Growing our own research culture: Investigating the potential for undergraduate to postgraduate prog

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Growing our own research cultureInvestigating
the potential for undergraduate to postgraduate
progression in an emerging discipline.
School of Design FACULTY OF PERFORMANCE, VISUAL
ARTS AND COMMUNICATIONS

• Dr Jenny Cousens and Dr Katie Beverley

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National situation

• Design education is largely provided by
  monotechnics and new universities.
• Until recently professional practice has taken
  precedence over research
• Changes in priorities in Higher Education have
  encouraged greater exploration of research in the
  context of design.
• Numbers of postgraduate researchers in creative
  arts and design are increasing
• Design as a discipline is still young (or
  perhaps is a slow learner) Owen, 1998

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Defining Design Research

• Design research is an activity in search of a
  definition Roth 1999
• Frayling 1993 defines three key modes
• Research into design Historical and aesthetic
  study, paralleling with Fine Art and a
  non-science research culture
• Research through design Project-based research
  into material and methods, sharing a culture with
  Science.
• Research for design Purposive creation of
  objects and systems which result from the
  research process. Requires an independent,
  design-specific research culture.

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Research Cultures

• Science culture
• Group dynamic research students, post-doctoral
  staff, research leaders
• Topics generally akin to larger group interest
• Informal regular contact with mentors
• Non-science culture
• Individual process students are autonomous as
  researchers
• Topic usually selected by student
• Formal, organised contact with mentors
• Design-specific culture
• Not defined likely to be autonomous and akin to
  non-science culture flexible design research
  is an emergent area

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School of Design
Graphics and Communication
Contemporary Art Practice
Textile Design
Fashion Design
PhD Study
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Project Aims

• Identify trigger factors involved in
  undergraduate to postgraduate progression.
• Identify perceived barriers to progression.
• Interrogate existing learning and teaching
  provision and identify current good practice and
  potential areas for development.
• Identify practical ways to interest and inspire
  students to develop a passion for their chosen
  disciplines, a love of learning and engage
  students in the process of research

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Project Methodology Phase 1

• Identification of varying transitional routes
• Non-Science culture ? Non-Science culture
• Non-Science culture ? Science culture
• Science culture ? Science culture
• Identification of trigger factors associated with
  each group, through focus groups and
  questionnaires.
• Identification of perceived barriers to
  progression, through focus group discussions and
  questionnaires with undergraduates.
• Each culture is being questioned regarding their
  definition of Design research.

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Group Discussion

• Consider the following
• Personal experience
• What inspired/encouraged your progression to
  postgraduate study.
• Departmental experience
• Existing research cultures
• Transitional trends and mechanisms
• Key undergraduate provision to encourage
  progression

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The story so far

• Focus group with existing PhD students
• Non-science to non-science culture Research
  into design
• Non-science to science culture, direct entry
  Research through design
• Non-science to science culture, via MSc (science
  culture) Research through design.
• Motivation
• Differentiation for academic and non-academic
  careers
• Interest and past experience external to the
  University
• A passion for the discipline
• Triggers
• Inspiring individual researchers
• Opportunity to research at undergraduate or
  taught masters level
• Exposure to research staff and students
• What is design research?
• So far, confusion reigns! Strong knowledge on
  existing cultures limited knowledge of concept
  of design-specific research cultures,
  particularly practice-based research

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Next steps

• Continuation of Phase 1 (incorporating findings
  from today as context)
• Phase 2
• Mapping research-led teaching and research
  cultures through undergraduate portfolio
  (existing and future)
• Identify and disseminate existing good practice
• Develop an idealised framework of key LT
  activities and events which will encourage
  progression and expose students to research
  excellence