DOCSLIB.ORG

Integrating Social Science and Design Inquiry Through Interdisciplinary Design Charrettes: an Approach to Participatory Community Problem Solving

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Integrating Social Science and Design Inquiry Through Interdisciplinary Design Charrettes: an Approach to Participatory Community Problem Solving Am J Community Psychol DOI 10.1007/s10464-006-9065-0 ORIGINAL PAPER Integrating Social Science and Design Inquiry Through Interdisciplinary Design Charrettes: An Approach to Participatory Community Problem Solving Sharon E. Sutton · Susan P. Kemp C Springer Science+Business Media, Inc. 2006 Abstract Interdisciplinary collaborations that aim to facil- Keywords Community problem-solving . Community itate meaningful community outcomes require both the right design . Participation . Interdisciplinary . Collaboration . mix of disciplinary knowledge and effective community par- Action research . Participatory research ticipation, which together can deepen collective knowledge and the capacity to take action. This article explores three The whole issue of broadening the disciplines is that ev- interdisciplinary design charrettes, intensive participatory erybody can look at the elephant from their perspective, workshops that addressed specific community problems and you know, and then you sort of come together on it. And provided a context for integrating design and social science the process works very well if you have both a facili- inquiry with local community knowledge. Evaluation data tation process that enables people to understand it from from the charrettes shed light on how students from the the [experts’] point of view, and you have a facilitation design and social science disciplines experienced the char- process that really does not presume anything about the rettes, and on their interactions with community members. [community’s] input. ... because these people are very Key advantages to this interdisciplinary, community-based well-informed (charrette team leader). collaboration included expanded knowledge derived from the use of multiple modes of inquiry, particularly the re- The past 30 years have seen a variety of efforts in the sulting visualization tools that helped community members academy that aim to improve the quality of life in low- understand local issues and envision novel solutions. Key income, minority communities, ranging from long-term part- drawbacks included difficulties in balancing the two disci- nerships to small projects. These efforts frequently involve plines, the tendency for social scientists to feel out of place collaborations across disciplines and with community mem- on designers’ turf, and the increased disciplinary and in- bers, ideally producing innovative solutions to the complex, terpersonal conflicts arising from a more diverse pool of and often racialized, problems that exist in these commu- participants. nities. They also bring to the fore the challenges of bridg- ing not only across academic disciplines but also across the social and spatial lines that separate academia from its sur- S. E. Sutton () Department of Architecture and Urban Design, Director of the roundings. Academics may have difficulty recruiting and Center for Environment Education and Design Studies (CEEDS), interacting with community members as equal partners— University of Washington, especially when they are also attempting to resolve disci- Seattle, Washington 98195-5720 plinary differences—and community members may perceive e-mail: [email protected] the university as “ivory towerish” and disinterested in em- S. P. Kemp bracing the knowledge they have of their own circumstances. School of Social Work, Faculty Affiliate in CEEDS, Yet, “these people are very well-informed” and essential to University of Washington, implementing any interventions academics may propose. Washington Interdisciplinary collaborations that aim to facilitate meaningful community outcomes require both the right mix of disciplinary knowledge and effective community Springer Am J Community Psychol participation, which together can deepen the group’s col- patory community projects, each group’s varying objec- lective knowledge and capacity to take action. In this article, tives, values, and methods produce different outcomes, we reflect upon a community participation approach that and result in different advantages and drawbacks. Below integrates design and social science within the context of in- we describe each group’s community problem-solving ap- tensive problem-solving workshops called design charrettes. proach (summarized in Table 1) giving the most space Developed by faculty affiliated with an interdisciplinary cen- to design, since this will be unfamiliar ground for many ter of an architecture school, and preceded by a framing sem- readers. inar, the charrettes resulted in a series of proposed interven- tions for the communities served. We present three such char- Social scientists’ problem-solving approach rettes (selected for their comparable scope and participants) and their accompanying activities, to illustrate the mutual en- Values gagement of designers and social scientists with community members in defining and exploring complex problems. Al- Action researchers’ dual obligation to social science and though conceiving the charrettes required unusual interdisci- social change begins in the research process with an em- plinary collaboration among faculty, the article emphasizes phasis upon participation and democratic inclusion (Meyer, the challenges design and social science students encoun- 2000). They believe that research should benefit community tered during the charrettes as they sought to work across members either through direct intervention or by laying the disciplines and with community members. We focus upon groundwork for action (Israel et al., 1998). Typically, ac- students because their developing capacities