Abstract

An analysis of the directive issued by the Ministry of Higher Education and Scientific Research for the inclusion of fieldwork modules in the graphic design curricula in Jordan reveals it has been devised with little empirical evidence to support its implementation. This study aims to explore the ministry’s recommendation of the Fieldwork Module to Jordanian universities. In order to ascertain the situation from the teachers’ perspectives, this study has used semi-structured interviews and a sample of 12 graphic design teachers. The results show that this module has been poorly implemented by both the ministry and the individual universities. This appears to stem from a combination of a lack of clear guidelines, the graphic design departments’ mismanagement of the module, and restrictions on the ability of teachers to influence the module content. Other barriers include the failure to consider student access to fieldwork opportunities, particularly among female students. The results of this study should prove valuable to policy makers in the Ministry of Higher Education and Scientific Research and to all Jordanian universities.