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Using studio teaching as an initiator and driver for research collaboration in design
... By using the design student as a research subject, the voice of the student (the most important when looking at the influence teaching methods and syllabus subjects has on their practice) can be properly interrogated [7]. The findings of the research can lead to an improvement of the pedagogical methods implemented in the partner institutions [8]. This data-driven reflection on our influence as educators should allow for us to better craft student designers' educational experience. ...
Designers undertake projects in different ways, and as might be expected, these have the potential to produce a wide variety of outputs. While the designed artefact is understandably often the focus when evaluating student designers, the importance of process is paramount in design education. This is underpinned by the fact that a novice designer may produce a single successful project without a full understanding of how that artefact came about. However, a designer who can reflect upon and understand the process, is better equipped to repeat or further evolve this process in future projects.
It is well understood that organisational structure and culture influences the ways designers choose to approach a project, from initial brief formation, through ideation and development, to the detail design and execution phases. An aspect not thoroughly understood is how different methods in design education specifically influence the methodologies designers employ in approaching a project, and therefore that projects outcome. Previous work has examined the influence of cultural background on the formation of a design brief, but not on the entire process.
This research attempts to understand that influence, by forming links between the educational background as an input and process and artefact as outputs. This paper proposes a research framework in which both artefact and process are examined. To this end, cultural probe type tools, which actively encourage design students to reflect upon and report upon their process during a design project, are used to allow student design practitioners to self-report their design process.
This study explores the application of physical prototypes to facilitate co-creation activities involving different stakeholders through a case-study analysis. It investigates how physical prototypes support the work of LEGO team at PG2 Front End Design Department (PG2FEDD) in co-creation processes. Additionally, this study will enhance our understanding of how physical prototypes facilitate not only knowledge sharing but also anticipating future user needs. Moreover, the study illustrates how careful deliberation and selection of ‘prototypes in the broadest sense’ improve co-creation practices. Results indicate that LEGO applies low- and high-fidelity physical prototypes iteratively in divergent and convergent co-creation activities to gather constructive and emphatic feedback from the stakeholders. The success of their co-creation processes is due to the strength and distinctive qualities of the LEGO system empowering people to build and foster connection and collaboration.
This article argues for the dual role of prototyping in facilitating abductive thinking in research and practice within “Ergonomics” and “Design”. Moreover, this duality also pertains to the development of innovative commodities, as well as in the acquisition of new knowledge. Since PE investigates real-life scenarios the aim of the researcher is to understand the nature and complexity of the future state of the system. In this sense prototypes can be used as probes into that future state due to the fact that once implemented they unveil real interactions and transformations of the system. Based on the act of design as a critical inquiry in itself, prototypes and prototyping are then being more and more perceived as carriers of reflection and argumentation From a pedagogical perspective, prototyping exposes students to larger issues around creating and testing operational models of knowledge. Reversely, when being engaged in collaborative project with industry, prototyping can play an expanded as well as a more effective role in conceptualizing innovative solutions in an efficient manner.
Our journey in the development of the Design eXchange has taken us a long way and there is a long way yet to go. We began with a vision for encoding design knowledge and creating online virtual design studio culture and found the wiki technology to be an exciting way to make progress towards many of our goals. On the other hand, our use of the wiki technology has itself inspired us to think differently about our original goals for the Design eXchange. Especially as a result of our experience with the wikis, we now realize the importance of allowing for analogies of public and private spaces in the virtual world to reflect physical world design culture and practice. We have understood the need for an ecology of wikis to support communities of virtual design studios and we have understood the need for thinking deeply about permissions in order to create circles of influence and awareness among designers in our online community.
This paper discusses how Industrial Design Education should be adapted to pressing future challenges of higher education with respect to promoting high quality mentorship and scholarship, as well as being more economically self-sufficient through stronger collaborative engagements with industry. The four (4) following trends will be presented on how prospective design programs are to be developed: (1) Mass-education and rationalisation, (2) Links between education and research, (3) Globalisation and internationalisation, and (4) Collaboration with industry and research commercialisation.
Given the challenges of market forces within academia, a consensus within the design education community should be established in order to expose students more to “active learning” and to vice-versa commute from generic to specialist and from abstract to concrete modes of working. Comprehensive and collaborative studio projects should be implemented as platforms, where social, interdisciplinary and inquiry-based learning can be developed in line with selected design themes, processes and methods.
