There is an ongoing debate on the relationship of environmental design research (EDR) to design education. Research producing substantial knowledge is conceptualised through positive approaches to design, whereas other phases of design including education usually utilise normative approaches. This study aims at examining the nature of substantial EDR knowledge used in design education through an empirical survey.
The survey, carried out with design instructors, aimed at determining the knowledge acquisition techniques utilised in design studios. Data were also collected on the personal background and attitudes of the participants, along with their prior design training, studio and professional design experience. The interviews were analysed to identify the types of knowledge sources and forms, the extent of reliance on external domains of knowledge, assumptions about the design process and the definition and use of substantial knowledge. Defining environmental design was found to be statistically different with respect to current position in the studio, as was assessing the knowledge sources for the studio with respect to years of studio experience. The evaluation on environmental design research was not independent of whether they currently do research or not
