127,631 research outputs found

    Applying the proto-theory of design to explain and modify the parameter analysis method of conceptual design

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    This article reports on the outcomes of applying the notions provided by the reconstructed proto-theory of design, based on Aristotle’s remarks, to the parameter analysis (PA) method of conceptual design. Two research questions are addressed: (1) What further clarification and explanation to the approach of PA is provided by the proto-theory? (2) Which conclusions can be drawn from the study of an empirically derived design approach through the proto-theory regarding usefulness, validity and range of that theory? An overview of PA and an application example illustrate its present model and unique characteristics. Then, seven features of the proto-theory are explained and demonstrated through geometrical problem solving and analogies are drawn between these features and the corresponding ideas in modern design thinking. Historical and current uses of the terms analysis and synthesis in design are also outlined and contrasted, showing that caution should be exercised when applying them. Consequences regarding the design moves, process and strategy of PA allow proposing modifications to its model, while demonstrating how the ancient method of analysis can contribute to better understanding of contemporary design-theoretic issues

    Towards a shared ontology: a generic classification of cognitive processes in conceptual design

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    Towards addressing ontological issues in design cognition research, this paper presents the first generic classification of cognitive processes investigated in protocol studies on conceptual design cognition. The classification is based on a systematic review of 47 studies published over the past 30 years. Three viewpoints on the nature of design cognition are outlined (search, exploration and design activities), highlighting considerable differences in the concepts and terminology applied to describe cognition. To provide a more unified view of the cognitive processes fundamentally under study, we map specific descriptions of cognitive processes provided in protocol studies to more generic, established definitions in the cognitive psychology literature. This reveals a set of 6 categories of cognitive process that appear to be commonly studied and are therefore likely to be prevalent in conceptual design: (1) long-term memory; (2) semantic processing; (3) visual perception; (4) mental imagery processing; (5) creative output production and (6) executive functions. The categories and their constituent processes are formalised in the generic classification. The classification provides the basis for a generic, shared ontology of cognitive processes in design that is conceptually and terminologically consistent with the ontology of cognitive psychology and neuroscience. In addition, the work highlights 6 key avenues for future empirical research: (1) the role of episodic and semantic memory; (2) consistent definitions of semantic processes; (3) the role of sketching from alternative theoretical perspectives on perception and mental imagery; (4) the role of working memory; (5) the meaning and nature of synthesis and (6) unidentified cognitive processes implicated in conceptual design elsewhere in the literature

    A systematic review of protocol studies on conceptual design cognition: design as search and exploration

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    This paper reports findings from the first systematic review of protocol studies focusing specifically on conceptual design cognition, aiming to answer the following research question: What is our current understanding of the cognitive processes involved in conceptual design tasks carried out by individual designers? We reviewed 47 studies on architectural design, engineering design and product design engineering. This paper reports 24 cognitive processes investigated in a subset of 33 studies aligning with two viewpoints on the nature of designing: (V1) design as search (10 processes, 41.7%); and (V2) design as exploration (14 processes, 58.3%). Studies on search focused on solution search and problem structuring, involving: long-term memory retrieval; working memory; operators and reasoning processes. Studies on exploration investigated: co-evolutionary design; visual reasoning; cognitive actions; and unexpected discovery and situated requirements invention. Overall, considerable conceptual and terminological differences were observed among the studies. Nonetheless, a common focus on memory, semantic, associative, visual perceptual and mental imagery processes was observed to an extent. We suggest three challenges for future research to advance the field: (i) developing general models/theories; (ii) testing protocol study findings using objective methods conducive to larger samples and (iii) developing a shared ontology of cognitive processes in design

    Transforming Human Resource Organizations: A Field Study of Future Competency Requirements

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    As human resource organizations transform, staff competency requirements after significantly. The question is: to what? The present study attempts to answer this question using data gathered from knowledgeable observers within a single firm and employing a unique future-oriented, role focused methodology. The results suggest a competency model with three parts: a relatively small number of core competencies applicable across the full range of human resource roles studied, an even smaller number of leverage competencies applicable to half or more (but not all) of the roles, and a much larger number of competencies that are role specific. Leverage and roles specific competencies are combined into competency profiles for the various roles which, in turn, suggests a number of implications for the selection, development, and career progression of tomorrow\u27s human resource managers and professionals. While this particular competency model and its implications may be situation specific, the methodology developed during the study can be readily replicated in an abbreviated form in virtually any organization

    Leadership for Transforming High Schools

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    Explores the unique tasks and challenges faced by education leaders in the face of stricter accountability reforms associated with the federal No Child Left Behind legislation and associated state-level education policy initiatives

    A prescriptive approach to qualify and quantify customer value for value-based requirements engineering

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    Recently, customer-based product development is becoming a popular paradigm. Customer expectations and needs can be identified and transformed into requirements for product design with the help of various methods and tools. However, in many cases, these models fail to focus on the perceived value that is crucial when customers make the decision of purchasing a product. In this paper, a prescriptive approach to support value-based requirements engineering (RE) is proposed, describing the foundations, procedures and initial applications in the context of RE for commercial aircraft. An integrated set of techniques, such as means-ends analysis, part-whole analysis and multi-attribute utility theory is introduced in order to understand customer values in depth and width. Technically, this enables identifying the implicit value, structuring logically collected statements of customer expectations and performing value modelling and simulation. Additionally, it helps to put in place a system to measure customer satisfaction that is derived from the proposed approach. The approach offers significant potential to develop effective value creation strategies for the development of new product

    Knowledge transformers : a link between learning and creativity

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    The purpose of this paper is to investigate whether knowledge transformers which are featured in the learning process, are also present in the creative process. This is achieved by reviewing models and theories of creativity and identifying the existence of the knowledge transformers. The investigation shows that there is some evidence to show that the creative process can be explained through knowledge transformers. Hence, it is suggested that one of links between learning and creativity is through the knowledge transformers
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