Past
What does Mats’ design background look like? How did Mats develop during his first year ID?
Present
What did Mats do and how did he develop during his second year ID?
Future
Any plans for next year and beyond?
Past
Before starting Industrial Design, I was already busy making things like travel videos, escape rooms, and simple games. These projects helped me explore creativity and experiment with tools. But it wasn’t until Year 1 that I began to understand what design really is. It became more than just making something cool, it’s about solving real problems for real people.
A travel video of a trip to Sweden!
A simple but functioning games website I made in secondary school.
A more advanced game I made in secondary school.
One of the biggest eye-openers was the the Human-Centred Design course. I learned to put users at the heart of the design process: by listening to their needs, testing ideas, and improving based on feedback. It taught me that good design starts with empathy and that assumptions can lead you in the wrong direction.
CBL Project 1 was my first time completing the full design process, which taught me how to turn rough ideas into tested prototypes. Together with CBL Project 2, I improved in 3D modelling, Arduino coding, user testing, and learned how visualising ideas can really sharpen and communicate them.
A 3D model used for an animation during CBL Project 1.
Working with my team during CBL Project 1.
Lastly, Year 1 changed how I see teamwork. I used to prefer working alone, but I came to understand the value of collaboration. I learned to trust others’ strengths, share responsibilities, and build better outcomes together.
In the section ‘Present’, I will explain and show in more detail my background for each expertise area.
Future
About my future plans...
In B3.1, I’ll be going on international exchange to study Industrial Engineering and Management in Stockholm (KTH). Although my vision isn’t focused on business or profit-making, I chose this programme because it offers valuable tools for designing scalable climate initiatives. Courses like ‘Green Economics’ and ‘Developing Communicative and Multicultural Skills in International Collaborations on Sustainability’ will help me explore how local actions can be transformed into global impact. I also plan to take ‘Social Entrepreneurship’ and ‘Ideation – Creating Your Own Company’ to learn how to turn ideas into initiatives that can grow beyond their starting context.
My broader goal for this exchange is to gain experience in multidisciplinary and cross-cultural collaboration—skills I believe are essential for tackling climate challenges at scale. I want to build an international network of peers and deepen my understanding of how different people and cultures approach climate action. This experience will help me reflect on and refine my vision, and explore how I might one day contribute to global impact through my own organisation or design initiative.
The exchange will directly support my preparation for the Final Bachelor Project, for which I’ve chosen to join the “Transforming Practices” squad. Its focus on ‘collaboration to create local solutions that contribute to the larger whole’ fits very (very) well with my vision and will allow me to apply what I’ve learned during the exchange in a meaningful and impactful way.
Lastly, I’ve created some goals for the time ahead. However, from now on, I will no longer maintain a separate PDP document. Instead, I’ll continuously update my professional identity and vision on my personal website, along with a live logbook to track my (SMART) goals.
You can visit this logbook here.
Present
Last year, I focused on co-creation sessions and ‘cognitive walkthroughs’, mainly due to projects with children or tech-oriented projects. It felt as the way to go 😉
Hosting a cocreation session in CBL Project 1.
This year, I wanted to go beyond that. In CBL Project 3, we conducted a digital survey with 56 respondents and ran a user study on campus. However, conducting it mid-project limited our ability to diverge and explore. We ended up asking specific, sometimes leading questions, which negatively influenced the user-centredness of our design. I took this as a learning opportunity and adopted a new Design Research Process (more there).
The setup of a table through the point of view of a researcher during a user test.
But, wanting to go further, I also visited a community centre for De Energie Markt and engaged with city visitors for IDefine. These were my first experiences working outside the academic environment. I directly interacted with community members, heard their concerns, and received valuable prototype feedback.
Talking to community members during a meeting hour.
Asking the people of Eindhoven about their opinions of the city in the future.
However, I often encountered dominant perspectives, which made me realise the importance of seeking diverse voices to fully understand the context. As a designer focused on climate action, I’ve learned that solutions need to reflect insights from a wide range of stakeholders. To design local initiatives with global impact, I must consider diverse stakeholder perspectives; each adds unique insights that make solutions more inclusive, practical, and globally scalable. Notice I say stakeholders instead of users? That’s right, I will also include experts, governments, and organisations in the empathise phase, as climate change often feels abstract or non-urgent to ‘users’.
These recent experiences have shown me the value of diverse engagement and prepared me to approach future projects more confidently. For my Final Bachelor Project, I will engage with at least two key stakeholders—such as users, clients, or experts—within the first weeks.
Before Year 1, I had some knowledge from Business Economics in secondary school, where I gained practical knowledge on managing assets, liabilities, and starting a business. Last year, I set the goal of ‘working as a visual designer for clients’—and I did this year. Designing (mainly) websites taught me how to invoice, but also how important clear communication and setting expectations are to avoid ambiguities and extra work.
