Syntax Literate: Jurnal Ilmiah Indonesia p�ISSN: 2541-0849 e-ISSN: 2548-1398
Vol. 8, No. 4, April
2023
EXPLORING VOCATIONAL FASHION DESIGN PROGRAMS THROUGH
CREATIVE INDUSTRY PRACTICES: AN ENTERPRENEURSHIPPER
SPECTIVE
Chytra Mahanani, Moh. Adam Jerusalem, Laila Nurul Himmah, Resi Sepsilia
Elvera, Desy Tri Inayah
Bachelor of Fashion Design, Universitas Negeri Yogyakarta, Indonesia
Fashion Education, Universitas Negeri Yogyakarta, Indonesia
Family Welfare Education, Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia
Email: [email protected], [email protected], [email protected],
[email protected], [email protected]
Abstract
Changes
in the taste of consumer fashion and the development of creative industry
technologies have seized wide-ranging opportunities and challenges for the
fashion business. Vocational education is based on entrepreneurship that plays
a vital role in encouraging innovation steps, the development of skills, and
special competencies to form an entrepreneurial mentality, skills and
competencies applied in the business world. This research describes a
perspective from a point of view of vocational fashion design education in the
creative industries business that provides an increasingly prominent picture in
the development of the business world. This type of qualitative research used a
phenomenological approach in conducting a study of fashion design in the practice
of vocational education and creative industries to shape the spirit of
entrepreneurship. This research was regarded as an effective data collection involving
students of the fashion design department at Universitas Negeri Yogyakarta, Yogyakarta,
Indonesia and semi-structured interviews to gather opinions from three main
groups of industry professionals, namely fashion designers, creative
industries, and specialists. The data was collected from different events,
participants� data, field findings, literacies, coding processes, analysis and
representation, criteria for trust and authenticity, and researchers�
reflections within several perspectives. Ultimately, the project methodology
was used to create a digital platform, which was proposed as a solution to the
research problems. The research findings show several views on how the
vocational fashion design education seeks to prepare skills, creativity,
competencies, and a number of learners' skills in creative industry practices
that provide some opportunities to shape entrepreneurial mentality. The fashion
design in the vocational education measures the quality and independent human
resources. Other findings prove that promoting the vocational fashion design
education paves the way for students to realize their passion and pursue an
entrepreneurial success.
Keywords: vocational education; fashion design; creative
industries; entrepreneurship.
Introduction
The opportunity to start a business in the creative
industry sector is wide open for individuals and communities who are creative
and have a great desire to take steps further to innovate . Educational
institutions, governments, and industries play important roles in strengthening
the Indonesian economy in the 4.0 industrial revolution era, and in supporting
creative economic programs based on creative knowledge, competent skills,
competitiveness of skilled laborers, and creative potentials.� Three potential things are important to
support the creative economy, including knowledge, creativity, swilled workers,
and labor intensive platforms that provide much space for creative product and
industries to develop Indonesia through crafts, advertising, publishing and
printing, television, radio, architecture, music, design and fashion.
The creative industries are used to manage the
potentials of creativity, skills, and individual talents inherent in a person
to obtain the achievement, prosperity and employment by generating the creative
power and creativity both individually and in working groups.� The direction of government policies governs
the creative economy industries as outlined in the Presidential Instruction No.
6 of 2009 concerning the creative economy development. The creative industries
promote new ideas, creative human resources, abilities and talents to sustain
job-related competences.
The practice of creative industries in Indonesia has
an important step in improving the country's economic climate based on the
creativity of industries. The government is preparing some educational policies
to creative industries as stated in the Government Regulation No. 30 of 1990,
article 2, paragraph 1, namely developing individuals to build self-potentials
through the learning processes. In line with the National Education System Law
(USPN) No. 20 of 2003, the concept of edupreneurship
allows educational institutions in many countries to become edupreneurs
(education entrepreneurs) referring to the principles that the companies
"develop innovative products and services to fill opportunities that have
not been touched by government-run schools" (Lips,
2000).
The edupreneurship-based
fashion design in vocational education forms students who possess the creative
power to develop skills, creative and innovative opportunities, and have a
spirit of independence to respond to the challenges for their real future
lives. An attitude of the entrepreneurial spirit in the vocational education
seeks to explore the potentials of creative businesses, adequate competency
skills, and innovation-oriented steps oriented to excellence, academic
achievement and income generations. The high-quality schools and campuses
foster creative awareness, pioneering independent attitudes, and business
orientation by empowering entrepreneurial concepts and attitudes aimed at
preparing students to become resilient individuals and new entrepreneurs so
that they do not depend on the availability of the field jobs and business
opportunities that in turn have the potentials to provide employment for
others. Edupreneurship can be perceived as a training
program on how to introduce entrepreneurship concepts that are complemented by
alternatives and examples of their applications through educational processes
using different business strategies, depending on the nature of the products
and the market segments that they have chosen to serve. Instead, they will
become entrepreneur pioneers who can build their market segments while
providing a process of educating the public's taste for the latest fashion
developments.
