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Design Research Quarterly Volume 2, Issue 3 Design Research Society DRS Digital Library Design Research Quarterly DRS Archive 1-7-2007 Design Research Quarterly Volume 2, Issue 3 Peter Storkerson Follow this and additional works at: https://dl.designresearchsociety.org/design-research-quarterly Recommended Citation Storkerson, Peter, "Design Research Quarterly Volume 2, Issue 3" (2007). Design Research Quarterly. 4. https://dl.designresearchsociety.org/design-research-quarterly/4 This Book is brought to you for free and open access by the DRS Archive at DRS Digital Library. It has been accepted for inclusion in Design Research Quarterly by an authorized administrator of DRS Digital Library. For more information, please contact [email protected]. V.2:3 July 2007 www.designresearchsociety.org Design Research Society ISSN 1752-8445 Designing the Interface Between Research, Learning and Teaching Linda drew University of the Arts, London Abstract Introduction Table of Contents: This paper’s central argument is that ‘Universities need to set as a mission teaching and research need to be re- goal the improvement of the nexus Articles: shaped so that they connect in a pro- between research and teaching.... The 1 Designing the Interface Between ductive way. This will require actions aim is to increase the circumstanc- Research, Learning and Teaching at a whole range of levels, from the es in which teaching and research Linda Drew individual teacher to the national have occasion to meet, and to provide system and include the international rewards not only for better teaching or 4 DRS 2008 Conference: communities of design scholars. To do for better research but also for demon- Undisciplined! this, we need to start at the level of the strations of the integration between individual teacher and course team. teaching and research.’ (Hattie and This paper cites some examples Marsh 1996 p. 533) Listings: of strategies that focus on what stu- 10 New Resources dents do as learners and how teachers All too often, staff who are active- Blog , Research tool teach and design courses to enhance ly engaged in research perceive that research-led teaching. there is only an indirect relationship 13 Current Research in Design: The paper commences with an between what they do as researchers Tables of Contents from Leading examination of the departmental con- and how it may impact on the design Design Journals text of (art and) design education. This of their courses. Are there structural is followed by an exploration of what barriers to achieving links between 20 Upcoming Events Worldwide is understood by research-led teach- research and teaching? How does Artemis Yagou ing and a further discussion of the this impact on the student learning dimensions of research-led teaching. experience? 12 New Fellows of the Design Research It questions whether these dimensions There is research evidence that a Society are evident, and if so to what degree narrow view of ‘research’ negative- Nigel Cross in design departments, programmes ly impacts on staffs’ concerns for and courses. The discussion examines teaching and can result within insti- Call for Papers the features of research-led depart- tutions and departments in a struc- 3 Case Studies in Research: ments and asks if a department is not tural separation of course design and Knowledge and Inquiry research-led in its approach to teach- delivery from staff research (Jenkins ing, why it should consider changing et al, 2003), as, for example, the UK 11 AIEDAM Journal (Artificial Intelligence strategies. Research Assessment Exercise (RAE), for Engineering Design, Analysis and where research is narrowly conceived Manufacturing) as high level international ‘discovery’ research and is abstracted from any DRQ-DRS 2 Publication information 21 Membership information Continued p. 5 Q Design Research Quarterly Publication Information Editor: Editorial Advisory Board: Dr. Peter Storkerson Prof. Ken Friedman, Chair Southern Illinois University, USA Norwegian School of Management, Norway and Danmarks Designskole, Denmark Associate Editors: Dr. Antti Ainamo Dr. Vesna Popovic Helsinki School of Economics, Finland Queensland University of Technology, Australia Prof. Tevfik Balcioglu Dr. Kristina Niedderer Izmir University of Economics, Turkey Hertfordshire University, UK Prof. Lin-Lin Chen Dr. Artemis Yagou National Taiwan University of Science and Technology, Taiwan AKTO Art and Design, Greece Prof. Nigel Cross Open University, UK Prof. Clive Dilnot Parsons The New School for Design, USA Design Research Quarterly is is a peer reviewed journal, published Dr. Troels Degn Johansson in January, April, July and October by the Design Research Society. Denmark’s Design School, Denmark Prof. Pekka Korvenmaa University of Art and Design, University of Art and Design, Finland Design Research Quarterly and its contents are published under Prof. Kun-Pyo Lee the Creative Commons Attribution - Noncommercial - NoDerivs 3.0 Korea Advanced Institute of Science and Technology, Korea License. < http://creativecommons.org/licenses/by-nc-nd/3.0/ > Dr. Joao Lutz You are free to Share — to copy, distribute and transmit the journal or UniverCidade, Brazil journal articles. Under the following conditions: Prof. Sanjoy Mazumdar 1 Attribution University of California at Irvine, USA e You must attribute work in the manner specified by the author or Prof. Donald Norman licensor (but not in any way that suggests that they endorse you Nielsen Norman Group and Northwestern University, USA or your use of the work). Prof. Sharon Poggenpohl 2 Noncommercial Hong Kong Polytechnic University, China e You may not use any part of this journal or work in it for com- Prof. M.P. Ranjan mercial purposes. National Institute of Design, India 3 No Derivative Works Dr. Elizabeth B.