It is always a matter for particular celebration when a practitioner completes a part-time PhD. (Dr) Alexandros Mettas who works in Cyprus will complete his PhD in January 2012. I, at least, am of the view that completing a research project, whilst being also employed as a teacher or lecturer, is more challenging than the full-time alternative. Of course, Alexandros has many equally notable
... [Show full abstract] predecessors, and too many to start naming them individually, and our congratulations are due to them all on the contributions that they have made to building practitioner theory. However, I have a particular reason for referring to Alexandros Mettas' research here, as there currently seems to be a need to reassert the nature and importance of practitioner theory. In a sign of hope for the policy discourse surrounding design education The Design Commission have recently published a report entitled Restarting Britain: Design Education and Growth (2011). The Commission posed 4 questions: Why does design matter?; Where are we now with UK design education?; What are our competitor nations doing?; and What must we do to continue to compete? The Commission was concerned with UK design education at all levels, and had an essential focus on economic performance that was probably inevitable in current circumstances. Nevertheless, it drew on a wide range of evidence, and explored the wider context of design education, and hence although it is in my view an essential read for UK design educators, it also potentially has value for international readers. The following extracts provide a flavour of the report which can be freely downloaded. We believe design is a lever for growth.