in interdisci- tion researchers engage in a participatory, iterative cycle of plinary community problem-solving were an important ped- research, co-learning, reflection, and action, expecting that agogical focus of the charrettes and therefore we have con- it will serve as a catalyst for structural or cultural change sistent data on their experiences, collected primarily through (Boog, 2003). a university center that supports and evaluates teaching and learning. Objectives This effort reflects our own disparate but intersecting dis- ciplinary cultures – one author is an artist, architect, and Social scientists bring to community problem-solving a musician (with a PhD in psychology), the other is a social shared interest in people within their social and material worker (with a PhD in social welfare and a BA in soci- settings. Although some focus upon the immediacy of hu- ology and psychology) – and our shared commitment to man experience and behavior, and others are preoccupied finding creative solutions to perplexing community prob- with the larger social and material conditions that shape hu- lems. The significance of the methodology we describe is man possibility, all share a concern with people and their twofold. First, design charrettes offer a promising tool for social interactions. In action research, which characterizes engaging local residents in community problem solving, our work, social scientists are committed to using their while providing them with tangible outcomes. Second, it knowledge and methods for the social and collective good offers insights into a notion of community research and (Boog, 2003). action, currently rooted in the social sciences, that em- braces design as a method of inquiry, defined as systematic Methods investigation, on par with widely accepted social science methods. The differences between action research and mainstream so- To provide a framework for describing the varied roles cial science have more to do with the researchers’ stance, social scientists, designers, and community members as- specifically their efforts to realign the balance of power be- sumed during the charrettes, we first explore their distinctive tween researchers and end users, than with their choice of problem-solving approaches. Following a description of the methods (Cornwall & Jewkes, 1995). Typically, action re- three charrettes, we then surface the differential advantages search is ecumenical, encompassing both quantitative and and drawbacks they posed. We conclude with a discussion interpretive methods, and requires highly developed facili- of the implications of this methodology for interdisciplinary tation skills to manage interpersonal and group processes. engagement in community problem-solving. It seeks to maximize participation, while producing deeply contextualized data (Luke, 2005) as the basis for critical reflection, dialogue, and the design of appropriate change Three community problem-solving approaches strategies. Although most action research methods are com- mon in social science research (e.g., observation, interviews, Social scientists, designers, and community members ap- surveys, focus groups, narrative analysis), a hallmark of ac- proach problem solving in distinctive ways. In partici- tion research is the use of conventional methods in novel Springer Am J Community Psychol Table 1 Three community problem-solving approaches Social scientists’ approach Designers’ approach Community members’ approach Objectives To address complex social and To provide a specific solution that To achieve proactive or reactive human issues via engaged but beautifies and responds to goals that reflect their varying rigorous research and analysis functional and symbolic needs backgrounds and motivations Values Value solutions that resolve Value originality and artistic Value technical solutions that immediate human problems and expression that is practical and reflect the complexity of their also generalize to
Load more

Recommended publications
  • The Dilemma of Education in Participatory Design: the Marketplace Value Vs
    Session 1725 The Dilemma of Education in Participatory Design: The Marketplace Value vs. Community Value Kun-Jung Hsu Department of Construction Technology Leader University, Taiwan. Abstract The concept of “participatory planning/design” has gradually become one of the main themes in professional design and social science. However, because behavioral patterns in space design are closely related to the values of the designers concerned, the pursuit and construction of a good place is a basic and normative proposition in the proceeding of planning and design. This paper explores the dilemma of education in participatory design and reveals the contradiction between marketplace values and community values in practice. Also, this paper utilizes the production possibility curve and the choice theory of demand side to analyze the concept, value judgment, decision-making, and constraints of planning/design behavior. Introduction The ideal of advocacy planning first proposed by Davidoff in the mid 1960’s. The professional planners and designers who support this view vow to make planning for the needs of the disadvantaged groups and persons their top priority. They jointly opposed urban redevelopment policy propelled by bulldozers, and advocated the development of participatory planning methods through democratic processes. The normative discourse proposes that public space planning and design be regarded as requiring direct public participation in the decision-making processes in formulating public space. Environment-Behavior study (E-B study) adopts problem-oriented approaches that emphasize the need for interaction between design and research [6]. Following the development of E-B Study, the normative viewpoint of participatory planning and design has gradually become one of the main themes in professional design and social science [3, 7, 8].