This research was conducted to describe a
perspective concerning a study of vocational fashion design education and the
creative industries business that currently provides an overview in the
development of the business world. It is necessary to explore several views on
how the vocational fashion design education is set to prepare students� skills,
creativity, competence, and a number of skills in creative industry practices
that provide opportunities to shape entrepreneurial mentality.
Research Method
This type of qualitative research used a phenomenological
approach to conduct a study of vocational fashion design education in relation
to the practice of creative industries that shapes the spirit of
entrepreneurship. This study was considered effective in gathering data the fashion design department
at Universitas Negeri Yogyakarta, Yogyakarta, Indonesia, and semi-structured interviews to gather perspectives from
three main groups of industry professionals, namely fashion designers, creative
industries, and specialists. The data was collected from several events,
participants� data, field findings, literacies, the coding processes, analysis
and representation, criteria for trust and authenticity, and researchers�
reflections to shape perspectives. Finally, the project methodology was used to
create a digital platform, which was proposed as a solution to the research
problems.
Result And
Discussion
A. Fashion
Entrepreneurship Education and Fashion Design Vocational Education
Today's society has shown the perspective that
vocational fashion design education plays a key role in promoting creative
industry business practices to develop the business world. The vocational
fashion design program has a great opportunity to foster an independent
business spirit and support the creative industries. The implementation of the
curriculum is an illustration that the community's need aims to prepare
creative generations to take further innovative steps ahead, superior and
independent skill competencies.
The independent soul provides some opportunities to
provide prosperity and a decent living that ultimately advance in all aspects
of life including education and health. The growth of entrepreneurial mentality
encourages the economic development of people in developed countries in the
world. Entrepreneurship has a major contribution to the economic development of
most nations (Kuratko, 2005). The role of educational
institutions both in schools and in universities provides a lot of access to
knowledge, field skills, and entrepreneurial skills. As emphasize, universities
play an important role in creating entrepreneurial climate and providing new
inventions and knowledge ranging from students� skills to business achievement
targets in a professional manner. Entrepreneurship education is a way to
provide students with entrepreneurial skills to encourage professional success
in a variety of settings (Potter &
Storey, 2007). Likewise, the
phenomenon in Indonesia shows that all curricula refer to how students are
stimulated to start doing business and increase self-efficacy for their
businesses. Zhao, et al explain that students� knowledge is required to start
new businesses and enhance an entrepreneurial self-efficacy. Students can
accomplish all the tasks necessary for successful start-ups (Zhao &
Ha-Brookshire, 2014).
In today's global fashion industry, the innovation
aspect of entrepreneurship has gained critical importance to stimulate a new
type of competition and create a new paradigm of competitive advantages among
fashion companies (�nay &
Zehir, 2012). The
entrepreneurial innovation aspect has become very strategic to stimulate the
emergence of new paradigms about competitive advantages. Entrepreneurship
education is a strategic program for organizing the vocational fashion design
education to develop creative thinking, craftsmanship, self-confidence,
imagination, and new ideas as outlined in the design work.
The basic components of a fashion design in the
business entrepreneurship play an important role in featuring business
characteristics regarded as a strategy to seize business opportunities and
their development. Entrepreneurship courses in fashion education have steadily
increased in the United States of America. According to Fashion Schools (2017),
13 of the top 30 fashion programs offer fashion entrepreneurship courses. Some
fashion schools have created fashion entrepreneurship majors to give fashion
students a holistic view of a business. The program includes six programs
covering various aspects of new business creations, including introduction,
business plans, finance and accounting, business models, entrepreneurship
incubators, and entrepreneurial practices at the San Budiarjo
Jakarta Fashion School, ISWI Jakarta, and various Fashion Studies Programs at
UNJ, UST, UNES, UNM, and Bachelor of Fashion Design Program in the Fashion
Study of Universitas Negeri Yogyakarta, Yogyakarta, Indonesia. The is no
consensus in some higher education institutions that connect to the goals of
vocational entrepreneurship-oriented fashion design education, but, in general,
it has been implicit in courses set in the curriculum content to encourage
students to choose entrepreneurship as their career path. Many people in the
fashion industry have ideas, but they don't have the desire, the vision, and/or
the knowledge to commercialize innovative ideas (Holt, 2003).
