China
Africa
Explore chapters and articles related to this topic
A Temporal Attitude
Published in Stephen Temple, Developing Creative Thinking in Beginning Design, 2018
Expecting the onerous pace of contemporary life to govern the role of the designer is incongruous to the nature of design. Instead, design requires the kind of time that most of us think we cannot afford to invest in such frivolous activity. Design is not a game where the one with the most brilliant idea wins. Design is not a question of finality or even disciplinary refinement. It is also not an issue of efficiency or subversive trickery. A design education is obligated to provide a student with the necessary tools to recognize, mediate, and manifest ideas; a foundational position from which she can practice design. Design entails the acknowledgment, development, and betterment of ideas rather than the celebration of talent, brilliance, and/or the mystery of revelation or divine grace. For a designer, who is expected to make something out of nothing, design is not magic, as if the result of superhuman abilities the rest of us do not possess. An idea, even a great idea, is not the same thing as a design. And certainly, design is also not a formulaic method to be performed in a preconceived manner, as if executing a cake recipe. The crucial choices a designer makes while engaged in the design process or the important decisions the designer makes when chasing an idea are more about maneuvering through time than anything else. When design is the agenda, the designer finds herself empowered with opportunity and learns that the most meaningful advantage is the negotiation of time. When a designer is aware that design is not a spontaneous epiphany or a result of a long rumination, she can step into a spectrum of time with the honest intention to use it to her advantage (see Figure 8.1).
4 The Construction Design Manager
Published in Stephen Emmitt, Kirti Ruikar, Collaborative Design Management, 2013
Most contracting organisations have some form of career structure for design managers, related to experience and responsibilities. Given the relative newness of the discipline, it is common for contractors to allow both a vocational and an academic route for career development. This usually takes the form of a hierarchy, which moves from managing documents, to managing the process, to managing people and providing design leadership across multiple projects at the top: Document control. This is the entry level, with individuals holding an HNC or HND. This is where aspiring design managers learn about design management and also get to understand how the business is managed by working with design documentation. Once they have developed an appropriate level of understanding, they can progress to a design coordinator role.Design coordinator (trainee design manager). Design coordinators will need at least a first degree in a building discipline that includes design education, such as architecture, architectural engineering, architectural technology, building surveying, design management, civil engineering, services engineering or structural engineering. The three case studies in this chapter are written by graduates of the AEDM programme at Loughborough University. Alternatively design coordinators may have acquired the appropriate practical experience to undertake this role, perhaps supported with CPD activities. Design coordinators are usually tasked with managing the process.Design manager. Individuals will have qualifications equivalent to charter-ship with the CIOB. It is at this level that leadership abilities start to emerge, people skills being developed and honed and commercial sensitivity developed by working on bid management. Design managers are usually tasked with managing people and processes and an important skill will be the ability to work across institutional and disciplinary boundaries.Design director (senior design manager). The design director will work across multiple projects on behalf of the contracting organisation. He or she will form an important interface between the business objectives of the organisation and the organisation's project portfolio. This position demands excellent leadership skills, people skills and commercial management skills.
The influence of virtual human representations on first-year architecture students’ perceptions of digitally designed spaces: a pilot study
Published in Building Research & Information, 2022
Bushra Obeidat, Esra'a Abdul Rahman Jaradat
As design is an architect’s most important talent, approximately half of the architecture curriculum in a typical architecture school is devoted to design learning. The architectural education system is based on the concept of a design studio, where students of architecture learn the term ‘design’ and come to understand what the practice entails (Salama, 2016). Design education is a blend of technology, art, and science, and the design school curriculum reflects the subject’s interdisciplinary character (Bequette & Bequette, 2012; Salama, 2016). Freshman students begin to explore basic design principles in their first semester, manually using 2D objects, freehand sketches, and conceptual 3D physical models to help widen their cognitive and perceptual understanding of space, element relationships, and proximity. This explains the tendency to rely on schematic two-dimensional human figures to represent human users in the designs (Anderson, 2002). Two-dimensional figures are non-responsive, non-dynamic representations of people that can help with identifying the functionality of designed spaces, but they can never express the various human behaviours in relation to space design (Hong & Lee, 2019).
Comparing the meaning of ‘thesis’ and ‘final year project’ in architecture and engineering education
Published in European Journal of Engineering Education, 2023
Rahman Tafahomi, Shannon Chance
The aspects of design and design-research in engineering education may be more challenging to define than in architecture due to the multitude of engineering sub-fields. The level and nature of design education can vary significantly among different branches such as chemical, electrical, mechanical, and computer engineering. Civil and structural engineering, product design, design engineering, and mechanical engineering, in our view, align most closely with architectural education in terms of pedagogy. This is because they all incorporate design thinking and frequently influence or shape the built environment and/or physical artifacts.