    [Show full text]
  • Privacy When Form Doesn't Follow Function
    Privacy When Form Doesn’t Follow Function Roger Allan Ford University of New Hampshire [email protected] Privacy When Form Doesn’t Follow Function—discussion draft—3.6.19 Privacy When Form Doesn’t Follow Function Scholars and policy makers have long recognized the key role that design plays in protecting privacy, but efforts to explain why design is important and how it affects privacy have been muddled and inconsistent. Tis article argues that this confusion arises because “design” has many different meanings, with different privacy implications, in a way that hasn’t been fully appreciated by scholars. Design exists along at least three dimensions: process versus result, plan versus creation, and form versus function. While the literature on privacy and design has recognized and grappled (sometimes implicitly) with the frst two dimensions, the third has been unappreciated. Yet this is where the most critical privacy problems arise. Design can refer both to how something looks and is experienced by a user—its form—or how it works and what it does under the surface—its function. In the physical world, though, these two conceptions of design are connected, since an object’s form is inherently limited by its function. Tat’s why a padlock is hard and chunky and made of metal: without that form, it could not accomplish its function of keeping things secure. So people have come, over the centuries, to associate form and function and to infer function from form. Software, however, decouples these two conceptions of design, since a computer can show one thing to a user while doing something else entirely.
    [Show full text]
  • Choosing a Mixed Methods Design
    04-Creswell (Designing)-45025.qxd 5/16/2006 8:35 PM Page 58 CHAPTER 4 CHOOSING A MIXED METHODS DESIGN esearch designs are procedures for collecting, analyzing, interpreting, and reporting data in research studies. They represent different mod- R els for doing research, and these models have distinct names and procedures associated with them. Rigorous research designs are important because they guide the methods decisions that researchers must make dur- ing their studies and set the logic by which they make interpretations at the end of studies. Once a researcher has selected a mixed methods approach for a study, the next step is to decide on the specific design that best addresses the research problem. What designs are available, and how do researchers decide which one is appropriate for their studies? Mixed methods researchers need to be acquainted with the major types of mixed methods designs and the common variants among these designs. Important considerations when choosing designs are knowing the intent, the procedures, and the strengths and challenges associated with each design. Researchers also need to be familiar with the timing, weighting, and mixing decisions that are made in each of the different mixed methods designs. This chapter will address • The classifications of designs in the literature • The four major types of mixed methods designs, including their intent, key procedures, common variants, and inherent strengths and challenges 58 04-Creswell (Designing)-45025.qxd 5/16/2006 8:35 PM Page 59 Choosing a Mixed Methods Design–●–59 • Factors such as timing, weighting, and mixing, which influence the choice of an appropriate design CLASSIFICATIONS OF MIXED METHODS DESIGNS Researchers benefit from being familiar with the numerous classifications of mixed methods designs found in the literature.
    [Show full text]
  • Introduction: Design Epistemology
    Design Research Society DRS Digital Library DRS Biennial Conference Series DRS2016 - Future Focused Thinking Jun 17th, 12:00 AM Introduction: Design Epistemology Derek Jones The Open University Philip Plowright Lawrence Technological University Leonard Bachman University of Houston Tiiu Poldma Université de Montréal Follow this and additional works at: https://dl.designresearchsociety.org/drs-conference-papers Citation Jones, D., Plowright, P., Bachman, L., and Poldma, T. (2016) Introduction: Design Epistemology, in Lloyd, P. and Bohemia, E. (eds.), Future Focussed Thinking - DRS International Conference 20227, 27 - 30 June, Brighton, United Kingdom. https://doi.org/10.21606/drs.2016.619 This Miscellaneous is brought to you for free and open access by the Conference Proceedings at DRS Digital Library. It has been accepted for inclusion in DRS Biennial Conference Series by an authorized administrator of DRS Digital Library. For more information, please contact [email protected]. Introduction: Design Epistemology Derek Jonesa*, Philip Plowrightb, Leonard Bachmanc and Tiiu Poldmad a The Open University b Lawrence Technological University c University of Houston d Université de Montréal * [email protected] DOI: 10.21606/drs.2016.619 “But the world of design has been badly served by its intellectual leaders, who have failed to develop their subject in its own terms.” (Cross, 1982) This quote from Nigel Cross is an important starting point for this theme: great progress has been made since Archer’s call to provide an intellectual foundation for design as a discipline in itself (Archer, 1979), but there are fundamental theoretical and epistemic issues that have remained largely unchallenged since they were first proposed (Cross, 1999, 2007).
