An ebd-enabled design knowledge acquisition framework

Having enough knowledge and keeping it up to date enables designers to execute the design assignment effectively and gives them a competitive advantage in the design profession. Knowledge elicitation or acquisition is a crucial component of system design, particularly for tasks requiring transdisciplinary or multidisciplinary cooperation. In system design, extracting domain-specific information is exceedingly tricky for designers. This thesis presents three works that attempt to bridge the gap between designers and domain expertise. First, a systematic literature review on data-driven demand elicitation is given using the Environment-based Design (EBD) approach. This review address two research objectives: (i) to investigate the present state of computer-aided requirement knowledge elicitation in the domains of engineering; (ii) to integrate EBD methodology into the conventional literature review framework by providing a well-structured research question generation methodology. The second study describes a data-driven interview transcript analysis strategy that employs EBD environment analysis, unsupervised machine learning, and a range of natural language processing (NLP) approaches to assist designers and qualitative researchers in extracting needs when domain expertise is lacking. The second research proposes a transfer-learning method-based qualitative text analysis framework that aids researchers in extracting valuable knowledge from interview data for healthcare promotion decision-making. The third work is an EBD-enabled design lexical knowledge acquisition framework that automatically constructs a semantic network -- RomNet from an extensive collection of abstracts from engineering publications. Applying RomNet can improve the design information retrieval quality and communication between each party involved in a design project. To conclude, this thesis integrates artificial intelligence techniques, such as Natural Language Processing (NLP) methods, Machine Learning techniques, and rule-based systems to build a knowledge acquisition framework that supports manual, semi-automatic, and automatic extraction of design knowledge from different types of the textual data source

Space Syntax: Understanding human movement, co-presence and encounters in relation to the spatial structure of workplaces

The theory of space syntax provides a way to formalise the connection between spatial configuration and human behaviour. While originally developed for urban space it has been harnessed for the study of workplaces, providing evidence on how the configuration of office space shapes the activities of people. Within the domain of space syntax, configuration means connecting elements of space into a network using a multitude of representational techniques to enable the measurement of spatial network properties. Paired with methods to capture human activity such as observations, questionnaires and staff social networks, the theory of space syntax allows for hypothesising and proofing how spatial configuration affects human behaviour, and how design might be informed to consider this evidence. The theory and methods are becoming more and more relevant today, as evidence-based design is increasingly sought after by practitioners. This chapter gives an overview of this body of work and summarises insights but also critiques current shortcomings, mainly regarding scattered applications and contradictory evidence in small samples, making generalisation hard. The chapter closes by sketching a vision for how space syntax can be advanced as a fruitful workplace theory for future work on office spaces

Domain-Independent Design Theory and Methodology to Boost the Adoption of Design Methods

Since its inception, research on design methods has encompassed a number of objectives and fields. In this fragmentary and evolving landscape, a reflection was apparently needed on the chance to provide a general framework and understand the progress (if any) towards a unified and domain-independent design theory and methodology. The issue was discussed by the authors, among the others, during a workshop organized by the Society of Design and Process Science. The paper reports the most important points that emerged in the debate, which was kicked off by panellists’ talks providing different perspectives on domain-independent design and the adoption of design methods by industry and practitioners. The discussion highlighted the relevance of design education, individual factors, as well as the role of designers in nowadays’ changing world. A major take-away from the workshop is the forecast that, in the foreseeable future, a shared design knowledge will be developed, but this will be juxtaposed by peculiar and bespoke design practices

Experiencing ‘white fragility’: Cultivating discomfort and the politics of representation in feminist research practices

Feminist and postcolonial anthropology have long stressed the need to perceive the researcher as a positioned and biased subject (Collins 1991, Rosaldo 1989, Weston 1997) and it is, therefore, important to reflect on one’s position in the field as well as the writing practice. Today it has become standard practice to have at least one student assignment on ‘positionality’ in anthropology or human geography classes. However, in my PhD research, the need to reflect upon my social and cultural position was not only prescribed by social and cultural anthropological practice but also demanded from the interlocutors themselves—because I am a white German woman researching Afrodescendent and Black26 identities. Also, I work with Black feminist activists, who form part of a political community in which questions of representation are a core theme. In this essay I reflect on fieldwork experiences I made at conferences and with research interlocutors and explain how I deal with my own positionality as a white female researcher

A decade of architectural and urban research published in 'Archnet-IJAR: International Journal of Architectural Research'

This article commemorates a decade of discourse and published research on architecture and urbanism in ArchNet-IJAR (March 2007-March 2017). While the journal does not publish regular editorials associating each issue, it is believed that offering key highlights of growth since the inception of the journal is now due. The article presents the current position of ArchNet-IJAR within the international provision of journals in architecture and urban studies in key databases and index-bases. This is substantiated by key statistics of submissions, published contributions, and acceptance rates during the past 10 years. Coupled with analytical discussion on the global reach of the ArchNet-IJAR, the article identifies 11 research fields, which were covered in 10 volumes since the journal’s inception. Analytical discussions of recent two theme issues as well as latest developments and contributions during the past few years are presented to reflect on the rigor and quality of the journal while depicting its thrust and interest. The article concludes by key aspects relevant to the future aspirations of ArchNet-IJAR while highlighting initiatives and prospective endeavours

Evaluating transdisciplinary science to open research-implementation spaces in European social-ecological systems

Researchers in multiple, related fields that address complex social and environmental challenges, have shown ongoing enthusiasm for applying transdisciplinary social-ecological systems (SES) research to promote sustainability. However, few studies have evaluated the effectiveness of SES approach, assessed its achievements, and identified challenges to its implementation toward knowledge production for environmental conservation. We report the results of a qualitative, participatory evaluation of several SES projects across Europe using an evaluation methodology tailored to transdisciplinary projects. We conducted 66 stakeholder interviews at four designated Long-Term Socio-ecological Research (LTSER) platforms – Danube Delta and Braila Island (Romania); Cairngorms (Scotland); and Doñana (Spain). Using qualitative analysis, we synthesized data from interviews and then returned to the sites to present findings to stakeholders in focus group discussions in order to incorporate their feedback into conclusions. We conclude that although particular scientists at each platform have taken on entrepreneurial roles to operationalize transdisciplinary science, a business-as-usual attitude tends to dominate institutions, limiting meaningful progress toward transdisciplinary objectives, including: integration of social science research, giving non-researcher stakeholders a more meaningful role in advancing relevant research, and improving knowledge exchange among different stakeholder groups, among other issues. While we found that all the components of transdisciplinary SES research exist at the sites, there is no overarching strategy to link long-term planning and funding, knowledge integration, and priority-setting with stakeholders to ensure the relevance of research for policy and practice. We conclude with reflections about implementing our evaluation methodology, and a call for periodic, participatory evaluation into the future

Abridged international perspectives of technology education and its connection to STEM education

STEM (Science, Technology, Engineering, and Mathematics) areas are integral content disciplines in all economies. Although most countries have and continue to ensure quality science (S) and Mathematics (M) education for primary (elementary) and secondary school students, the technology (T) and engineering (E) content areas tend not to be regarded as core to national curricula in the same way that science and mathematics are regarded as essential. This article discusses efforts in various countries to better promote and integrate Technology and Engineering Education (TEE) in schools. This paper highlights common themes and argues that we can learn from each other’s efforts in TEE. We argue that dialogue across nations can help us to build international STEM education collaboration networks, better understand the nature of STEM and how to better engage pupils and students in STEM subjects, and work towards gaining inputs to national TEE policy that can leverage positive change