By introducing a multidisciplinary approach to design education and process, he tried to make design education an integral part of engineering, technology education and all other professions in general. The core courses at the department offered design methodology across the border, which also touched upon elements of African aesthetics and cultural values. Case studies employed serious critique and learning from other designer's work from all over the world.

The teaching and projects had one thing in common – designing need-based products. It was also in his plans to initiate design studies, in one way or another, at school level in order to create awareness in young students to take up industrial design and visual communication careers. He also felt it necessary to launch programmes of study to produce designers with undergraduate and postgraduate degrees, to do research, work hand in hand with several other professionals, to design and make functionally sound, aesthetically pleasant, ergonomically appropriate, economi­cal­ly viable, environmentally friendly, easy to manufacture, safe, secure and sustainable products. Such a comprehensive approach would go a long way not merely to alleviate poverty in the region but also to accelerate the process of development in Africa.