    [Show full text]
  • Fashion Design
    FASHION DESIGN FAS 112 Fashion Basics (3-0) 3 crs. FAS Fashion Studies Presents fashion merchandise through evaluation of fashion products. Develops awareness of construction, as well as FAS 100 Industrial Sewing Methods (1-4) 3 crs. workmanship and design elements, such as fabric, color, Introduces students to basic principles of apparel construction silhouette and taste. techniques. Course projects require the use of industrial sewing equipment. Presents instruction in basic sewing techniques and FAS 113 Advanced Industrial Sewing Methods (1-4) 3 crs. their application to garment construction. (NOTE: Final project Focuses on application and mastery of basic sewing skills in should be completed to participate in the annual department Little pattern and fabric recognition and problem solving related to Black Dress competition.) individual creative design. Emphasis on technology, technical accuracy and appropriate use of selected materials and supplies. FAS 101 Flat Pattern I (1-4) 3 crs. (NOTE: This course is intended for students with basic sewing Introduces the principles of patternmaking through drafting basic skill and machine proficiency.) block and pattern manipulation. Working from the flat pattern, Prerequisite: FAS 100 with a grade of C or better or placement students will apply these techniques to the creation of a garment as demonstrated through Fashion Design Department testing. design. Accuracy and professional standards stressed. Pattern Contact program coordinator for additional information. tested in muslin for fit. Final garment will go through the annual jury to participate in the annual department fashion show. FAS 116 Fashion Industries Career Practicum and Seminar Prerequisite: Prior or concurrent enrollment in FAS 100 with a (1-10) 3 crs.
    [Show full text]
  • Participatory Design of Classrooms: Infrastructuring Education Reform in K-12 Personalized Learning Programs
    Journal of Learning Spaces Volume 7, Number 2. 2018 ISSN 21586195 Participatory Design of Classrooms: Infrastructuring Education Reform in K‐12 Personalized Learning Programs Julie M. Kallio University of Wisconsin ‐ Madison The redesign of the physical spaces of classrooms and schools has become a prominent feature in many K‐12, personalized learning schools, though it is often dismissed as a peripheral aspect of change. Through observations and interviews at four public schools, I examine the affordances of these new spaces and the narrative of their design. I situate these spaces‐turned‐places as pedagogical artifacts in a participatory design process to examine how educators and students create functional and meaningful learning spaces. Reframing the physical spaces in this way suggests how the spaces may be supporting the sustainability of the reform. In an ongoing inquiry into personalized learning (PL) educational reform that redesigns school systems to support reforms in urban, suburban, and rural districts, I heard student‐centered, agency‐based models of learning educators and students speak at length, often unprompted, (Rickabaugh, 2016). PL draws on progressive ideas of about the ways they had modified their classrooms and engaging students as agents in their own learning with the buildings, from knocking down walls to adding sofa chairs support of digital technologies (Patrick, Kennedy, & Powell, and lamps (Author, et al., 2015). To them, their physical 2013). Educators often use the phrase “voice and choice” as spaces held meaning toward their efforts of transform what two strategies of engaging students as agents in their teaching and learning looks like in their schools.
    [Show full text]
  • Interior Design Director Location: Baltimore, MD
    Interior Design Director Location: Baltimore, MD JOB DESCRIPTION The Verve Partnership seeks an enthusiastic & creative team player with excellent communication, organization and people skills. Reporting to the Managing Principal and Chief Growth Officer, this person will develop, implement, and manage the company's design strategy. Other responsibilities include bringing new approaches to design process and strategy, coaching and developing next- generation talent, and representing the firm in the larger design community. This is an ideal opportunity for a creative and motivated self-starter who welcomes the challenges and opportunities inherent in joining a firm experiencing tremendous growth. Our environment is collaborative, creative, progressive, demanding and fun and we’re seeking the best people and the right fit. SUMMARY The ideal candidate likes to play with others, shares their crayons and isn’t afraid to raise their hand, ask for help and draw outside the lines. We also prefer someone who is: Entrepreneurial: creative thinker, recognizes & seizes opportunities, strong sense of urgency, understands that the work never ends (work hard, play hard mentality) Leader: results-driven; thinks strategically, seeking out the information required to ensure decisions are made objectively, not subjectively or emotionally; takes financial ownership and requires minimal supervision/direction Project Owner: owns the process, not just the activity. Self-starter. Takes the initiative; attention to detail; follows thru while paying strict attention to details; proven ability to prioritize and successfully manage multiple projects/tasks with concurrent deadlines Multi-Tasker: outstanding project and time management skills; proven ability to manage multiple projects with concurrent deadlines High Energy: positive influence on others; enthusiastic, reliable, can-do attitude; recognizes that learning is a continual process; willingness to learn; enjoys life and smiles Team Player: committed to the organization/team vs.