While business often focuses on profit, I’ve learned this year that its tools can support my goal of designing climate initiatives. During IDefine, I learned how important it is to design for stakeholder needs. This was reinforced in CBL Project 3, where client communication and tailored presentations helped our team succeed. These are key professional as well as business skills (more in ‘Professional Skills’).
Presenting our solution for IDefine to the municipality of Eindhoven.
In the ‘Design Innovation Methods’ course, I analysed companies for their societal value. I also created a proposal to improve LightLock—not to increase profit, but to increase its environmental and social impact. It showed me how societal initiatives can exist within a business context.
Still, I aim to design climate initiatives focused on societal change. With business tools like the PESTLE model, Value Laddering, and the Sustainable Business Model Canvas, and presenting and collaboration skills, I feel prepared to work within today’s capitalist economy, especially as it is shifting toward solving shared global problems [1].
Bonus: a visit to Morgenmakers during IDefine inspired me. Its creative, informal workspace felt like the kind of environment I’d love to work in.
Working in a small booth at Morgenmakers.
The exciting cabinet with tools at Morgenmakers.
To continue developing, I’ll go on exchange next year to KTH’s Industrial Engineering and Management department (more in ‘Future’).
[1] Brand, Reon & Rocchi, Simona. (2010). Rethinking value in a changing landscape. A model for strategic reflection and business transformation. Philips Design.
As shown in the graph, my development has been (and is expected to be) most significant in the first year. During that time, I gained a broad set of prototyping skills—working with materials in the workshop, electronics, and 3D rendering. This year, I applied some of these skills by building a ball pit, constructing a lamp framework, and making a 3D render.
Year 1: A box made out of multiple materials for CBL Project 1.
Year 1: A 3D model used for an animation during CBL Project 1.
Year 1: Creating a dancing plant with electronics and mechanical components.
Year 2: Building the lamp structure for LightLock.
Year 2: Creating a ball pit for an 'immersive experience'.
Year 2: Creating a 3D render of a collection cube for a start-up project (more in 'Professional Identity and Vision')
I’ve realised it’s not realistic to develop every skill at once. Like before Y1, I’ve been naturally drawn to digital prototyping and crafting, especially graphic design (more in ‘CA’). One key achievement this year was learning to design a digital prototype in Figma for CBL Project 3, which proved highly valuable. I then applied Figma to redesign my professional website, allowing me to present myself and my ideas more clearly to organisations, governments, and broader audiences (more in ‘MDC’). This reflects how I generally aim to use TR in my future initiatives.
One frame of the app prototype for LightLock, made with Figma.
A screenshot from the Figma frames for LightLock.
A screenshot from the Figma frames for my website.
Inspired by another participant during IDefine, I’ve also become interested in video production. His use of filming and editing motivated me to explore tools like DaVinci Resolve, as my current experience with HitFilm Express and Canva feels limited.
Looking ahead, I mainly plan to make use of my existing digital technology skills. While I do want to improve in filming and editing while learning DaVinci Resolve, either for an upcoming manifesto assignment or for courses during my exchange, I’ll stay open to use any tools or methods that support presenting my ideas aesthetically and professionally to organisations, governments, and wider audiences for my Final Bachelor Project.
Last year, I learned the basics of Python, C/C++, and Java for prototyping and data analysis. I mentioned preferring learning through projects rather than courses for Y2, I now realize that this approach requires clear personal goals, which I hadn’t set—a missed opportunity. Still, I developed in this EA through various learning activities.
Using Arduino code to sense the location of the object for CBL Project 2 (Year 1).
Over the past months, I’ve been coding my personal website using HTML, CSS, and JavaScript. This involved building a custom, user-friendly website while applying and expanding on skills I had before Y1. That said, I believe AI will soon make knowledge in these coding languages unnecessary, so I don’t aim to master these languages; I will just use them effectively to create engaging experiences.
An example of the 'Behind the Scenes' for this page...
In CBL Project 3, I analysed both qualitative and quantitative survey data. I identified patterns in open answers and visualised them with varying sizes to show frequency, helping the team understand key insights quickly. This taught me how to turn complex data into clear, accessible visuals.
Visualisations of two open questions from the survey for LightLock.
Looking ahead, I want to apply this EA to analyse and visualise data for future initiatives. For my Final Bachelor Project, I plan to create at least three impactful data visualisations revealing key insights through my own research. My goal is to clearly communicate insights and engage local stakeholders in globally scalable initiatives.
Before Year 1, I enjoyed editing photos, videos, and making graphic designs. I thought I was already quite skilled, but I learned a lot more about creativity in design processes in Y1. Thinking far outside the box felt odd at first, but I soon appreciated it. Tools like brainwriting helped me develop more original ideas.
A proto website I made in secondary school.
A creative concept during CBL Project 1 through brainwriting.
