Linus Tan

Linus Tan
Swinburne University of Technology · Design Factory Melbourne

PhD

About

9
Publications
2,419
Reads
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8
Citations
Introduction
I am a researcher and team developer at Design Factory Melbourne. I coach teams from diverse backgrounds to embrace an open mind-set required by a collaborative working environment. I also build connections between professional organisations and university academics through research and design services, to enhance execution capabilities, to leverage each other’s knowledge, and create innovation opportunities.
Additional affiliations
July 2018 - present
Swinburne University of Technology
Position
  • Design Studio Leader
January 2015 - January 2017
University of Melbourne
Position
  • Digital Fabrication Coordinator
January 2011 - December 2014
University of Melbourne
Position
  • Sessional Tutor
Education
January 2018 - October 2021
January 2012 - June 2012
Delft University of Technology
Field of study
  • Digital/Non-standard Architecture
January 2011 - December 2012
University of Melbourne
Field of study
  • Digital/Interactive Architecture

Publications

Publications (9)
Conference Paper
Full-text available
Emerging leaders are high-performing staff that show great promise as a leader. They often represent their senior leadership team in driving strategy. They also support on-the-ground staff in the day-today operations. This represents a dichotomy of skills and qualities expected of emerging leaders. While there are many training programmes available...
Article
Full-text available
Universities struggle to commercialise scientific research. However, designers can help scientists bridge the research-market gap in different ways. Although the value design can bring to science is understood, how design outputs deliver value to scientific research remains unexplored. Our paper reports findings from a designer-scientist collaborat...
Article
Full-text available
OVERVIEW This project explores learning and reflection practices in architecture teams. When architects use reflection-on-action, they learn from experience. When they use reflection-in-action, they learn from experiencing. Such reflective practices help architects build project knowledge and deliver their project. But most architects work in teams...
Conference Paper
Full-text available
Do professional design services offer a service or design a product? A traditional definition rooted in the service economy might point to the former, but the theory of Service-Dominant Logic from marketing might suggest the latter. While this may appear purely as a semantic difference, it has severe implications on 1) how designers articulate the...
Conference Paper
Full-text available
This study examines the benefits and challenges of creating partnerships between schools and their local maker community. Makerspaces are dedicated facilities for individuals to create products with specialised tools that vary greatly in different spaces. This paper focuses on makerspaces with technologies that facilitate fabrication. Based on inte...
Conference Paper
Full-text available
This paper proposes that designers can improve their collaboration effectiveness by foster team learning behaviours. Most of the design collaboration literature is on how to effectively transmit information between members. Team learning literature, however, covers how to effectively transmit, understand, refine and retransmit information between m...
Conference Paper
Full-text available
This paper shows the importance and value of ambiguity to reveal opportunities hidden in problems and the manner in which ambiguity is removed from applications of design thinking. It describes the value of introducing, sustaining and using ambiguity and explains the different types of ambiguity. It follows up by describing the events when a design...
Chapter
Full-text available
Increases in computation power have allowed design software to be-come more complex. At the same time, big data and artificial intelligence, ques-tion the traditional tools of the human designer. Morphogenetic prototyping pro-vides a method for designers to control this complexity by separating the design into pseudo developmental stages to enable...

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Projects

Projects (3)
Project
To explore, understand and document the possible partnership arrangements between community makerspaces and schools.
Project
This project explores learning and reflection practices in architecture teams. When architects use reflection-on-action, they learn from experience. When they use reflection-in-action, they learn from experiencing. Such reflective practices help architects build project knowledge and deliver their project. But most architects work in teams, alongside individuals with different ways of learning and knowledge perspectives. This begs the question; how do learning and reflective practices affect architecture teams? This project addresses this question by 1) using reflective practice, team learning and design collaboration literature to frame how architects learn as a team, 2) exploring how team learning influence the competitive performance of architecture teams, 3) measuring how team learning affects architecture team performance, and 4) experimenting a reflective workshop to help architects improve their team learning skills and thus, team performance.