2014
DOI: 10.1111/j.1476-8070.2014.01772.x
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Sustainable Design Re‐examined: Integrated Approach to Knowledge Creation for Sustainable Interior Design

Abstract: The article focuses on a systematic approach to the instructional framework to incorporate three aspects of sustainable design. It also aims to provide an instruction model for sustainable design stressing a collective effort to advance knowledge creation as a community. It develops a framework conjoining the concept of integrated process in sustainable building practice and the learning as knowledge creation theory. It presents a case study where the framework was applied to a project emphasising the role of … Show more

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Cited by 10 publications
(7 citation statements)
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“…The main objective was to create the appropriate collaborative environment for establishing a framework for cleaning and maintaining a sustainable clean environment. This can be done through the integrated process of a repeated pattern of research or analysis and team workshops in each phase of the project (Lee, 2014). In Lee's (2014) framework, designers shared expertise from various individuals in their related fields during the pre-design phase; constructed and justified initial concepts and ideas during the design development phase; and disseminated the new knowledge during the documentation and presentation phase.…”
Section: Design Thinking As Interventionmentioning
confidence: 99%
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“…The main objective was to create the appropriate collaborative environment for establishing a framework for cleaning and maintaining a sustainable clean environment. This can be done through the integrated process of a repeated pattern of research or analysis and team workshops in each phase of the project (Lee, 2014). In Lee's (2014) framework, designers shared expertise from various individuals in their related fields during the pre-design phase; constructed and justified initial concepts and ideas during the design development phase; and disseminated the new knowledge during the documentation and presentation phase.…”
Section: Design Thinking As Interventionmentioning
confidence: 99%
“…This can be done through the integrated process of a repeated pattern of research or analysis and team workshops in each phase of the project (Lee, 2014). In Lee's (2014) framework, designers shared expertise from various individuals in their related fields during the pre-design phase; constructed and justified initial concepts and ideas during the design development phase; and disseminated the new knowledge during the documentation and presentation phase. Such new knowledge can be adopted for future practice, and can become new custom for achieving a sustainable clean environment.…”
Section: Design Thinking As Interventionmentioning
confidence: 99%
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“…The literature on sustainable design education incorporates many studies ranging from sustainability teaching methods in design studio and non-studio courses (Afacan, 2014;Fletcher & Dewberry, 2002;Gurel, 2010;Lee, 2014) to student experiences on sustainability awareness and perception (Brundiers & Wiek, 2011;Stark, Gyu & Park, 2016). It is not the scope of this study to list the literature contributing to sustainability integration in design curricula, rather it tries to overcome the following three knowledge gaps in sustainability education specific to the interior design context (Fischer & McAdams, 2015).…”
Section: Sustainability In Interior Design Curriculummentioning
confidence: 99%
“…Firstly, interior design education has lagged in integrating some aspects of sustainability, such as solar energy use, which is not taught in detail (Zuo et al, 2010). Secondly, there is a heavy focus on the technical-solution driven approach, which means adopting only prescribed solutions from available green design standards (Lee, 2014), rather than letting students formulate their own answers based on a critical analysissynthesis-evaluation process. Thirdly, most of the studies on and concerns for sustainability in interior design explore curriculum and student awareness issues (Fischer & McAdams, 2015), and do not address instructional models, such as how to endow students with real-world sustainability skills, including effective reasoning process, self-directed learning, critical awareness of physical, social and economic dimensions of sustainable design and innovative project development.…”
Section: Sustainability In Interior Design Curriculummentioning
confidence: 99%