Research and deploy design thinking methods;
• Critically assess options and alternatives in formulating a transformational strategic approach;
• Independently compose and apply the most suitable methodology for the given challenge.

At the end of the module, the learner will be able to demonstrate the following:

• Practical knowledge of how Strategic Design may affect business transformation;
• Critically evaluate the function of design within an organisation;
• Demonstrable knowledge with Lean and Agile Methodology and its applications;
• Ability to integrate innovative approaches to business strategy.

At the end of the module, the learner will have acquired the following skills:

• Successfully propose appropriate methodologies within a design and strategic innovation organisation.
• Apply appropriate Design Thinking processes and methods.
• Ability to induce business transformation through design processes.

At the end of the module, the learner will have acquired the ability and autonomy to:

• Identify and determine research needs;
• Successfully advise teams over the application of Design Research methodologies;
• Critically guide research pathways in accordance with project needs.
• Reflect on political and social challenges that research activities may elicit.

At the end of the module, the learner will be able to describe the following in detail:

• Critically evaluate possible methodological approaches to stakeholders;
• Pragmatically identify research outcomes that translate into applicable project specifications;
• Critically assess related research outcomes and integrate these into successful project flow;
• Author human-centred design specifications.

At the end of the module, the learner will have acquired the following skills:

• Demonstrable ability to collaborate with design research teams;
• Successfully propose effective design research methods;
• Assess and identify important factors that may affect project specifications.

At the end of the module, the learner will have acquired the ability and autonomy to:

• Effectively evaluate a design brief within a particular business context;
• Successfully integrate research into creative thinking within existing processes;
• Manage innovation-focused processes within an organisation;
• Demonstrate an ability to lead and communicate effectively, using the approach and vocabulary that incites innovation.

At the end of the module, the learner will be able to demonstrate the following:

• Critically classify aims and target audiences included in the design brief;
• Successfully correlate user needs with the creative team aims and scope;
• Identify and assess financially viable and socially beneficial practices that are related to the brief;
• Demonstrate applicable methods of managing a creative team.

At the end of the module, the learner will have acquired the following skills:

• Demonstrate competence in deciphering a client brief;
• Construct a rigorous plan of action for the team;
• Effectively integrate financially sound and socially aware practices in the development of project;
• Lead creative team in an effective manner, allowing for creative and innovative approaches to flourish.

At the end of the module, the learner will have acquired the responsibility and autonomy to:

• Advise teams on the research of design practices that involve current technological innovations;
• Monitor intended and unintended project outcomes;
• Demonstrate critical ability to advise businesses on current technological innovations, including potential risks;
• Identify and evaluate new and emerging technologies

At the end of the module, the learner will be able to demonstrate the following:

• Critically assess the main characteristics of current technological innovations;
• Evaluate the possibilities and applicability of technological innovations within the context of new product development;
• Critically identify the main capabilities and risks of current technological innovations;
• Successful ability to propose processes of applied and scientific research in new digital technologies.

At the end of the module, the learner will have acquired the following skills:

• Critically analyse and evaluate the application of innovative technologies, including potential risks;
• Successfully compose proposals for the integration of innovative technologies in response to client briefs;
• Develop innovative concepts and present them to business audiences.
• Present robust concepts for the application of new technologies in light of critical feedback;

At the end of the module, the learner will have acquired the ability and autonomy to:

• Knowledgeably advise teams about the application of the UN’s 17 SDG principles;
• Successfully collaborate with a team on the research and embedding of sustainability principles within a specific business context;
• Produce pragmatic specifications that are integrated with social sustainability principles;
• Identify and evaluate the inclusion of the UN’s 17 SDGs in project progress reports.

At the end of the module, the learner will be able to demonstrate the following:

• Applicable comprehension of the importance and relevance of the UN’s 17 SDGs;
• Critically identify where and how to integrate principles of sustainability and Circular Economy in a design project;
• Professionally present sustainability notes in response to a design brief;
• Critically evaluate innovative approaches to social and environmental sustainability.

At the end of the module, students will have acquired the following skills:

• Ability to evaluate the application of the UN’s 17 SDG principles;
• Effective teamwork with other professionals, so that sustainable goals permeate plan of action;
• Prepare a pragmatic plan that includes SDGs, Circular Economy and social inclusivity;
• Successfully communicate approaches that include sustainable principles in a professional setting.

At the end of the module, the learner will have acquired the ability and autonomy to:

• Knowledgeably select a relevant and realistic design challenge;
• Compose a clear and precise design innovation brief using correct scholarly apparatus;
• Successfully complete an appropriate design-solving pathway;
• Produce research methods, specifications, approaches or solutions that fulfil brief requirements;
• Effectively conduct and present research that responds to a design brief.

At the end of the module, the learner will have successfully gained the following knowledge:

• Robust understanding of the multidimensional requirements of a design brief;
• Critically identify appropriate solution pathways.
• Successfully apply viable specifications for a given design challenge;
• Ability to evaluate and apply different research methodologies;

At the end of the module, the learner will have acquired the following skills:

• Successful composition of a structured and descriptive design brief
• Effectively collaborate with stakeholders for research pusposes;
• Demonstrating problem-solving approaches in the design and completion of an individual research project;
• Effectively present research and design outcomes.