Pictures
1
A
fashion show hosted by the Bachelor of Fashion Design Program
at Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
The fashion entrepreneurship programs in vocational
education transform knowledge and academic experiences while determining
established academic disciplinary activities as implemented and developed in
the vocational fashion design education. A fashion stage is the responsibility
of a prospective fashion designer to complete the study period as a
prerequisite for graduation. Students are nurtured mentally to keep the
business spirit through a variety of business activities, industrial practices
or business schools. The main challenge for the vocational fashion design
program is how the vocational program prepares the curriculum by including
entrepreneurship education that rests on a sufficient balance of knowledge, skills,
and creativity needed to maintain competence, and independent entrepreneurship.
The componential skills are based on entrepreneurship education, fashion design
merchandising or program design that can be presented on the catwalk stage both
nationally and internationally.
Gambar 2
The Fashion Design Show at ISWI, the
pedagogy of Budiharjo�s fashion design, and several
schools and institutes of vocational fashion design education(Source: indoindians / com, HighLigh.ID)
This strength changes over time as it is oriented to the talent,
interest and passion for the fashion design business and entrepreneurial
spirit. In terms of the theoretical background, there has been a long tradition
of research focusing on the complex decision to establish a new venture. A number of conceptual models have explained various factors
that affect intentions (Franke & L�thje, 2004). An entrepreneurial event theory (EET) (Shapero & Sokol, 1982). and the theory of
planned behavior (TPB) (Ajzen, 1991). have been two of the most applied theoretical frameworks to
describe students� entrepreneurial
intentions (Peterman & Kennedy, 2003). Theories
institutionalize the intentions of knowledge and the exchange of empirical
experiences of fashion design businesses. It is suggested that perceived
desirability, perceived feasibility, and propensity are direct antecedents to
entrepreneurial intentions. An individual's perception of desirability of entrepreneurship
is affected by one's personal attitudes, values and feelings,
which are a result of unique social environments (Shapero & Sokol, 1982), (Shapero & Sokol, 1982). The vocational
education program also prepares a reliable person with the provision of the
values of attitudes, feelings, and other specific personalities
in establishing relationships with high communication skills, because of their
strong intentions in pioneering business independence. Several researchers have empirically applied and developed this model (Krueger
Jr, Reilly, & Carsrud, 2000).
Peterman and Kennedy applied the EET to investigate the
Young Achievement Australia's corporate program while providing empirical
evidence to include the variable "exposure to entrepreneurship
education" as an additional variable variation in the entrepreneurial
intention model (Peterman & Kennedy,
2003). Besides, Zhang, Duysters, and Cloodt have
identified a significant relationship between entrepreneurship education and
previous entrepreneurial views, desired business dreams and business viability,
and great intentions in pioneering students� businesses. Thus, entrepreneurship
education, desires, and business vision are positively correlated, (Zhang, Duysters, &
Cloodt, 2014).� Internal factors for students
or students of vocational fashion design programs deal with creativity,
attractive artistic talent, and good aesthetic sensibility so that artistic
talents are highly correlated with the nature of fashion as art. Aesthetics of
clothes are competitive advantages in the fashion industry (Miller, 2007). Being a fashion entrepreneur can prioritize creative
minds to maximize their best potential in creating new opportunities through
various strategic creative steps in the design. Fashion design products can
represent the feelings and identity of users.
In the vocational fashion design program, both vocational
schools and college of arts open fashion design study programs that offer
visual communication design classes, graphic designs, model drawings, and other
options such as fashion entrepreneurship design, art management, production
management, and so forth. This seeks to support efforts, and determine business
strategies along with an adequate business plan. Therefore, it is important for
fashion entrepreneurs to have a design vision, concepts of designs, creative
innovations, and steps of innovations that other designers do not concern.
Artistic talents are important to support external factors including
entrepreneurial education and apparent merchandising programs for fashion
entrepreneurs (Zhao & Ha-Brookshire,
2014).
B. Vocational
Fashion Design Education and Creative Industry Practices
Vocational fashion design education prepares
students' skills, creativity, competencies, and a number of skills in creative industry
practices that provide more opportunities to shape entrepreneurial mentality.
The vocational fashion design education manages quality and independent human
resources. The results of this research provide a view and perception of
optimism that vocational fashion design education provides better academic
access to industries to realize students� passion in pursuing entrepreneurial
success.
