Managing Innovative Thinking + Design

Sunday, December 24, 2006

DRS Proceedings 2000

Doctoral Education in Design: Foundations for the Future

DRS Proceedings 2000

Session 1: Philosophies and theories of designThe character and epistemology of a field define its parameters. Exploring these issues will be a central issue of the next decade for doctoral education in design and for design research. We must articulate a philosophy of design that considers the general principles under which the phenomena of design are comprehended, explained, and structured. Session 1 addressed the central challenges in the philosophy of science and theory development for the field of design.

Design knowledge: context, content and continuity
Ken Friedman
Towards a poetics of designing
Keith Russell
Design as being in service
Harold Nelson & Erik Stolterman
Design and existential meaning
Jan Verwijnen
A philosophical home for design
Charles Owen
A meta-theoretical basis for design theory
Terence Love
Propositions of human-centeredness: A philosophy for design
Klaus Krippendorff
An interpretive-contextual framework for research in and through design
Jill Franz
Meanwhile, back on the ranch…
Cal Swann
The foundations of interaction design: Philosophy and the ecology of design culture
Richard Buchanan
Design and evolution
John Broadbent & Steve Harfield
Design as a discipline
Nigel Cross
Toward a philosophy of science for design research. An heuristic approach
Johan Olaisen & Ken Friedman
How design creates value: some elements of a research program
Tore Kristensen
Designing in a situated domain. Design competence as the result of context-specific sociotechnical relationships. The “Sistema Design Italia” case
Stefano Maffei & Francesco Zurlo
On reason and habit: An Aristotelian approach to design theory
Susan Stewart

Session 2: Foundations and methods of design researchThere is no single set of research methods for design research. A rich diversity of methods has been developed for the field of design and adapted from other fields with new methods under development. We have begun to examine the foundations of these methods for suitability and rigour. The simultaneous location of design research within natural science, social science, technology and the humanities poses unique challenges to the issue of method. Session 2 examined these issues and highlighted areas of strength and weakness in current method and directions for fruitful application.

Constructing knowledge of design, part 1: Understanding concepts in design research
Keiichi Sato
Constructing knowledge of design, part 2: Questions – an approach to design research
Sharon Helmer Poggenpohl
Research methods for design science research
John S Gero
The integrated conglomerate approach: A suggestion for a generic model of design research
Birger Sevaldson
Patterns of visual perception
Norman Sheehan
Pedagogy with primates: Exploring the craft of fieldwork and user-centered design through the study of animals and their environments
Christena Nippert-Eng
Some experiences in creating the foundation and methods of design research in Finland
Pirkko Anttila
Sokalled language theory: Lessons for the philosophy of science from urban design?
Marion Roberts & Fergus Carnegie
On method: the problem of objectivity
Michael A R Biggs
Knowledge of context and its benefits for design professions
Stephen Awoniyi
Researching designing: Cycles of design research
Robert Jerrard
Theoretical perspectives, design research and the PhD thesis
Terence Love
Complexity, uncertainty, adaptability: Reflections around design research
Silvia Pizzocaro

Session 3: Form and structure for the doctorate in designA doctorate in design may be awarded in several subject disciplines and involve a range of doctoral traditions. A central focus in the conference will be the Ph.D. Despite differences, there seems to be a common form to the Ph.D. project based on a written thesis with an oral defence. While issues in design research and doctoral traditions vary from field to field, there is strong consensus on issues of form and structure. Session 3 attempted to develop an international consensus statement on appropriate forms of Ph.D. study that will be useful at the local level while helping to develop the field across national boundaries. In addition to the Ph.D., the session also considered other forms of the doctorate. The session also attempted to establish international guidelines helpful to directors of doctoral programs and doctoral supervisors. Finally, the session considered issues of programme and department structure appropriate to the integrative and interdisciplinary nature of doctoral programmes in design.

A background to doctoral awards
Bruce Archer
Theoretical perspectives in the PhD thesis: How many?
Terence Love
Art and technology: A new unit?
Pelle Ehn & Carl Henrik Svenstedt
New structures of design education as basis for a doctoral thesis in design
Ralph Bruder
The development of research education and training in art and design: A personal view
Darren Newbury
Journeymen and salarymen; Design doctorates in Japan
John P. Shackleton & Kazuo Sugiyama
Not everything made of steel is a battleship
John Langrish
A turning point: The very first PhD program in industrial design in Taiwan
Kuohsiang Chen
Design in the UK: Some reflections on the emerging PhD
David Durling
Initiating an interdisciplinary doctoral program: Perspectives from a new program
Michael D. Kroelinger & Jacques R. Giard
Leading the field or behind the times? Doctoral research in typography and graphic communication
Sue Walker
Universities and design research
Vasco A. Branco, João Branco, Carlos Aguiar Pinto & Francisco Providência
Myth or reality: architectural research
Donald Dunbar
Form and structure of the doctorate in design: Prelude to a multilogue
Ken Friedman

Session 4: The relationship between practice and researchDesign integrates several fields with different research traditions and competing methodological claims. The relationship between theory and practice poses a challenging problem for doctoral education in design. Design disciplines such as engineering or computer systems have well-established doctoral traditions. Others, such as industrial design or information design, have hardly begun. The relationship between practice and theory is a challenge in established fields and new areas. This gives rise to debate on what is called ‘practice-based’ or ‘practice-led’ research. Session 4 addressed the general issue of the relationship between practice and theory and the specific issue of ‘practice-based’ research.

Problems and benefits of building a research-based design curriculum
Lorraine Justice
Towards the operationalisation of design research as reflection in and on action and practice
Stephen AR Scrivener
Knowledge and the artefact
Chris Rust, Scott Hawkins, Graham Whiteley, Adrian Wilson & James Roddis
Educating the practice-based researcher: Developing new environments for collaborative and constructive learning
Julian Malins & Carole Gray
Grounding research in practice
Sidney Newton & Tim Marshall
What could art learn from design, what might design learn from art? Some practice-based art doctorates
Beryl Graham
Activity theory in a “trading zone” for design research and practice
Judith Gregory
Design research and the wealth of nations. Reflections on the interaction of design research and national policies of research, innovation and industry
Pekka Korvenmaa
Triad collaboration between school, industry and government for bridging research and practice in design
Kun-Pyo Lee
Research by design
John Redmond
Artifact versus text in design research
Lars-Henrik Stahl
Experiencing architecture: From practice to research
Henrika Ojala
Cross-functional and inter-disciplinary integration for doctoral education in design: Theory and experience
Brynjulf Tellefsen


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