-N. Sanders e You may not alter, transform, or build upon any part of this jour- MakeTools, USA nal or work in it. Prof. Marian Sauthoff University of Pretoria, South Africa Dr. Chris Smith Design Research Quarterly is archived on-line London Metropolitan University, UK <www.designresearchsociety.org>. Prof. Toshiharu Taura Kobe University, Japan We solicit your contributions: papers and articles on design research. Prof. Necdet Teymur For information regarding submissions, contact Emeritus, Middle East Technical University, Turkey Peter Storkerson, [email protected] Design Research Quarterly 2:3 Jul. 2007 – 2 – www.designresearchsociety.org From the Editor Call for Papers: Peter Storkerson Case Studies in Research: Knowledge and Inquiry Undisciplined! Call for Papers: The theme of the next biennial conference is fortuitous; Designers use the term ‘design’ to cover a wide range of the call for papers, right, that was first published in DRQ activities and types of problems, and we have many dif- in the spring, before the naming of the conference (see fering, often incommensurable and opposing models of page 4). This apparent coincidence presents a real oppor- design and its theoretical and methodological bases. As a tunity for DRQ as a forum for empirical, practice-based, result, we also have have a history of lively debates over spe- and anecdotal conversation about disciplinarity and the cific theories. These debates have not been able to resolve production of knowledge through design research. differences. Here, practice-based does not mean relating to practice Many regions of design are not well defined, and in such or practices of design. It concerns research as practice or situations, researchers can find that apparently straightfor- practices in different areas of inquiry, both traditional and ward problems can lead to fundamental questions about emerging. the nature of design, what kinds of philosophical and the- c What are the kinds of questions that researchers are oretical positions that can frame the research and ground asking? the methods, and their implications with regard to knowl- c What positions do those research problems prompt edge: what kinds of knowledge are possible within the researchers to take: scientific, humanist, pragmatist, frames needed to do the research. etc? In short, we want to hold a discussion on how research c How do those positions affect theories of knowledge: steers theory. Our idea is to look at research and theories what can or cannot be known with what certainty and in design not primarily as related to subfields per se, but on what basis? to see theories as products of research problems them- c How do these questions and positions vary from sub- selves: the topics studied studied and the questions being field to sub-field? researched. c How do design researchers deal with crossing the para- Rather than look at abstract problems of research and digmatic boundaries between science and humanities, theory, we want to present actual problems as case studies. and between knowledge and performance goals? In this way, we can clarify design by mapping its terrain c Would it make sense to consider design not only on the of activities and problem types with their fundamental basis of professional sub-field, but also in terms of the theoretical and methodological requirements. sorts of questions asked and fundamental attitudes to Over the next two years, DRQ will collect and publish which we tend to commit ourselves as we work to answer articles on these topics and replies to those articles, using them? its regular publication schedule to build a discussion. No doubt, many of the larger questions will be discussed Inquiries or Submissions: at the conference: whether design could be a discipline and if so, what it would be like and how it would deal with its Deadline: March 1, 2008: April issue, June 1, 2008: internal heterogeneity. This is an opportunity to consider July issue ( prior to 2008 conference) issues on a more concrete and specific level. Contact: Peter Storkerson: [email protected] This is a chance to relate your experiences and observations—a very useful grounding for next fall’s conference. Please contact me with your queries, ideas, or interest. This call for papers does not exclude contributions on other topics in design research. Please email with any ideas, queries, or for guidelines.
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