    [Show full text]
  • Environmental Justice + Landscape Architecture: a Student's Guide
    ENVIRONMENTAL JUSTICE LANDSCAPE ARCHITECTURE a students’ guide This guide was written by three masters of landscape architecture students who wanted to learn more about how landscape architecture can promote social justice and equity through design. In 2016 we became the student representatives for the ASLA's Environmental Justice Professional Practice Network so we could better connect the important work of professionals, academics, and activists working towards environmental justice with students. This guide is a response to our own desires to educate ourselves about environmental justice and share what we learned. It is a starting-off place for students - a compendium of resources, conversations, case studies, and activities students can work though and apply to their studio projects. It is a continuously evolving project and we invite you to get in touch to give us feedback, ask questions, and give us ideas for this guide. We are: Kari Spiegelhalter Cornell University Masters of Landscape Architecture 2018 [email protected] Tess Ruswick Cornell University Masters of Landscape Architecture 2018 [email protected] Patricia Noto Rhode Island School of Design Masters of Landscape Architecture 2018 [email protected] We have a long list of people to thank who helped us seek resources, gave advice, feedback and support as this guide was written. We'd like to give a huge thank you to: The ASLA Environmental Justice Professional Practice Network for helping us get this project off the ground, especially Erin McDonald, Matt Romero, Julie Stevens,
    [Show full text]
  • Academic Worksheet 1St YEAR
    1st Fall WU TRANSFER YEAR COMM 120 Public Speaking 3 2019-2020 FOUN 101 Beginning Drawing 3 GAME 101 Game Design Fundamentals 3 Academic Worksheet GAME 106 Game Code Fundamentals 3 GAME ART & DESIGN WRIT 111 Academic Writing 1 3 Design Emphasis ANIM 112 Portfolio Review Workshop 1 Spring GENERAL Core Competencies GDES 107 Digital Practice 3 EDUCATION GAME 105 3D Game Art Fundamentals 3 Breadth GAME 112 Game Design Documentation 3 Principles GAME 114 Introduction to Game Engines 3 LSCI 105 Information Theory and Practice 1 WRIT 112 Academic Writing 2 3 Name WU TRANSFER nd YEAR Fall ID# Matriculated 2 FOUN 102 Design and Composition 3 ____________________________________ GAME 211 Game Level Design 3 Minimum Unit Requirement 125 GAME 221 Game Prototyping 3 GAME 224 History of Games: 20th Century 3 Major 67 INDS 1____ Interdisciplinary Core Course 3 General Education 49 __________ Social Science Course 3 Unrestricted Electives 9 ____________________________________ Spring Preparatory Requirements __________ Ethics Course 3 WRIT 100 Bridge to Academic Writing 3 GAME 222 Game Player Analysis 3 MATH 100 Pre-Statistics 3 GAME 240 Networked Game Development 3 GAME 250 Portfolio Review 0 FILM 200 Screenwriting 3 __________ Art/Film/Design History Course 3 Fall WU TRANSFER 3rd YEAR FILM 140 Sound 3 GAME 321 User Interface Design 3 GAME 323 Story Development for Interactive 3 ENVT 220 Environmental Studies 3 MATH 2__ Mathematics Course 3 Spring __________ Natural Science Course w lab 3 GAME 304 Sound Synthesis and Design 3 GAME 332 Experimental Technology for Games 3 INDS 3___ Transdisciplinary Course 3 __________ Social Science Course 3 Work Experience 0 Fall WU TRANSFER 4th YEAR GAME 431 Degree Project R & D 3 __________ Art/Film/Design History 3 __________ Humanities Course 3 __________ Unrestricted Elective 3 __________ Unrestricted Elective 3 Spring GAME 432 Degree Project: Production 3 GAME 434 Professional Practices 3 ____3____ General Education Elective 3 __________ Art/Film/Design History 3 __________ Unrestricted Elective 3 .
