Design Briefs for Industrial Design Studio Courses: Determination of Expectations and Requirements

Abstract

This study aims to determine the basic elements relating to a tool to be used in Design Studio courses; one of which intertwined with daily life technologies through the usage of patterns and habits of a Design Brief. In order to address the main purpose of the study in a holistic approach, a mixed method research was used combining qualitative and quantitative methods. Data were collected through face-to-face interviews and online survey forms from Design Studio course instructors working in industrial design departments in Turkey. The study presents there is a need to reconstruct some components of the Design Brief in such a way to accompany the dynamic structure of the project process, there are problems related to the current medium, and the attitudes of the new generation students must be taken into consideration when designing a new medium for the Design Brief as a new learning tool.

Student-Centred Studio Environments: A Deep Dive into Architecture Students’ Needs

“…The students work in the studio during the scheduled class hours and after hours. This additional time spent in the architecture studio can account for up to one-third to one-half of their educational experience [5][6][7].…”

Re-Designing the Design Brief as a Digital Learning Tool with Participatory Design Approach

“…The "Design Brief ", which includes sections such as project prospects, purpose and scope, process expectations, evaluation criteria and working schedule, is one of the key components of this process (Jones & Askland, 2012;Ryd, 2004) The Design Brief in an educational context has two intended users: an academician who prepares the document and the student who takes this brief. The strategic differences between teaching and learning processes also change and differentiate the way these two stakeholders use the Design Brief (Demirbas & Timur Ogut, 2018). With this document, the academicians tell the students how the expectations and process will be handled and the students can act accordingly by being informed about the criteria and time planning for the project.…”

“…As expressed by Philips, despite its various names, the brief is essentially a description of the scope of the project; it is a document that identifies the calendar of the project, the quality of the resulting product, and helps to control the project and decision process (Phillips, 2004) It is seen that students' relations with the Design Brief are becoming weaker and not used in the way that they are predicted. In Design Education, it may be difficult for a design brief to meet expectations in the process depending on its current structure(paper-based and rigid) while transferring both the content of a project theme and the management role (Demirbas & Timur Ogut, 2018). Lawson (2005)states that the traditional design process should begin with the preparation of the design brief and defines this document as a "start".…”

“…In design education, which is based on a projectbased learning model, the intersection of learning management and project management is becoming more and more difficult for design education. It is seen that there is an attempt to use "Design Brief " as learning management tools in design education (Demirbas & Timur Ogut, 2018). Design Brief is a printed document that consists of the project's theme and basic information about how the process will be handled.…”

Qualities of design briefs for studio learning

“…Design briefs are deemed necessary in a range of project-oriented and practice-based pedagogies, including studio based learning (Öztürk & Türkkan, 2006;Lee, 2009;Basa, 2010;Demirbaş & Öğüt, 2018). In such settings, the brief establishes a structuring of the process (Öztürk & Türkkan, 2006).…”