This ethnographic study explores the underlying structure of the design practices in the Oxford Studio, a design studio course taught at the Massachusetts Institute of Technology Department of Architecture. The study describes elements of the practices in the Oxford Studio and then analyzes the connections among these elements at three levels: (a) surface structure, (b) pedagogy, and (c) epistemology. This analysis suggests spatial organization and scheduling of the Oxford Studio made possible particular pedagogical tools, such as extended desk crits, ongoing cyclical projects, and guest reviews. These pedagogical tools, in turn, both depended on and fostered students' ability to develop expressive ideas about architecture. The Oxford Studio was thus an integrated system of practice built on a foundation of expressive activity. An understanding of how this framework was articulated in the Oxford Studio may be of use in the development of other learning environments using the design studio as a model. (Contains 13 figures.) [The research reported in this paper was supported in part by LEGO Corporation, the Things That Think Consortium at the MIT Media Laboratory, the Waitt Family Foundation, the Foundation for Ethics and Technology, and the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison.]
Contends that the notion of disturbing a system as the best way to understand it has profoundly altered the traditionally rigid boundary between scientist and S. This idea has evolved to become a systematic and distinctive approach that emphasizes active engagement with clients and co-learning. Three approaches to this type of effort are discussed: action research that aims to contribute both to the practical concerns of people in an immediate problematic situation and to further the goals of science simultaneously; action learning that describes the complex collaborative relationships required of organizational change efforts; and action science that takes purposeful action related to a particular phenomena. Two case studies illustrate important aspects of collaborative social intervention from the researcher/consultant's side. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This paper identifies a practice turn in current strategy research, treating strategy as something people do. However, it argues that this turn is incomplete in that researchers currently concentrate either on strategy activity at the intra-organizational level or on the aggregate effects of this activity at the extra-organizational level. The paper proposes a framework for strategy research that integrates these two levels based on the three concepts of strategy praxis, strategy practices and strategy practitioners. The paper develops implications of this framework for research, particularly with regard to the impact of strategy practices on strategy praxis, the creation and transfer of strategy practices and the making of strategy practitioners. The paper concludes by outlining the distinctive emphases of the practice perspective within the strategy discipline.
The field of HCI is experiencing a growing interest in Research through Design (RtD), a research approach that employs methods and processes from design practice as a legitimate method of inquiry. We are interested in expanding and formalizing this research approach, and understanding how knowledge, or theory, is generated from this type of design research. We conducted interviews with 12 leading HCI design researchers, asking them about design research, design theory, and RtD specifically. They were easily able to identify different types of design research and design theory from contemporary and historical design research efforts, and believed that RtD might be one of the most important contributions of design researchers to the larger research community. We further examined three historical RtD projects that were repeatedly mentioned in the interviews, and performed a critique of current RtD practices within the HCI research and interaction design communities. While our critique summarizes the problems, it also shows possible directions for further developments and refinements of the approach. Author Keywords Design, research through design, design research, design theory ACM Classification Keywords H5.m. Information interfaces and presentation (e.g., HCI): Miscellaneous.
Technological development and increased international competition have imposed a significant burden on the product development function of many companies. The growing complexity of products demands a larger product development team with people having various competencies. Simultaneously the importance of good quality, usability and customisation of products is growing, and many companies want to involve customers and users directly in the development work. Both the complexity and quality demand new ways of working that support collaboration between people with various competencies, interests and responsibilities both inside and outside the company. This paper reports experiences from using action research to introduce new user-centred work practices in two commercial product development projects. The interventions varied. In the first project it was found rewarding to engage customers and users in workshops based on participatory inquiry and collaborative design. The design process was iterative and the workshops took place several times involving concept through detailed design. In the second project, new design representations are introduced. The experiences highlight the importance of creating and reifying insights in design representations and using these to both support collaboration, and create continuity in the project. The paper ends with a discussion of scientific rigor in action research and what the new work practices imply for the development team.
Research through Design (RtD), a research approach that employs methods and approaches from design as a mode of inquiry, has gained momentum within HCI. However, the approach is not yet formalised, and there are ongoing debates about fundamental issues, such as how to articulate and evaluate knowledge that springs from RtD, and how this knowledge is comparable to knowledge from other forms of research. I propose that Rheinberger's conceptualisation of experimental systems, originally developed in the domain of the natural sciences, offers insights that can add to the understanding of these issues, and in turn to the development of RtD as a research approach. I examine key characteristics of experimental systems as they pertain to RtD, with a focus on the role of designs and forms of knowledge representation. I furthermore propose that the experimental systems perspective can shed light on similarities and differences between RtD and other research approaches.
