Commonalities and Differences in Graduate Interior Design Programs: IDEC Membership Sample

OBJECTIVE: The objective of this study was to ascertain from the leaders of interior design practitioner organizations their perceptions regarding the purpose, need, and role of research and the types and sources of research used in practice. RESEARCH DESIGN: Using a modified DELPHI technique, two successive surveys were designed and sent to leaders in the Unified Voice Task Force. The first survey solicited responses from all participating organizations on the task force. The second survey, which was generated from responses to the first survey, obtained perceptions regarding research from leaders in only the design practitioner organizations. ANALYSIS: Cross‐tabular presentation of the data was used in the analysis. Statistical significance was determined using chi‐square where possible. For tables with too few observations per cell, the Fisher Exact Test was used to determine statistical significance. KEY FINDINGS: Analysis of the data reveals that there is dichotomy of language within the profession. Practitioners' perceptions of research are multifaceted and pragmatic in nature. The findings indicated that practitioners have a preference for “soft” types and sources of information in their design problem‐solving process. CONCLUSIONS: Lack of attention to developing a body of knowledge from within is threatening the existence of interior design as a separate and distinct profession. Interior design educators, practitioners, and industry representatives need to hold discussions to address the language differences that exist as well as the purpose, need, and role of research.

Section: Discussionmentioning

confidence: 99%

Are we Speaking the Same Language?

Dickson

White

1993

“…Studies of 2-, 3-, and 4-year programs reflected three of the four original levels of education for which FIDER was the recognized accrediting agency, for example, ( 1 -Professional Standards (1973-1980, then Para-Professional (1980-1988. As the majority of programs seeking accreditation were Baccalaureate Degree Programs and Diploma Programs of 3 years (e.g., First-Professional Degree programs), evaluation focused on this level.…”

Section: S-1980s: Educational Evaluation Levelsmentioning

confidence: 99%

“…Yet, FIDER continued inquiry on Post-Professional and Pre/Para Professional levels. Research on graduate interior design programs (Brent & Seidel, 1988, 1990 followed the 1985 publication Post Professional Master's Degree Programs in Interior Design. And FIDER sought further documentation of para-professional/associate degree programs (1986)(1987) concerning issues of professional identity, titles, student data, and curricula (Dohr, Coleman, Flanagan, Shroyer, & Veitch, 1987).…”

Section: S-1980s: Educational Evaluation Levelsmentioning

confidence: 99%

Foundation for Interior Design Education Research's Early History: Important Developments from 1970 to 1990

Harwood

Dohr²

2015

The Foundation for Interior Design Education Research (FIDER), founded in 1970 and now the Council for Interior Design Accreditation (CIDA), was established to administer interior design accreditation processes in higher education across the United States and Canada. It was the first and only regulatory agency professionally recognized and in the public's interest. This paper examines FIDER's early growth from 1970 to 1990 through key actions in its Founding and Governance, Research and Development, and Accreditation Processes. Content of primary and secondary resources from CIDA archives were analyzed, as well as oral histories collected from leaders. Each action is assessed for its importance during the time and in context to FIDER's mission. A content analysis guided by minutes, significant publications, research reports, and press releases helped identify and clarify important and relevant information as it related to the FIDER/CIDA history, capturing the main milestones. Documentation herein clarifies critical issues and changes that FIDER faced and offers insights into its evolution and status as an instrument of change in interior design education with contributions to the field's identity and professionalism. This history provides definitive stages to its growth, and substantiates key actions that afford its landmark status. Numerous goals are achieved and a model for specialized program accreditation matures with strong, professional, and equitable characteristics. A fervent and dedicated commitment to FIDER exists from those in education and the profession, and an international presence and more expansive agenda emerge with many more volunteers.

“…Likewise in interior design, undergraduate education is not producing consumers of research among those who choose to practice the discipline; the same can be said of graduate education in which many of the master's degrees awarded are first professional degrees. Further compounding the situation, there are so few doctoral students and Ph.D. programs in interior design that an inadequate number of research producers are being cultivated (Brent & Seidel, 1988). Consequently, graduate education is not shoring up the profession by contributing the quantities of new knowledge needed to support practice as occurs in other, more established professions.…”

mentioning

confidence: 99%

The Polsky Forum: The Creation of a Vision for the Interior Design Profession in the Year 2010

Dickson

White

1994

OBJECTIVE: The purpose of the Polsky Forum was to initiate a dialogue between the three constituency groups in the profession (industry, practice, and education) for the exploration of critical issues related to interior design research and graduate education. The specific objectives of the forum were (1) to formulate a vision for the profession for the year 2010; (2) to recommend a research agenda based on the vision; and (3) to develop strategies for implementing the agenda. FORUM DESIGN: Nominations were sought for participants to address the issues in a forum setting. From over 85 applicants, 15 individuals representing the three constituency groups were selected. Before the forum, participants were given reading materials and brainstorming questions that constituted a framework for initiating discussions regarding research and graduate education. Small group and whole group discussion sessions were employed to facilitate communication. FORUM RESULTS: Discussions initiated die breakdown of communication barriers between the three constituency groups. Consensus was reached regarding a view for the future of the interior design profession. Research and graduate education were considered means by which the profession can document its value to society, empower its members, and ensure long‐term sustainability. The outcomes of the weekend are presented here in the form of a position paper to stimulate further discussion. CONCLUSION: Without graduate education and a strong, ever–expanding knowledge base, interior design may cease to exist as a separate and distinct profession.