Search results
1 – 10 of over 24000Soo Jeoung Han, Mehrangiz Abadi, Bora Jin and Jie Chen
The authors examined team-learning processes in short-term student project teams operating in an intensive design competition at a public university. The purpose of this paper is…
Abstract
Purpose
The authors examined team-learning processes in short-term student project teams operating in an intensive design competition at a public university. The purpose of this paper is to explore the critical facilitators, inhibitors and processes for fostering students' creativity within interdisciplinary design teams in higher education.
Design/methodology/approach
The authors used a qualitative design to explore facilitators, inhibitors and critical processes in interdisciplinary student project teams. They conducted focus group interviews with three winning interdisciplinary teams that participated in a three-day design competition and used a constant comparison to analyze the data.
Findings
The authors identified themes that contributed to creativity at the individual level, the team level and the resource level. The key findings included 12 critical team process phases to achieve one common goal.
Originality/value
The findings of the study yielded to a holistic model of interdisciplinary team development for creativity. Implications for educators and practitioners and suggestions for researchers to expand the interdisciplinary team process model were discussed to facilitate interdisciplinary team creativity in higher education.
Details
Keywords
Aysem Berrin Çakmakli, Ipek Gursel Dino, Esin Komez Daglioglu, Ekin Pinar and Pelin Yoncacı Arslan
This paper aims to discuss the potentials of interdisciplinary exercises that bring together art and design methodologies in expanding as well as redefining the given methods and…
Abstract
Purpose
This paper aims to discuss the potentials of interdisciplinary exercises that bring together art and design methodologies in expanding as well as redefining the given methods and principles of basic design in architecture education. The primary purpose is to improve the conventional, well-established principles and methodologies of basic design studios into fresh perspectives.
Design/methodology/approach
Focussing on the case study of a basic design studio assignment that translated Richard Serra's Verb List (1967-68) into space-generating operations, the authors analyse how a diagonal interdisciplinary approach to studio pedagogy opened up the basic design studio into the exploration of new concepts and approaches. The assignment encouraged architecture students to productively and creatively engage with a significant art historical work for the purposes of design thinking and exploration.
Findings
Findings reveal that the students explored the possible reciprocal influences between materials, actions, and issues of form and organisation, thereby operating in an interface between art, architecture and design surveying the possible interactions between these disciplines. Based on the outcome of this studio exercise, the authors argue that designing assignments that would bring together various and sometimes even conflicting approaches of different fields allow us to reassess and conceptualise anew the pedagogical aims and modi operandi.
Originality/value
The research is original in the ways in which it suggests many possibilities of dialogue, interaction and collaboration between art, design and architecture studios.
Details
Keywords
Mikkel Hjort, W. Mike Martin and Jens Troelsen
The purpose of this paper is to develop a design strategy that investigates the systematic use of interdisciplinary knowledge through a transparent decision-making process. The…
Abstract
Purpose
The purpose of this paper is to develop a design strategy that investigates the systematic use of interdisciplinary knowledge through a transparent decision-making process. The study identifies relevant design parameters that should be considered in the development of this design strategy.
Design/methodology/approach
The empirical data were collected through observations of the design process of two new sport facilities, meetings with sport, well-being and aging experts and through semi-structured interviews with end-users. The development of the proposed design strategy is based on a methodology with elements from “Knowledge to Action (KTA),” “Action research” and a “List of value concepts.” The rigid timetable guaranteed systematic progress, where both knowledge from the end-users and experts were incorporated throughout the decision-making process.
Findings
The two case studies documented results involving end-users and experts in a systematic way. In conclusion, it was apparent that the use of interdisciplinary collaboration informed the design outcome.
Practical implications
Based on the two cases, the following advice can be given to the architectural profession: architects should use the KTA model or similar in order to target the search for relevant interdisciplinary knowledge and ensure that relevant evidence is involved in the design process of upcoming projects regarding sport and recreation. Architects should make the design process transparent so that one can see which design decisions have been made through the design process. This must be done to ensure that there is greater coherence between vision and practice.
Originality/value
The study showed how architects could import knowledge, skills and values from other disciplines such as environmental psychology and active living research to improve the decision-making process of future sport and recreation projects. It was also clear that this design decision process could be made more transparent in the effort to allow the various stakeholders to take ownership of the resulting design outcomes.
Details
Keywords
Ruoyu Jin, Tong Yang, Poorang Piroozfar, Byung-Gyoo Kang, Dariusz Wanatowski, Craig Matthew Hancock and Llewellyn Tang
The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary…
Abstract
Purpose
The purpose of this paper is to present a pedagogical practice in the project-based assessment of architectural, engineering and construction (AEC) students’ interdisciplinary building design work adopting BIM. This pedagogical practice emphasizes the impacts of BIM, as the digital collaboration platform, on the cross-disciplinary teamwork design through information sharing. This study also focuses on collecting students’ perceptions of building information modeling (BIM) effects in integrated project design. Challenges in BIM adoption from AEC students’ perspective were identified and discussed, and could spark further research needs.
