Patterns: A View of the Relationship between Interior Design Education and Practice

Abstract

The relationship between interior design education and practice is a strong one. It is well recognized that competence in interior design is acquired and verijied through a sequence of education. experience, and exurnination. The objective ofthis evaluation is to review material relating to this three-step process. Included in the review are articles on competencies, the updated dejinition of interior design, the Foundation f i w Interior Design Education Research (FIDER) standards, the National Council for Interior Design Quulijication (NC1DQ)lEducational Testing Service (ETS) job analysis .stu&, the proposed internship development program, the NCIDQ examination, and continuing education requirements. Information presented herein provides a comparison of subject content and identqies a common body of knowledge in interior design. By synthesizing this material, a clear picture of the relationship between education and practice is jbrmed. It is through this close integrated relationship that the future is shuped and parameters of the profession are established.

NCIDQ's Early History: Important Developments from 1970 to 1990

“…“Hale Associates of Chicago brought expertise in test development work, as well as experience in performance testing, … [which] equates people to the task performed and therefore is more closely related to the practice of the profession. This critical concept shaped the direction of the recently updated examination, a test that emphasizes the application of knowledge acquired through education and practice” (Harwood, , p. 46). As a result of work with ETS and Hale Associates, the earlier examination was reviewed, enhanced, restructured, reformatted, and reevaluated to align with the new test specifications.…”

CIDA Site Visit: Shifting Toward an Alternative Interior Design Program Evaluation Method

“…Competences in interior design profession are mainly acquired through education (Harwood, 1989). Nevertheless, competences acquired through education do not always match with those required and preferred by practitioners (Harwood, 1989).…”

“…Competences in interior design profession are mainly acquired through education (Harwood, 1989). Nevertheless, competences acquired through education do not always match with those required and preferred by practitioners (Harwood, 1989). For instance, Myers (1982) found that only seven of the top twelve internal design competences are common, as identified by educators and practitioners; while Hernecheck, Rettig, & Sherman (1983) found only three overlapping competences.…”

Strategic Planning for Interior Design Education: Effective Development in Conditions of Resource Decline

“…Concern about the educational and professional development of interior design has stimulated serious discussions on future directions of the discipline (Dickson & White, 1993;Fowles, 1991;Guerin, 1991;Harwood, 1989; White & Dickson, 1994). However, the implications of financial reductions and down-sizing of postsecondary institutions on the development of interior design education have received little attention.…”