The aim of this article is to reflect upon philosophical worldviews and models of "Design" reasoning in light of four generic approaches of business strategizing, based upon their relevance for prospective ergonomics and design practice. Through comparisons of Business Management and Design Thinking literature, similarities can be found among worldviews, generic strategies and design-reasoning models. The understanding of these similarities is to be used as a framework by business managers, design managers and designers to distinguish between pluralistic and more focused strategies for innovation, as well as to categorize methods and tools according to process and outcome. Finally, by taking a pluralistic turn in this strategy framework a closer look will be provided on how prospective products and services should be valued and designed in complex and competitive developed economies. Results also indicate that the prospective role of the designer should be more and more facilitative, being able to manage complex constellations of users, organizations and other stakeholders who will be involved in the creation of prospective products and services. A more inclusive innovation strategy is to be adopted, where human-centered methods and tools take more center stage to assist in anticipating hidden needs and creative solutions.
This book addresses key topics in social theory such as the basic structures of social life, the character of human activity, and the nature of individuality. Drawing on the work of Wittgenstein, the author develops an account of social existence that argues that social practices are the fundamental phenomenon in social life. This approach offers insight into the social formation of individuals, surpassing and critiquing the existing practice theories of Bourdieu, Giddens, Lyotard and Oakeshott. In bringing Wittgenstein's work to bear on issues of social theory the book shows the relevance of his work to a body of thought to which it has never been applied. The book will be of particular interest to philosophers of the social sciences, a wide range of social theorists in political science and sociology, as well as some literary theorists.
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Attitudes toward science teaching and research in universities have changed in the last 50 years. For example, it is suggested that some universities should just teach. I believe that this view is based on a misunderstanding of the inter-relationship between teaching and research. Attitudes to research have also changed, largely because of greatly increased costs. There is considerable pressure on universities to concern themselves in their scientific research on selected areas where there may be financial returns. The pressure is partly generated by the government's ideas on what is relevant to wealth creation but is partly inflicted by research councils which consist largely of university science professors. Science needs much money and professors have to get it. The risk is that the role of the universities as centres of independent critical enquiry will be forfeited.
Describes findings of a study that examined teachers' attitudes toward educational research and their perceptions of themselves as researchers. Survey results indicated that teachers' attitudes toward research improved dramatically as a result of completing action research projects which were found to be an effective means of promoting reflection to improve teaching practice. (SM)
A major challenge in tissue engineering has been the creation of scaffolds with controlled complex geometries. Rapid prototyping (RP) has the ability to produce complex three-dimensional structures with precise control of pore size, geometry and connectivity. In this paper, a novel technique utilising RP technology for the fabrication of tissue engineering scaffolds is presented. The main advantage of this cryogenic prototyping (CP) technique is the low operating temperatures which will allow the processing of temperature sensitive and bioactive components. Microstructure of CP Chitosan scaffolds fabricated can be controlled by processing parameters, such as the processing temperature. The macrostructure of the scaffolds is controlled by 3D computer aided design (CAD). In addition, in vitro studies with Chitosan CP scaffolds have shown that the scaffold designs are useful in promoting cell infiltration and alignment. Preliminary in vivo studies show encouraging results of cellular infiltration as well as vascularisation.
The recent years have witnessed a resurgence of interest in self-referent phenomena. One can point to several reasons why self processes have come to pervade the research in many areas of psychology. Self-generated activities lie at the very heart of causal processes. They not only give meaning and valence to most external influences, but they function as important proximal determinants of motivation and action. People make causal contributions to their own psychosocial functioning through mechanisms of personal agency. Among the mechanisms of agency, none is more central or pervasive than people’s beliefs about their capabilities to exercise control over events that affect their lives. Self-beliefs of efficacy influence how people feel, think, and act. The present article analyzes the causal functions of self-efficacy beliefs and the diverse psychological processes through which they exert their effects.
How do strategies form in organizations? Research into the question is necessarily shaped by the underlying conception of the term. Since strategy has almost inevitably been conceived in terms of what the leaders of an organization ‘plan’ to do in the future, strategy formation has, not surprisingly, tended to be treated as an analytic process for establishing long-range goals and action plans for an organization; that is, as one of formulation followed by implementation. As important as this emphasis may be, we would argue that it is seriously limited, that the process needs to be viewed from a wider perspective so that the variety of ways in which strategies actually take shape can be considered.
abstract Although strategy process research has provided careful and in-depth descriptions and examinations of strategy, micro-level processes and activities have been less commonly evaluated, especially as regards strategy creation and development. This paper examines how managers create and develop strategy in practice. A dual longitudinal case methodology, including a single in-depth study combined with a multiple retrospective study is used, involving four multinational companies. The findings show a twofold character of strategy creation, including fundamental different strategy activities in the periphery and centre, reflecting their diverse location and social embeddedness. Strategy making in the periphery was inductive, including externally oriented and exploratory strategy activities like trial and error, informal noticing, experiments and the use of heuristics. In contrast, strategy making in the centre was more deductive involving an industry and exploitation focus, and activities like planning, analysis, formal intelligence and the use of standard routines.
