Defining Graduate Education in Interior Design

Abstract

Summary Resolved: To endorse the concept of a “professions master's degree” in interior design, to be designated th Master of Interior Design (MID), thereby promotin degree identity and clarifying the degree track. The MID would be defined: to include both professional design content and research methods, and the integration of research into the design process. By integrating research and project‐based design (possibly through the thesis), research is applied to design practice rather than isolated from it. Arguments for this integrated model and for “evidence‐based design” are prevalent in current discourse. as the first “professional” teaching degree, qualifying the degree‐holder for full‐time college‐level teaching. Although the master's degree is currently endorsed by IDEC as an acceptable teaching degree, it is not universally recognized by the academy. Existing degrees are characterized by different degree names, missions, curricular focuses, accreditation statuses, and credit hours, contributing to a lack of clarity and an uneven level of recognition. The proposed MID is defined as the “professional master's degree” and would be grounded in a comprehensive evidence‐based design education. The Ph.D. would continue to be recognized as the terminal and highest research‐based degree in the discipline. The proposed MID, as well as other research‐oriented master's degrees, could all serve as the first graduate‐level degree leading to the Ph.D. to qualify as the terminal practice degree in the discipline by virtue of its master's level status. For students already having earned the first professional baccalaureate, the MID would provide a more rigorous master's level professional education in preparation for practice. It would similarly provide a first professional degree to students with baccalaureate degrees outside the major (or in related majors). A flexible “leveling” component would need to be provided to insure adequate baseline preparation for these students. It is important to note that the MID need not preempt the professional and accredited baccalaureate, at least in the short term. It is further important to note that by redefining the terminal practice degree at the master's level, this would have a significant long‐term impact on the pool of qualified mid‐career practitioners who might wish to pursue full‐time teaching. Currently, mid‐career practitioners are less likely to return for the required master's degree because of limitations related to cost, location, or family obligations. by single‐degree nomenclature (MID). It is important to establish single degree nomenclature as a way of clarifying this degree as distinct from other master's degrees leading to the Ph.D. The MID is appropriate because it has disciplinary identity. Other degrees are understood as serving multiple disciplines (the MFA), or as research degrees (the MA and MS). The MID, as a newer degree, can best be defined by the discipline. by Council for Interior Design (CIDA) accreditation. In addition to defining the professio...

A Survey on Practitioner Attitudes toward Research in Interior Design Education

“…When comparing postprofessional and first professional master's programs, the committee noted that some first professional programs only provide professional training and do not include a research component. The committee proposed a first professional, terminal degree (MID) that incorporates both design practice and research (IDEC Position Paper, 2006; Weigand & Harwood, 2007). Additionally, the committee noted the grave shortage of interior design educators and discussed the lack of clarity on what constitutes the terminal degree in interior design as one factor that has led to the shortage (Thompson, 2007).…”

“…In contrast, the Master of Fine Arts (MFA) and Master of Architecture (MArch) are understood to be terminal degrees. Furthermore, a variety of degree types and academic locations (e.g., home economics, art, or architecture) have exacerbated confusion (IDEC Position Paper, 2006; Weigand & Harwood, 2007). In examining Interior Design and Related Graduate Programs in the United States and Canada, 10 different graduate degrees were listed (Interior Design and Related Graduate Programs, 2010).…”

“…More importantly, Dohr et al (2008) stated that “A graduate degree is not valued by design firms, i.e., little or no increased pay for those who earn an advanced degree, no knowledge of what an advanced degree can bring to the firm, etc.” (p. 3). This last statement is of concern to the profession particularly during a time when some design educators are exploring the MID as the first professional degree (Guerin, 2007; Guerin & Thompson, 2004; Weigand & Harwood, 2007). As noted by Kroelinger (2007), “Will employers hire program graduates at appropriate salaries that justify the additional costs of obtaining the [MID] degree” (p. 16)?…”

“…The end product of the master's degree is typically a research investigation/project meant to advance the body of knowledge for a profession (White & Dickson, 1994). As a result, some interior design educators have argued for a 5‐year first professional Master's of Interior Design (MID) degree that incorporates both design practice and research (Dohr, 2007; Guerin, 2007; Thompson & Guerin, n.d.; Weigand & Harwood, 2007).…”

IDEC's History: Important Milestones 1963–1978

“…In 1985, degree requirements for interior design educators were stated clearly for the first time in IDEC's “Appointment, Tenure, Promotion” document, which was subsequently revised in 1993. In 2007, the Journal of Interior Design published IDEC's white paper “Defining Graduate Education in Interior Design” (Weigand & Harwood, 2007) to address graduate degree issues. In 2008, IDEC posted “The Value of Including Creative Endeavors in the Tenure and Promotion Process” (IDEC, Creative Scholarship Task Force Members, 2008) on the IDEC website to address creative scholarship in interior design.…”