Creative Discovery in Architectural Design Processes: An empirical study of procedural and contextual components

This research aims to collect empirical evidence on the nature of design by investigating the question: What role do procedural activities (where each design step reflects a unit in a linear process) and contextual activities (an action based on the situation, environment and affordances) play in the generation of creative insights, critical moves, and the formation of design concepts in the reasoning process? The thesis shows how these activities can be identified through the structure of a linkograph, for better understanding the conditions under which creativity and innovation take place. Adopting a mixed methodology, a deductive approach evaluates the existing models that aim to capture the series of design events, while an inductive approach collects data and ethnographic observations for an empirical study of architectural design experiments based on structured and unstructured briefs. A joint approach of quantitative and qualitative analyses is developed to detect the role of evolving actions and structural units of reasoning, particularly the occurrence of creative insights (‘eureka’ and ‘aha!’ moments) in the formation of concepts by judging the gradual transformation of mental imagery and external representations in the sketching process. The findings of this research are: (1) For any design process procedural components are subsets in solving the design problem for synchronic concept development or implementation of the predefined conceptual idea, whereas contextual components relate to a comprehensive view to solve the design problem through concept synthesis of back- and forelinking between the diachronic stages of the design process. (2) This study introduces a new method of looking at evolving design moves and critical actions by considering the time of emergence in the structure of the reasoning process. Directed linkography compares two different situations: the first is synchronous, looking at relations back to preceding events, and the second is diachronic, looking at the design state after completion. Accordingly, creative insights can be categorised into those emerging in incremental reasoning to reframe the solution, and sudden mental insights emerging in non-incremental reasoning to restructure the design problem and reformulate the entire design configuration. (3) Two architectural designing styles are identified: some architects define the design concept early, set goals and persevere in framing and reframing this until the end, whereas others initiate the concept by designing independent conceptual elements and then proceed to form syntheses for the design configuration. Sudden mental insights are most likely to emerge from the unexpected combination of synthesis, particularly in the latter style. In its contribution to design research and creative cognition this dissertation paves the way for a better understanding of the role of reflective practices in design creativity and cognitive processes and presents new insights into what it means to think and design as an architect

Let's track! strategies to establish active people tracking in workplaces

The action research component is conducted by developing a system that delivers insights into teamwork dynamics, as revealed by tracking the social network interactions that occur within collaborative work environments. I constructed a working prototype that utilised an indoor people tracking system that captures people's movements as they operate within their workspace. It is capable of simultaneously monitoring the progress of multiple cohabitating project teams. Focusing on providing context specific insights, I designed a flexible behaviour model that constructed customised social networks to extract interactions of interest from the tracked data. The visually rich analysis reporting that was layered with contextual cues enabled quick cognition by the intended viewer. The targeted user covers all levels of the organisation from project collaborators to the support personnel and upper management. With this setup, everyone can participate in a data-supported reflective learning process. The original contribution of my research is two-fold. Firstly, the people tracking system and analytics I developed demonstrated the technical capability to provide real time insights to workspace design, project management and human resource management applications. Secondly, through reference to my three case studies, I argue that a user-centric approach is critical for the successful integration and adaptation of people tracking systems and analytics into real world workplace practices

The impact of CAAD on design methodology and visual thinking in architectural education.

This thesis aims to explore the potential impact of Computer Aided Architectural Design (CAAD) as a conceptual design tool on the design methodology of final year students. Many design studies have focused on sketching and its relationship with creative thinking to validate CAAD programs as a design tool. On the contrary, this study argues that the continued primacy of traditional tools as the predominant conceptual tools needs more evidence in the contemporary design practices. That is to say, the relative importance of CAAD alongside other media, such as sketching, model making and verbalisation must be recognised before the forthcoming leap in CAAD programs development. To illustrate these ideas, the Scott Sutherland School of Architecture and Built Environment was used as a case study to explore CAADs role in the educational context, the studio in general and the final year studio in particular. A mixed methods approach was employed to carry out two studies: a case study and a protocol study. A case study approach was utilised to understand the modern context whereby CAAD is used by the students despite CAAD not being an integrated part of the project model. The case study was also used to document the reasons behind students tendency of using CAAD at the conceptual phases of the design process. Mixed methods were used to collect data at three different intervals of the two semesters; before starting the studio project, while working on the project and after submitting the final project. The methods used include a questionnaire survey, structured reflection interviews, and a focus group. A protocol study was conducted to understand the impact of CAAD on selfcommunication using the think aloud method under the same experimental conditions using CAAD program(s) as the only external representation. The case study findings clarified the effects of the traditional context of the studio and the project model on CAADs utility within students design processes and identified the lack of CAAD professional skills, and the integration of CAAD as a knowledge base. The protocol study findings provided a greater understanding of the cognitive processes in designing and design performance while using CAAD, as well as acknowledging the possibility of a cyclic conceptual process. The potential impact of CAAD on the design process was further categorised. The empirical exploration provides CAAD research with new insights, instigating more useful ways of teaching and learning by an appropriate integration of CAAD programs and design methods in a situated manner where students can enhance their design processes creatively. It is proposed that a more measured and disinterested approach is now required to investigate CAAD and their implications for education

Eye on Collaborative Creativity : Insights From Multiple-Person Mobile Gaze Tracking in the Context of Collaborative Design

Early Career WorkshopNon peer reviewe

Design revolutions: IASDR 2019 Conference Proceedings. Volume 1: Change, Voices, Open

In September 2019 Manchester School of Art at Manchester Metropolitan University was honoured to host the bi-annual conference of the International Association of Societies of Design Research (IASDR) under the unifying theme of DESIGN REVOLUTIONS. This was the first time the conference had been held in the UK. Through key research themes across nine conference tracks – Change, Learning, Living, Making, People, Technology, Thinking, Value and Voices – the conference opened up compelling, meaningful and radical dialogue of the role of design in addressing societal and organisational challenges. This Volume 1 includes papers from Change, Voices and Open tracks of the conference

Re-designing Design and Technology Education: A living literature review of stakeholder perspectives

Created following the amalgamation of several individual subject disciplines, in England, design and technology is in decline. Debates about its purpose and position have taken place since its inception but arguably these have not transferred into a rigorous research base. There is a growing body of scholars exploring the field, but with the decline of the subject, so the community working and investigating it is also diminished. Without a strong foundation, the actions of the few may not carry sufficient weight to generate full and meaningful debate that would influence those with the power to change policy on curriculum and lead to innovation. If we are to have any hope of reversing the subject’s deterioration, we must do something bold and significant. While an awareness of the subject’s history and its evolution is integral to our understanding of how and why we are where we are, merely reflecting on the past will do little to help the subject move forward. Hence, the principal aim of our research is to explore what a re-designed design and technology could look like. To achieve this, this study draws on different stakeholders’ visions of how they perceive the subject’s future