Design/methodology/approach
Based on a thorough review of previous pedagogical practices of applying BIM in multiple AEC disciplines, this study adopted a case study of the Solar Decathlon (SD) residential building design as the group project for AEC students to deliver the design work and construction planning. In total 13 different teams within the University of Nottingham Ningbo China, each group consisting of final year undergraduate students with backgrounds in architecture, civil engineering, and architectural environmental engineering, worked to deliver the detailed design of the solar-powered residential house meeting pre-specified project objectives in terms of architectural esthetics, structural integrity, energy efficiency, prefabrication construction techniques and other issues such as budget and scheduling. Each team presented the cross-disciplinary design plan with cost estimate and construction scheduling together within group reports. This pedagogical study collected students’ reflective thinking on how BIM affected their design work, and compared their feedback on BIM to that from AEC industry professionals in previous studies.
Findings
The case study of the SD building project showed the capacity of BIM in enabling interdisciplinary collaboration through information exchange and in enhancing communication across different AEC fields. More sustainable design options were considered in the early architectural design stages through the cross-disciplinary cooperation between architecture and building services engineering. BIM motivated AEC student teams to have a more comprehensive design and construction plan by considering multiple criteria including energy efficiency, budget, and construction activities. Students’ reflections indicated both positive effects of BIM (e.g. facilitating information sharing) as well as challenges for further BIM implementation, for example, such as some architecture students’ resistance to BIM, and the lack of existing family types in the BIM library, etc.
Research limitations/implications
Some limitations of the current BIM pedagogy were identified through the student group work. For example, students revealed the problem of interoperability between BIM (i.e. Autodesk Revit) and building energy simulation tools. To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case studies, for the purpose of providing professional advice on improving the constructability of the BIM-based design from student work.
Practical implications
To further integrate the university education and AEC industry practice, future BIM pedagogical work could recruit professionals and project stakeholders in the adopted case study, for the purpose of providing professional advice in improving the constructability of the BIM-based design from student work.
Originality/value
This work provides insights into the information technology applied in the AEC interdisciplinary pedagogy. Students gained the experience of a project-based collaboration and were equipped with BIM capabilities for future employment within the AEC job market. The integrated design approach was embedded throughout the team project process. Overall, this BIM pedagogical practice emphasized the link between academic activities and real-world industrial practice. The pedagogical experience gained in this BIM course could be expanded to future BIM education and research in other themes such as interoperability of building information exchange among different digital tools.
Details
Keywords
Jason B. Walker and Michael W. Seymour
This paper aims to investigate the design charrette as a method for teaching sustainability.
Abstract
Purpose
This paper aims to investigate the design charrette as a method for teaching sustainability.
Design/methodology/approach
The paper utilizes a student‐based design charrette for the Mississippi Gulf Coast comprising a framework for teaching sustainability. An assessment of the charrette's role in promoting sustainability in higher education was ascertained through respondents completing pre‐ and post‐charrette surveys.
Findings
The paper provides survey results that shed light on the effectiveness of the charrette as an approach for teaching sustainability in higher education.
Research limitations/implications
This research indicates that a charrette framed with criteria for teaching sustainability is viable. However, the study has limitations owing to the project's scope and its being a single‐case sample.
Practical implications
The paper shows that actively engaging students in interdisciplinary, service‐oriented projects is of value in teaching concepts of sustainability in higher education.
Originality/value
The paper addresses the need for sustainability in higher education, focusing on disciplines of design, by assessing the effectiveness of a well‐accepted design teaching approach, the charrette.
Details
Keywords
The study aims to explore the interaction between the students, the material objects surrounding them, and their social site. The purpose of this paper is to identify and…
Abstract
Purpose
The study aims to explore the interaction between the students, the material objects surrounding them, and their social site. The purpose of this paper is to identify and elucidate information literacy as it is being enacted within a complex and heterogeneous community of PhD students.
Design/methodology/approach
The study is conducted from a practice-based perspective, according to which information literacy is conceived as learnt through interaction within the socio-material practice where the learner is active. In order to produce empirical material, semi-structured interviews were conducted with ten doctoral students in an interdisciplinary research network, and their workplaces were visited.
Findings
The PhD students in this interdisciplinary network are more or less constantly engaged in the enactment of information literacy. It takes place in dialogue with others who can be both co-located and distantly located, and occurs through discussions about work in progress, through processes of evaluation and assessment of texts and authors, and through mundane everyday activities such as participating in meetings, which offer insights into how to navigate, in the broadest sense, the world of academia. A crucial part of the enactment of information literacy, which in practice is inseparable from interaction with others, is to pay attention to physical surroundings and material objects.
Practical implications
The findings have implications for prospective PhD students in interdisciplinary fields, for their supervisors, and potentially also for librarians who are supposed to serve these groups.
Originality/value
Research on the information literacies of PhD students in interdisciplinary fields is scarce. The practice-based approach applied in this study offers an extended and deepened understanding of the enactment of information literacy among PhD students in one interdisciplinary research practice.