    [Show full text]
  • Strategic Approach to Product Design and Development Process, And
    İşletme Fakültesi Dergisi, Cilt 8, Sayı 1, 2007, 43-67 STRATEGIC APPROACH TO PRODUCT DESIGN AND DEVELOPMENT PROCESS, AND EFFECTIVENESS OF INDUSTRIAL DESIGN PRACTICES Aykut Berber *, İbrahim Aksel ** ABSTRACT Emerging economies face international competition and moreover, similar technology applies to organizations in the relevant industry. Therefore companies must strive to keep their market positions or create new business opportunities. Novel and innovative strategies are required in either case, which depends on differentiation in the market. Recognized as a value for sustainable competitive advantage and commercial success, industrial design (ID) has an essential role. This paper proposes that strategic approach to product design and development process is beneficial for the effectiveness of ID practices. Context of the research in the study is divided into two sections. The first section derived from a study previously conducted in Poland and aimed to observe whether Turkish companies recognized ID as a strategic tool for differentiation. A comparison of the results was made with the results obtained in Poland. The second section of the research context focuses on Turkish companies. To explore how strategic approach to product design and development process impacts on ID practices; factors and hypotheses were generated through principal components analysis prior to regression analysis to analyze the relationship. 198 companies from textile, furniture, and home appliances industries took part in the research. Major indications of the research show that strategic effect of teamwork has a central role in effective ID practices. Keywords: Industrial Design, Strategic Innovation, Product Development ÜRÜN TASARIM VE GELİŞTİRME SÜRECİNE STRATEJİK YAKLAŞIM VE ENDÜSTRİYEL TASARIM FAALİYETLERİNİN ETKİNLİĞİ ÖZET Gelişmekte olan ekonomilerdeki işletmeler, hiç kuşkusuz bir yandan uluslararası rekabet koşullarıyla öte yandan aynı alanda faaliyet gösteren diğer işletmelerin aynı teknolojiyi kullanmasının yaygınlaşmasıyla mücadele etmek durumundadır.
    [Show full text]
  • Creativity and Evolution: a Metadesign Perspective
    Elisa Giaccardi and Gerhard Fischer Creativity and Evolution: A Metadesign Perspective Abstract In a world that is not predictable, improvisation, evolution, and innovation are more than a luxury: they are a necessity. The challenge of design is not a matter of getting rid of the emergent, but rather of including it and making it an opportunity for more creative and more adequate solutions to problems. Whereas user-centered and participatory design approaches (whether done for users, by users, or with users) have focused primarily on activities and processes taking place at design time, and have given little emphasis and provided few mechanisms to support systems as living entities that can be evolved by their users, metadesign is an emerging conceptual framework aimed at defining and creating social and technical infrastructures in which new forms of collaborative design can take place. Metadesign extends the traditional notion of design beyond the original development of a system to include co-adaptive processes between users and systems, which enable the users to act as designers and be creative. This paper presents the results of our studies and design activities in the last two decades at the Center for LifeLong Learning & Design of the University of Colorado at Boulder. Keywords Metadesign, design time, use time, multidimensional design space, open systems, adaptable interaction, embodiment, co-creation, co-evolution, social creativity, boundary objects, seeds, mediators, SER process model, critics, reuse, affect. Introduction In a world that is not predictable, improvisation, evolution, and innovation are more than a luxury: they are a necessity. The challenge of design is not a matter of getting rid of the emergent, but rather of including it and making it an opportunity for more creative and more adequate solutions to problems.
    [Show full text]
  • Fashion Designers' Decision-Making Process
    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2013 Fashion designers' decision-making process: The influence of cultural values and personal experience in the creative design process Ja-Young Hwang Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Art and Design Commons Recommended Citation Hwang, Ja-Young, "Fashion designers' decision-making process: The influence of cultural values and personal experience in the creative design process" (2013). Graduate Theses and Dissertations. 13638. https://lib.dr.iastate.edu/etd/13638 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Fashion designers’ decision-making process: The influence of cultural values and personal experience in the creative design process by Ja -Young Hwang A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Apparel, Merchandising, and Design Program of Study Committee: Mary Lynn Damhorst, Co-Major Professor Eulanda Sanders, Co-Major Professor Sara B. Marcketti Cindy Gould Barbara Caldwell Iowa State University Ames, Iowa 2013 Copyright © Ja Young Hwang, 2013. All rights
    [Show full text]