Pedagogy and Professional Development

How Fashion Merchandising Courses Designed Within the Digitalization Context? Collective Case Study on Higher Education in the U.S. and China

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Abstract

This study investigated how curricula in digital fashion merchandising were being designed instructionally in the United States and China, exploring the possible cultural differences and challenges in designing digital fashion merchandising courses. The study was grounded in instructional design (ID) theory, and it employed the case study method to review two academic programs and eight courses. Multiple sets of data were coded and analyzed utilizing MAXQDA software, incorporating a combination of qualitative content analysis and thematic analysis for comprehensive data analysis and interpretation. The results revealed diverse approaches for instructors to incorporate ID principles into curricula design, highlighting differences in curricula ID approaches between the U.S. and China programs. In addition, the study identified various challenges faced by participants in both the U.S. and China. The findings offered an in-depth view of how ID principles were applied and provided insights for instructors on designing digital fashion merchandising courses. 

Keywords: digital fashion merchandising, case study, instructional design (ID), higher education

How to Cite:

Sun, X., Ha-Brookshire, J. E., Kopot, C. & Zhao, M., (2024) “How Fashion Merchandising Courses Designed Within the Digitalization Context? Collective Case Study on Higher Education in the U.S. and China”, International Textile and Apparel Association Annual Conference Proceedings 80(1). doi: https://doi.org/10.31274/itaa.17339