Such creative business activities are oriented to
bring a broader understanding of the vision of the designer and the personal
motivation behind fashion entrepreneurs who impart vocational programs. The
academic impact and business practice on the business world shows that the
vocational program prepares fashion designers with sufficient aesthetic skills,
creativity and taste to enter the entrepreneurial world. The knowledge of
design, skill and creativity are qualified but must be instilled in managerial
skills commensurate with the business vision in the future. Another important
factor for success is the creation of balance between business and private
life. This research identifies micro-size fashion companies as businesses where
creativity is a successful combination of fashion creativity and
entrepreneurial creativity (Aakko & Niinim�ki, 2018). Opportunities for growth
in the fashion design business must always recognize driving factors that play
a role behind the business sustainability to emphasize the functional aspects
but never overlook the importance of the role of aesthetic aspects and creative
exploration to shape the business.
The traditionally perceived international fashion
scene is dominated by established global centers, such as New York, Paris or
London, the northern region located in the "second tier" (Rantisi, 2011). Similarly, the creativity
and innovation of the creative community have been the practice of design
commercialization and an increasingly strengthening work culture. This notion
is not based on the evaluation of innovation, creativity, or a sense of
aesthetics, but these smaller places rarely have similar cultural or commercial
resources as the established global centers (Rantisi, 2011), which have a long history of fashion as well as existing
professional resources, such as fabric, suppliers and professional contractors
for conducting the different phases of production (patternmaking, sewing,
dyeing, printing, pleating, etc.). The challenges for each nation in terms of
fashion entrepreneurship are somewhat different, for example, in Finland, there
is currently very little local production, whereas in Estonia and Latvia
professional manufacturing still exists (Aakko & Niinim�ki, 2018).
As finished product, the fabric embodies the time
and efforts of all those who contribute to the fiber, and fabric processing.
Wasting a percentage of the fabric is a waste of embodied efforts of all
individuals who have contributed to the fabric production (Fletcher, 2008). Appearance, fitness, and
cost are the primary criteria for the conventional fashion design (Rissanen & McQuillan, 2016). Appearance, which is the
principal criterion of fashion design includes attributes such as garment
shape, balance, and use of color, texture and line. Fitness, the second
criterion reflects how the garment fits on the body and the amount of ease
incorporated in the patterned pieces. Ease is subject to variations by
consumers� preferences and contemporary specifications, with some companies
allowing more ease in an attempt to fit a wider range of body types versus
companies that have a narrower customer niche. In most cases, appearance and
fitness have a direct relationship with each other (Saeidi & Wimberley, 2018). Zero-Waste Pattern Cutting
(ZWPC) is the process of eliminating the typical 15-20% of fabric waste at the
cutting stage by using the entire width and length of the fabric (Townsend & Mills, 2013). The purpose of the present
research is to introduce and test the application of an innovative patterned
technique, and Transformational Reconstruction (TR) within the zero-waste
framework to determine whether or not the TR could be applied toward a
zero-waste design. Then the TR is compared with the jigsaw puzzle, the most
frequently used technique and a basic zero waste practice (Saeidi & Wimberley, 2018).
Conclusion
Vocational fashion design programs are oriented to
efforts to expand an educational perspective that contributes to the growth of
new entrepreneurs in the creative industries business and the development of
the business world. Being a fashion entrepreneur must prioritize creative
thinking to maximize the exploration of best potentials in creating new
opportunities through various strategic creative steps in designs. Fashion
design products can represent the feelings and identities of their users. In
the vocational fashion design program, both vocational schools and colleges of
arts open fashion design study programs including the department that opens
visual communication design classes, graphic designs, model drawings, and other
options such as fashion entrepreneurship design, art management, production
management, and so forth. This seeks to support efforts and determine business
strategies along with an adequate business plan. A vocational education
strategy seizes the opportunities for growth in the fashion design business
that recognizes the driving factors behind the business to emphasize the
functional aspects, but never neglect the important role of the aesthetic and
creative explorations to form a business. In practice, the world of vocational
fashion design education equips students with competence, skills, creativity,
and a number of skills in creative industry practices that provide more
opportunities to form an entrepreneurial mentality. Thus, vocational fashion
design education prepares qualified and independent human resources in
answering the challenges for global competitions.
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Copyright holder: Chytra Mahanani, Moh.
Adam Jerusalem, Laila Nurul Himmah,
Resi Sepsilia Elvera, Desy Tri Inayah (2023) |
First publication right: Syntax Literate:
Jurnal Ilmiah Indonesia |
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