The search for scientific bases for confronting problems of social policy is bound to fail, becuase of the nature of these problems. They are wicked problems, whereas science has developed to deal with tame problems. Policy problems cannot be definitively described. Moreover, in a pluralistic society there is nothing like the undisputable public good; there is no objective definition of equity; policies that respond to social problems cannot be meaningfully correct or false; and it makes no sense to talk about optimal solutions to social problems unless severe qualifications are imposed first. Even worse, there are no solutions in the sense of definitive and objective answers.
The two principal models of design in methodological circles in architecture—analysis/synthesis and conjecture/analysis—have their roots in philosophy of science, in different conceptions of scientific method. This paper explores the philosophical origins of these models and the reasons for rejecting analysis/synthesis in favour of conjecture/analysis, the latter being derived from Karl Popper's view of scientific method. I discuss a fundamental problem with Popper's view, however, and indicate a framework for conjecture/analysis to avoid this problem.
The views of Kees Dorst, University of Technology Sydney, Faculty of Design on the design research community, which has developed so much and is showing signs of being in a period now that is prior to a revolution are presented. The models of design processes that have been developed over the years have proven to be a very powerful tool in the development of design practice and design education. The designers still tend to 'bracket' the designer and the design context, perhaps because they are so complicated and open-ended. There are two fundamentally different ways of looking at design process, those of rational problem solving and reflective practice. Higher-level design activities like those performed by senior designers do not seem to be part of the design research agenda. The design activities of professional designers are changing under the influence of globalization, the coming of the digital age, the imperative to create a sustainable world, and the fragmentation of value systems in western societies.
Incl. bibl., index. It is argued that professional education should be centered on enhancing the professional person's ability for "reflection-in-action," which is learning by doing and developing the ability for continued learned throughout the professional's career. Examples are drawn from an architectural design studio and the arts to demonstrate how reflection-in-action can be fostered in students and therefore in professionals in all areas. The approach involves active coaching by a master teacher, including giving students practice facing real problems, testing solutions, making mistakes, seeking help, and refining approaches. Extensive dialogues between teachers and students illustrate how reflection-in-action works, what encourages it, and behavior or attitudes that can prevent the development of reflectiveness. [ERIC]
Ausgangspunkt der vorliegenden Abschlussarbeit ist die Feststellung, dass
jedweder Organisationstheorie explizit oder implizit eine bestimmte Vorstellung von „Arbeit“
in Organisationen zu Grunde liegt und „Arbeit“ somit zentrale Untersuchungskategorie sein
sollte. Zahlreiche Publikationen postulieren zwar einen grundlegenden strukturellen Wandel
von Arbeit, auf theoretisch-konzeptioneller Ebene wird sich allerdings wenig mit der konkreten
Arbeitstätigkeit an sich als vielmehr mit Metaphern über Arbeit beschäftigt. „Arbeit“ wird
in aktuellen Organisationsforschungsansätzen auf einer zu hohen Abstraktionsebene diskutiert,
so dass sich die Forschung vom realen Prozess der Arbeit entfernt und der Arbeitsbegriff
als solcher in den Konzepten vernachlässigt wird. Um diesem Defizit zu begegnen,
wird vorgeschlagen, den Prozess der Erkenntnisgewinnung zu hinterfragen und einem
praxistheoretischen Paradigma zu folgen, um Theorien zur Beschreibung von Arbeit auswählen
zu können, die diese in ihren konkreten realweltlichen Zusammenhängen betrachtet. Er
bezieht sich insofern auf Theorien, die ihre möglichen Analysedimensionen aus der konkreten
Tätigkeit von Personen im Arbeitsprozess ableiten. Dazu diskutiert er die kultur-historische
Tätigkeitstheorie, die Akteur-Netzwerk-Theorie und das Konzept des Boundary Object, wobei
die Tätigkeitstheorie als Referenzrahmen für die anderen Konzepte dient. Ziel ist es, Dimensionen
zur Erfassung und Beschreibung des Konstruktes Arbeit herauszuarbeiten und diese
aus Sicht der gewählten Theorien zu interpretieren, zu diskutieren und anschließend miteinander
zu vergleichen.
Research productivity and scholarly accomplishment of college teachers as related to their instructional effectiveness: a review and exploration
- K A Feldman
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A new approach of innovative Design: an introduction to CK theory
- A Hatchuel
- B Weil
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A Systems Approach in Teaching Product Design". Guidelines for a Decision Support Method Adapted to NPD Processes
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Um exame da abordagem metodológica da pesquisa ação [An Overview of the Methodological Approach of Action Research
- R O'brien
O'Brien, R. 2001. "Um exame da abordagem metodológica da pesquisa ação [An Overview of the
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From research to practice
- W T Singleton
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