TY - CHAP
T1 - Using studio teaching as an initiator and driver for research collaboration in design
AU - Liem, André
AU - Ruecker, Stan
AU - Alfonso De La Rosa, Juan
PY - 2017/1/1
Y1 - 2017/1/1
N2 - This article proposes an alternative route towards initiating and developing formal design research projects, where design studios act as an "Initiator" and "Driver" for subsequent research collaboration. A concept for collaborative research, involving different stakeholders, will be introduced based upon the notion that results from sponsored studio projects create avenues for more formal research work, whether fundamental or applied. Building upon "Activity Theory", "Action Research" and "Practice Theory", the authors argue that practice and research are becoming more seamlessly connected through the increasing importance of context. This requires a strategic and educational perspective, where design thinking about social, technological economical, environmental and political aspects completed by collaborative learning determine scholarship as well as synergies between practice and research. Tactically, systematic planning and systems development is essential to develop new knowledge and networks, as well as anticipate future products and services. Operationally, iterative research and design prototyping addresses the systemic, emergent and real challenges of given contexts.
AB - This article proposes an alternative route towards initiating and developing formal design research projects, where design studios act as an "Initiator" and "Driver" for subsequent research collaboration. A concept for collaborative research, involving different stakeholders, will be introduced based upon the notion that results from sponsored studio projects create avenues for more formal research work, whether fundamental or applied. Building upon "Activity Theory", "Action Research" and "Practice Theory", the authors argue that practice and research are becoming more seamlessly connected through the increasing importance of context. This requires a strategic and educational perspective, where design thinking about social, technological economical, environmental and political aspects completed by collaborative learning determine scholarship as well as synergies between practice and research. Tactically, systematic planning and systems development is essential to develop new knowledge and networks, as well as anticipate future products and services. Operationally, iterative research and design prototyping addresses the systemic, emergent and real challenges of given contexts.
KW - Design education
KW - Design practice
KW - Research methodologies and methods
UR - http://www.scopus.com/inward/record.url?scp=85029766483&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85029766483&partnerID=8YFLogxK
M3 - Chapter
AN - SCOPUS:85029766483
SN - 9781904670971
VL - 9
T3 - Proceedings of the International Conference on Engineering Design, ICED
SP - 149
EP - 158
BT - Proceedings of the 21st International Conference on Engineering Design (ICED 17)
A2 - Maier, Anja
A2 - Škec, Stanko
A2 - Kim, Harrison
A2 - Kokkolaras, Michael
A2 - Oehmen, Josef
A2 - Fadel, Georges
A2 - Salustri, Filippo
A2 - Loos, Mike Van der
CY - Vancouver
ER -