Citation: AUSTIN, S.A. ... et al, 2001. Mapping the conceptual design activity of interdisciplinary teams. Design Studies, 22 (3) SynopsisThe conceptual design phase of any project is, by its very nature, a vibrant, creative and dynamic period. It can also be disorganised with much backtracking accompanying the exchange of information between design team members. The transfer of information, ideas and opinion is critical to the development of concepts and as such, rather than being recognised as merely a component of conceptual design activity, it needs to be understood and, ultimately, managed. This paper describes an experimental workshop involving fifteen design professionals in which conceptual design activity was tracked, and subsequently mapped, in order to test and validate a tentative design framework (phase and activity model). The nature of the design progression of the various teams is captured and analysed, allowing a number of conclusions to be drawn regarding both the iterative nature of this phase of design and how teams of professionals actually design together.3
How do the boiling points of substances vary with pressure? Commonly used nomographs can give a misleading impression of accuracy. An applet is presented which gives a more precise measure of the uncertainty in the calculation, whilst giving a straightforward way to calculate how boiling points may vary with pressure. Related applets calculate Boltzmann factors and the solution to the Eyring equation, which give an idea of how rate and selectivity may change with temperature.
This paper reports the outcome of a 2‐year research project that set out to provide a process map of the concept stage of building projects. From a literature review, comparison of current process maps, and through interviews and case study analyses, a tentative new framework for the concept stage was developed and tested. It comprises 12 activities in five phases. The framework formed the basis of a graphical method used to plot the activities of design teams in a series of workshops. This graphical method illustrates design iteration in a way which we believe has not been undertaken before, and the patterns it reveals are intuitively understood by design team members themselves, helping them reflect on their own design process. We have also constructed a prototype internet‐based decision support tool for the concept stage of design. This is intended to be inherently flexible and supportive of non‐linear routes through concept design, while also offering a structured approach, design tools to broaden the solution space or evaluate competing options, team management advice, and the recording of decision making. Initial testing of this tool showed it to be well‐received, although it was criticized for focusing too much on the gates between activities and too little on the issues and decisions within each activity.
This paper reports the outcome of a 2‐year research project that set out to provide a process map of the concept stage of building projects. From a literature review, comparison of current process maps, and through interviews and case study analyses, a tentative new framework for the concept stage was developed and tested. It comprises 12 activities in five phases. The framework formed the basis of a graphical method used to plot the activities of design teams in a series of workshops. This graphical method illustrates design iteration in a way which we believe has not been undertaken before, and the patterns it reveals are intuitively understood by design team members themselves, helping them reflect on their own design process. We have also constructed a prototype internet‐based decision support tool for the concept stage of design. This is intended to be inherently flexible and supportive of non‐linear routes through concept design, while also offering a structured approach, design tools to broaden the solution space or evaluate competing options, team management advice, and the recording of decision making. Initial testing of this tool showed it to be well‐received, although it was criticized for focusing too much on the gates between activities and too little on the issues and decisions within each activity.
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