This year, I built on those skills during ideation sessions, especially in interdisciplinary teams. I was proud of how thinking creatively led to strong results—and fun meetings too 😊.
Using the Six Hat Thinking Method in an ideation session.
Using concept sheets in an ideation session.
Another key insight came when designing both digital and physical concepts. I naturally lean towards digital, likely due to my love for graphic design. But after presenting LightLock on Demo Day, I saw how powerful physical design alone can be. In a world so tech-focused, it is innovative, and sustainable to design physical experiences. And climate action, after all, must happen in the real world.
The concept of LightLock, more effective, sustainable, and innovative without an app...
I also discovered the importance of a personal design identity this year. Building a (creative, informal, yet professional) design identity helps shape a strong presence. My websites (and future designs) reflect this through engaging and interactive visuals, a black-and-white theme, tapes, and special fonts.
Lastly, I built on my creativity in both graphic and web design this year. While my vision focused a lot on 'visual design' last year, it has changed. Even if graphic design isn’t always central to designing (for) scalable climate initiatives, I believe it helps bring ideas to life.
My web design skills grew through projects for businesses, though I found these often limit creativity. Recently, I used my graphic design—and will soon apply my web design—for a climate-focused initiative (Klipsie, check it out!). Through this, I’ll explore how graphic/web design can support impactful climate action (more in 'Professional Identity and Vision').
A graphic design made to explain the LightLock app.
A collection cube I designed for Klipsie.
The footer of a website I made for a client.
Over the past year, I’ve developed a stronger personal design identity—creative and informal, yet still professional. I’ve used this style consistently on my website and in stakeholder presentations, and I’ve received positive feedback for my engaging approach. One recent example was a presentation for Cocosmos, where I got praise for its clear structure, consistent visuals, and confident delivery. This gave me a real boost and confirmed that presenting is a skill I want to keep refining.
My current vision also puts a strong focus on collaboration. I’ve seen how energising and effective teamwork can be—when roles, responsibilities, and expectations are clear from the start. But when this isn’t the case, I often find myself taking on too much. This links closely to my natural role in a team, which is usually the ‘project manager’ type. I naturally take the lead, organise tasks, and keep things on track. Over time, I’ve learned that in moments when collaboration doesn’t flow, I need to step up even more—set clear expectations, check in regularly, and deal with issues early on. This is something I’ve also come across while working with clients (more in ‘BE’).
I’ve also realised that I sometimes avoid confrontation to keep things friendly, but this can actually make problems worse in the long run. Moving forward, I want to be more assertive and help build a stronger, more open team dynamic right from the start. I’ll also work on setting clearer expectations and keeping communication with clients more consistent.
Involving users too late during CBL Project 3 showed me the importance of including users early on in the process. This made me adopt the Design Thinking Process, which begins with the ‘Empathise’ phase. Starting with empathy helps me understand the real needs and wishes of users from the beginning. But remember that for me, empathising means gathering insights from a wide range of stakeholders—across different roles, fields, and backgrounds.
The Design Thinking Process is well-known and widely used, which makes it easier to bring stakeholders on track—especially in complex projects with many people involved. Last year, I mentioned I found it difficult to pinpoint exactly where I was in the process. This process gives me the structure I seek, but it also allows for flexibility and creativity when needed. The latter is especially vital for Design Processes.
I’ve also added ‘and iterate’ to the process. I noticed this step wasn’t shown clearly in the original visual, but I believe it’s essential. Iteration helps to reflect on the ‘testing’ phase and use feedback to improve the design, which is a key part of creating better solutions.
At the start of the year, I had a bit of a crisis around my design vision. My Y1 vision: “I am designing for a sustainable, green, and healthy environment” and “I am a visual designer, with expertise that extends beyond the field” felt too broad. Over the summer, I had time to reflect on what my work after graduation might look like, and my vision didn’t provide clear direction. It didn’t help me define what I truly want to design or how.
However, through self-reflection, inspiring lectures, coaching sessions, and hands-on projects, I’ve developed a new vision that resonates much more with who I am and what interests me. With this clearer vision, I’ve been able to make more intentional study choices, like picking courses and selecting my B3.1 option. It gives me confidence that I’m heading in the right direction.
That said, my vision is still a bit conceptual. When friends or family ask what I want to do after graduation, I sometimes struggle to explain it in practical terms. I realised I need more real-world experience to turn my vision into something concrete and communicable.
To help with this, I recently joined a project called Klipsie, which creates environmental and social impact through collecting bread clips and turning them into art lamps. I’m currently contributing with my graphic design skills and am exploring how I can align work within this start-up with my vision. By the end of B3.2, I will define and complete a design task within Klipsie (or another ‘climate action’ initiative) that aligns with my vision.
The art Klipsie is making, a true climate initiative! From @klipsie.nl on Instagram.
A collection cube I designed for Klipsie.