Mapping the conceptual design activity of interdisciplinary teams

Abstract

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

Using 3D CAD Models for Value Visualization: An Approach with SIEMENS NX HD3D Visual Reporting

“…These results can be interpreted positively in the light of the current literature about the challenges in the early stages of product development [4] [39]. Investing more time in analyzing the design problem and the related value reports would help to reduce the knowledge gap related to the "design process paradox" [39], which is the lack of information in early phases when the major part of the final product value is committed.…”

“…Investing more time in analyzing the design problem and the related value reports would help to reduce the knowledge gap related to the "design process paradox" [39], which is the lack of information in early phases when the major part of the final product value is committed. Moreover teams able to spend more time to embed multidisciplinary aspects in their analysis, have been proven to be more successful in delivering a highly valuable solution [4]. In the individual questionnaire participants have expressed a preference toward color-coded 3D models to enhance the individual perception of the value assessment results.…”

Development of a systematic classification and taxonomy of collaborative design activities

“…Parks (2001) Process approach (generative, variant) Austin et al (2001), Goel et al (1997), Cherng et al (1998) (2001), Ullman (2003) Similarly, the degree of structure in methodology and team organisation may impact the team's performance. Furthermore, it is suggested that more structure may be required for distributed teams to be productive because of the physical barriers they face (Lurey and Raisinghani 2001).…”

Starting a Design Course a with Bang: ‘Warming Up’ A New Group and Ensuring Key Principles are Internalized at the Start of an Undergraduate Programme

“…designers need to be able to work effectively in teams (Austin et al 2001, Denton 1997b, Busseri and Palmer 2000 b. modelling is a key concept in design; it takes many forms but simple pencil and paper sketches are possibly one of the most useful (Garner 2001, Cross 1999 c. meeting deadlines is an important skill for the professional and the individual or team must learn to plan to use their time effectively (Garner and Duckworth 2000) d. designers need to be able to communicate, indeed "sell" their ideas to clients e. even the most basic design context offers opportunities for ingenuity (Baker et al 2000) f. the direct handling of materials provides learning opportunities g. students must discuss the nature of `good design` h. designing should stretch intellectually, but can be fun (Baker et al 2000).…”