Levels of expertise in design education

Design ability and differences between novice and expert designers have been quite extensively studied in the field of design methodology. For example, design expertise got much attention in the latest Design Thinking Research Symposium held in Australia. Little attention, however, is paid to the development from novice into expert. At this moment, there is no theoretical basis for explaining and understanding the kinds of transformations the design student has to go through, and there is no theoretical basis for identifying the degree of design expertise of a designer at a certain moment. Also, little is known about how to stimulate design expertise development. We propose to study the development of expertise in designing. This paper introduces a model of the development of design expertise, based on the general skill acquisition model of Dreyfus. Characteristics and limitations of the general model relevant for its\ud application to the field of design are discussed. We will try to match the levels of expertise as they are identified in the model with some empirical data, consisting of a set of self-evaluations of a design student. We could find some empirical basis for the model, but much more detailed empirical\ud investigations are needed to reflect on the basic assumptions of the model. We therefore introduce a wider research programme that eventually should result in a stable description of levels of design expertise, a description of the transitions to higher levels of design expertise, and in ways to support design expertise development

Ontwerponderzoek

In deze paragraaf van hoofdstuk 6 wordt een beknopt overzicht gegeven van de ontwikkelingen op het gebied van het ontwerponderzoek. Daarnaast wordt aangegeven hoe dit wetenschappelijke onderzoek bij kan dragen aan de vorming en de ondersteuning van ontwerpers

Does entrepreneurship belong in the academy? Revisiting the idea of the university

Academic entrepreneurship is a contentious university activity, but there is little engagement in the relevant literature with the idea of the university itself. References and assumptions about the role of universities in society are barely made explicit even though the centuries-old development of the idea of the university carries great insights. In this paper, we consider some of the deep tensions between instrumentalist and idealist views about the role of universities and argue that there is space for academic entrepreneurship, not merely as an add-on, but as an integral part of university activity. By formulating a research-oriented vision of academic entrepreneurship, we hope to guard the university from the dominance of other interests and goals and thus argue that an attractive form of academic entrepreneurship is possible

Validating design principles for creative collaboration

Design Science Research (DSR) lacks accepted validation approaches to validate its outcomes (design principles and design solutions). The quality of such a validation has to be ensured so that the outcomes of DSR are as methodologically thorough and as practically relevant as possible. This study introduces a pragmatic validation approach to ensure the quality of design principles. It uses a three-step approach, combining (1) evaluating the design solution as a case in practice, (2) qualifying the implementation of the set of design principles, and (3) assessing the validity of evaluation and qualification results. The validation approach is illustrated by assessing the evaluation results of a creativity facilitation course (design solution) developed according to a set of design principles

Personality and team performance: a meta-analysis

Using a meta-analytical procedure, the relationship between team composition in terms of the Big-Five personality traits (trait elevation and variability) and team performance were researched. The number of teams upon which analyses were performed ranged from 106 to 527. For the total sample, significant effects were found for elevation in agreeableness ( = 0.24) and conscientiousness ( = 0.20), and for variability in agreeableness ( = -0.12) and conscientiousness ( = -0.24). Moderation by type of team was tested for professional teams versus student teams. Moderation results for agreeableness and conscientiousness were in line with the total sample results. However, student and professional teams differed in effects for emotional stability and openness to experience. Based on these results, suggestions for future team composition research are presented

Process performance indicators in project pre-design stage

Traditionally performance in construction is measured based on the iron-triangle - time, cost and quality. In recent years indicators have been developed to include the measurements of other aspects of project performance. The main shortcoming of these however is that most of them are lagging indicators and hence are of little use for controlling the performance during the projects. This paper reviews the existing key performance indicators, their types, use and shortcomings. The paper describes a proposed conceptual framework for developing performance indicators for the pre-design stage, of which the briefing process is an important part. In this framework a process mapping methodology is suggested to identify the main activities that take place in the pre-design phase, the dependencies between them and the stakeholders involved. Initial investigation of the proposed framework has shown that it is a viable model that has already helped in identifying the relevant processes of the pre-design phase and the related indicators

Teaching creativity in a technological design context

We want to teach creativity techniques to prospective technological designers in a domainindependent way. To facilitate this, we adopt a format and nomenclature that is close to the terminology used by engineers. Central notions are concepts, attributes and values. A crucial role is played by, what we call, productive attributes: attributes that come with a set of values that can easily be enumerated. In this paper we show how this format supports several creativity techniques and how it allows engineers to explore option spaces in a structured manner. We briefly discuss some practical experiences with our approach

Issues Influencing Assessment Practices of Inter-Program Challenge-Based Learning (CBL) in Engineering Education: The Case of ISBEP At TU/e innovation Space

This paper reports on 11 issues influencing the assessment practices of ISBEP, an inter-program Challenge-Based Learning (CBL) project facilitated by TU/e innovation Space. To this end, we first identified four characteristics of inter-program CBL guided by the existing literature. Building on an exploratory, qualitative research study conducted over a period of seven months with students and coaches of the TU/e innovation Space Bachelor End Project (ISBEP), we identified the issues arising from those characteristics that had an influence on assessment. Our results and discussion are framed around the theory of constructive alignment, and suggest the need for more time to navigate a challenge; clarity on roles and expectations across the multiple stakeholders involved in the learning process; agreement on learning goals that foster the development of disciplinary knowledge and broad skills; and design and evaluation of assessment practices that are uniform across departments in the institution