A Survey on Practitioner Attitudes toward Research in Interior Design Education

Abstract

The purpose of this study was to investigate interior design practitioners' perceived attitudes toward the inclusion of research at the undergraduate and graduate levels, minimum degree requirements for practice and teaching, and the value of the graduate degree in the field of interior design. Interior design practitioners who are members of the American Society of Interior Designers (ASID) were surveyed (n = 250) using an online questionnaire based on several existing scales. The questionnaire was distributed through a primary contact with ASID as an e‐mail blast to all members within the organization. As a whole, the participants in this investigation believed that undergraduate and graduate students should have an understanding of research and be able to apply findings to design projects. However, practitioners did not respond positively to positioning the Master of Interior Design (MID) as the first professional degree or to a graduate degree in general as a minimum credential to practice. Some practitioners valued the graduate degree to increase marketability, enhance the prestige of the profession, and provide specialization. Others placed more emphasis on practical experience, continuing education, and innate talent rather than a graduate degree. More educated individuals with advanced degrees who were younger than 40 and were practicing commercial design were significantly more likely to value research. The fact that some educators have been advocating for the MID as the first professional degree for the discipline shows a disconnect between practice and academia.

Research Utilization in the Design Decision Making Process

“…Eighty-nine percent of respondents indicated they conducted some type of researchorientated activity. This suggests that interior design practitioners do value these activities and supports earlier studies by Birdsong & Lawlor (2001), Marsden (2012), andMartin (2004). However, some of those surveyed surmised that the majority of academic research was not useful to interior design practice.…”

“…In a quantitative study of interior designers' perceptions of professionalism, Birdsong and Lawlor (2001) found 64.9% of their sample felt research was an important component of the design profession. Dickinson, Anthony, and Marsden's (2012) survey of interior design practitioners indicated that 93% agreed that undergraduate students should know how to use research results during their design process. The same study found younger, more educated interior designers who practiced commercial design were significantly more likely to value research.…”

“…While more contemporary definitions have been offered, this was used by the researcher as it included more pragmatic approaches and did not focus on the generation of knowledge. This was important as definitions and perceptions of design research vary (Dickinson et al, 2007) and previous studies have indicated designers do not typically associate research with original discovery (Dickinson et al, 2012). If participants indicated they did not conduct project related research they were asked reasons why and exited the survey.…”

Design Research: Off the Rails or on the Right Track?

“…Yet there is also evidence that newer pedagogies may alter the degree that interior design students value design research. In a later study, the same researchers found that younger designers were more apt to appreciate design research (Dickinson, Anthony, and Marsden, 2012). So far, however, these approaches largely overlook those who may have been educated prior to the adoption of more holistic pedagogies.…”

Is Seeing Intriguing? Practitioner Perceptions of Research Documents

“…This differs from traditional academic definitions aimed at the creation of knowledge (Dickson, Anthony, & Marsden, ). A few studies relative to designers' research practices have been conducted (Dickinson, Anthony, & Marsden, ; Dickson & White, ). While these studies do provide insight into how designer practitioners approach knowledge acquisition, they are dated or focused on educational practices involving research.…”