Details
Keywords
Monica Nandan and Manuel London
The purpose of this paper is to provide a rationale for developing interprofessional competencies among graduates from professional and graduate programs, so that they are well…
Abstract
Purpose
The purpose of this paper is to provide a rationale for developing interprofessional competencies among graduates from professional and graduate programs, so that they are well prepared to participate in local, national and global social change strategies.
Design/methodology/approach
After reviewing the literature on strategic social change initiatives the authors briefly describe two such initiatives: corporate social responsibility initiatives and social entrepreneurial ventures. After reviewing the interprofessional literature from various disciplines and professions, the authors categorized them into “competencies,” “rationale,” “conceptual framework,” “principles” and “challenges.” An examination of exemplar pedagogy from this body of literature suggests ways to prepare students to lead and actively participate in innovative, collaborative social change initiatives.
Findings
Interdisciplinary competencies include teamwork, communication, contextual understanding, negotiation, critical thinking, leadership, openness and adaptability. Interprofessional educational models are difficult to implement, however, ethical responsibility of educators to prepare students for complex realities trumps the challenges.
Practical implications
Interprofessional educational experiences can enable students to engage in generative and transformational learning which can later facilitate in creation of innovative solutions for society's recalcitrant physical, social and environmental issues.
Originality/value
Based on the system's perspective, the paper provides guidelines and strategies for implementing interprofessional pedagogical initiative.
Details
Keywords
The growing needs of interdisciplinary research have been hindered by implementation difficulties because of factors such as the availability and distribution of related…
Abstract
Purpose
The growing needs of interdisciplinary research have been hindered by implementation difficulties because of factors such as the availability and distribution of related knowledge. Knowledge management could be a viable solution to address the problems of interdisciplinary research and further its synergic effect by optimizing the use of knowledge across different disciplines. A knowledge management ecological (KME) approach that facilitates the study of knowledge management in discourses between different disciplines was proposed and applied in a case study within an interdisciplinary environment comprising three disciplines: software development, software business and music education.
Design/methodology/approach
Semi-structured interviews were conducted with three groups of key informants to examine the knowledge management processes within the environment.
Findings
The findings reveal the details of knowledge management activities in each of the three disciplines, but the lack of collaboration between them limits the opportunity for a synergistic effect to benefit the cross-discipline environment.
Originality/value
This study shows how the KME approach can be used to deepen the interdisciplinary understanding of knowledge management within and between different disciplines.
Details
Keywords
Akponanabofa Henry Oti, Peter Farrell, Abbes Berrais, Paul McMahon, Mostapha Boulbibane, Spyridon Paschalis, Yassin Osman, Furat AL-Faraj and Malcolm Duncan
In line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are…
Abstract
Purpose
In line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are important aspects of satisfaction that are monitored annually by universities using tools such as the National Student Survey (NSS). The NSS results are useful for educational planning and informing consumer choices. This research measured undergraduate student experiences on an interdisciplinary project using the NSS framework. Hinged on diversity, the purpose was to investigate whether full-time (FT), part-time (PT) and degree apprenticeship students with varied work experience enhance their learning studying together on an interdisciplinary project.
Design/methodology/approach
This research has measured, using the NSS criteria, student experiences on an interdisciplinary project on a civil engineering programme. It benchmarks the quality of learning and student understanding and perceptions of learning. The method is based upon a literature review and questionnaire survey of students.
Findings
Results indicate good amounts of peer influence on learning in a simulated interdisciplinary team setting supported by a mix of diverse work experience in students’ background.
Originality/value
Sections of the NSS are extended with additional questions to capture the impact that FT, PT and degree apprenticeship study modes, closely associated with students’ background of job experience, have on teaching and learning.
Details
Keywords
Scott Strachan, Louise Logan, Debra Willison, Rod Bain, Jennifer Roberts, Iain Mitchell and Roddy Yarr
As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way…
Abstract
As higher education institutions (HEIs) have increasingly turned to consider sustainability over the last decade, education for sustainable development (ESD) has emerged as a way of imbuing students with the skills, values, knowledge, and attributes to live, work, and create change in societies facing complex and cross-cutting sustainability challenges. However, the question of how HEIs can actively embed ESD more broadly in and across curricula is one that continues to challenge institutions and the HE sector as a whole. While traditional teaching practices and methods associated with subject-based learning may be suitable for educating students about sustainable development, a re-orientation towards more transformational, experiential and action-oriented methods is required to educate for sustainable development. The need for educators to share their practices and learn lessons from each other is essential in this transformation.
This paper presents a selection of practical examples of how to embed a range of interactive, exploratory, action-oriented, problem-based, experiential and transformative ESD offerings into HE teaching practice and curricula. Presented by a group of academics and professional services staff at the University of Strathclyde who lead key modules and programmes in the institution’s ESD provision, this paper reflects on five approaches taken across the four faculties at Strathclyde (Humanities and Social Sciences, Science, Engineering and the Strathclyde Business School) and examines the challenges, practicalities and opportunities involved in establishing a collaborative programme of ESD.
Details