Tension in students' design philosophy in UX practice

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The paradigmatic shifts that have come with what are often regarded as the three waves of HCI (Human-Computer Interaction) research (Rogers, 2012, Grudin, 2017) have brought about a continual expansion in the field's foci, scholarly advocations, and resultant research paradigms. Progressing in alignment with technological advancements and the changing allowances of computing in professional and personal contexts, the foundational aims underlying much of the field's scholarly research efforts have moved from the study of human capability and efficiency of system use (such was the predominantly industry-centered nature of computing in first and second-wave HCI), to the significantly more holistic scope of the field today. Today's more holistic approach within design-oriented HCI (in comparison to previous decades) advocated for within the field are founded upon wishes for practitioners to more appropriately account for embodied patterns of interaction and behaviors in personal, professional, educational contexts, and beyond, leading to an increased presence of more philosophically-oriented learning objectives in a number of HCI educational programs (Rogers, 2012). These programs, while continually instructing on the theoretical background behind and implementation of design practices in preparation for industry, now seek to, at the very least, offer UX (User Experience) and HCI students a lens through which they can look to bring about social betterment, through the application of their design character and values in practice