scholarly journals Designing a concept store: an interdisciplinary design process

2021 ◽  
Author(s):  
Silvia ROLLA ◽  
Deniz HASIRCI ◽  
Yucel Selin ANAL ◽  
Zeynep EDES
Keyword(s):  
Design Process ◽  
Interdisciplinary Design

Informing sustainable building design

2019 ◽  
Vol 13 (1) ◽  
pp. 194-203 ◽  
Author(s):  
Mathilde Landgren ◽  
Signe Skovmand Jakobsen ◽  
Birthe Wohlenberg ◽  
Lotte Bjerregaard Jensen
Keyword(s):  
Built Environment ◽  
Case Studies ◽  
Design Process ◽  
Integrated Design ◽  
Building Design ◽  
Design Teams ◽  
Design Decisions ◽  
Sustainable Building ◽  
Content Type ◽  
Interdisciplinary Design

Purpose In recent decades there has been a focus on reducing the overall emissions from the built environment, which increases the complexity of the building design process. More specialized knowledge, a greater common understanding and more cooperation between the stakeholders are required. Interdisciplinary design teams need simple and intuitive means of communication. Architects and engineers are starting to increase their focus on improving interdisciplinary communication, but it is often unclear how to do so. The purpose of this paper is to define the impact of visually communicating engineering knowledge to architects in an interdisciplinary design team and to define how quantifying architectural design decisions have an impact during the early phases of sustainable building design. Design/methodology/approach This work is based on a study of extensive project materials consisting of presentations, reports, simulation results and case studies. The material is made available by one of the largest European Engineering Consultancies and by a large architectural office in the field of sustainable architecture in Denmark. The project material is used for mapping communication concepts from practice. Findings It is demonstrated that visual communication by engineers increases the level of technical knowledge in the design decisions made by architects. This is essential in order to reach the goal of designing buildings with low environmental impact. Conversely, quantification of architectural quality improved the engineer’s acceptance of the architects’ proposals. Originality/value This paper produces new knowledge through the case study processes performed. The main points are presented as clearly as possible; however, it should be stressed that it is only the top of the iceberg. In all, 17 extensive case studies design processes were performed with various design teams by the 3 authors of the paper Mathilde, Birthe and Signe. The companies that provided the framework for the cases are leading in Europe within sustainability in the built environment, and in the case of Sweco also in regards to size (number of employees). Data are thus first hand and developed by the researchers and authors of this paper, with explicit consent from the industry partners involved as well as assoc. Professor Lotte B. Jensen Technical University of Denmark (DTU). This material is in the DTU servers and is in the PhD dissertation by Mathilde Landgren (successful defence was in January 2019). The observations and reflection is presented in selected significant case examples. The methods are descriped in detail, and if further information on method is required a more in depth description is found in Mathilde Landgrens PhD Dissertation. There is a lack in existing literature of the effect of visualisation in interdisciplinary design teams and though the literature (e.g. guidelines) of integrated design is extensive, there is not much published on this essential part of an integrated design process.

scholarly journals Engineering and Industrial Design: An Integrated Interdisciplinary Design Theory

2008 ◽  
Author(s):  
Alexander N. Brezing ◽  
Manuel Lo¨wer
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Theory ◽  
Design Research ◽  
Industrial Design ◽  
Product Model ◽  
Theoretical Approaches ◽  
Interdisciplinary Design ◽  
Industrial Designers ◽  
The One

It is generally accepted that superior products result from a balanced consideration of both “technology” and “aesthetic design”. Nonetheless, the gap between the two professions of the “design engineer” and the “industrial designer” has not been bridged since their origination in the course of industrialization [7]. One possible approach to enhance the collaboration of both disciplines is to teach the basics of the respective other’s. In Germany, the main work following this approach of trying to prepare engineers for design collaborations is the VDI guideline 2424 (“The Industrial Design Process”) [21], which was worked out and released in three parts from 1984 to 1988 by a group of engineering design researchers and industrial designers. As no accepted industrial design theory could be identified at that time, the authors of the guideline tried to apply some of engineering design methodology’s proven methods taken from the VDI guideline 2221 [19] that seemed to fit to industrial design. That approach ultimately failed, as the authors of the guideline had to conclude themselves in the opening remarks of its last part [21]. Even if the guideline is still officially in use for the lack of a replacement, it is hardly used in engineering education. Since then however, accepted theoretical approaches have been produced by industrial design research that allow for the definition of an interdisciplinary theory on product development. This paper introduces these approaches and arranges them together with models of engineering design methodology to serve as a basis for a design theory that explains both domains’ competences and responsibilities. A function-oriented product model is set up that illustrates existing interdependencies by classifying a technical product/project according to the relative importance of its technical function (engineering’s competence) on the one hand and its semiotic functions (industrial design’s competence) on the other. The realization of industrial design’s competence as signification and the organization of its devices according to the model of semiotic functions explain existing organizational problems of interdisciplinary design practice. It is demonstrated why industrial design cannot proceed according a purely technical design process such as the one defined in the VDI guideline 2221 and what implications that has on interdisciplinary design projects.

scholarly journals WHAT CAN BE LEARNT FROM 130 CHILDREN'S DREAM WHEELCHAIR DESIGNS? ELICITING CHILD-CENTRED INSIGHTS USING AN INTERDISCIPLINARY DESIGN ANALYSIS FRAMEWORK

2021 ◽  
Vol 1 ◽  
pp. 3409-3418
Author(s):  
Cara O'Sullivan ◽  
Farnaz Nickpour ◽  
Francesca Bernardi
Keyword(s):  
Design Process ◽  
Design Analysis ◽  
Design Approach ◽  
Childhood Disability ◽  
Analysis Framework ◽  
Disabled Children ◽  
Mobility Shift ◽  
Interdisciplinary Design ◽  
Written Descriptions ◽  
Children’S Voices

AbstractThe design of inclusive paediatric mobility (IPM) interventions, such as children's wheelchairs, are entangled with technological, health and social considerations. As narratives around childhood, disability and mobility shift and transform, these entanglements evolve. In order to optimise the experience of childhood mobility, IPM designers must understand and respond to such changes and channel children's own requirements, desires and 'dreams' into the design process; this can be achieved by utilising a child-centred design approach. This paper identifies meaningful child-centred IPM design insights and opportunities through the interdisciplinary analysis of 130 dream wheelchair designs by disabled children, aged 4 to 17 years. A novel interdisciplinary and child-centred design analysis framework is developed to dissect, categorise and code the topics and features expressed through visuals and written descriptions in each of the children's dream wheelchair designs. Children's mobility narratives, desires and requirements are elicited and trending topics are discussed. It is proposed that valuing children's voices in the IPM design process could alter both the process of designing IPM interventions as well as the product outcomes.

scholarly journals Transferring Inter-disciplinary Flood Reconstruction Responses from Japan to the Netherlands

2021 ◽  
Vol 7 (3) ◽  
pp. 12-24
Author(s):  
A. Areso Rossi ◽  
F. van Overstraten Kruijsse ◽  
M Oosterom ◽  
N Moncrieff ◽  
S Suijkens ◽  
...  
Keyword(s):  
The Netherlands ◽  
Design Process ◽  
International Comparison ◽  
East Coast ◽  
Cultural Contexts ◽  
Japanese Case ◽  
Interdisciplinary Design ◽  
Extreme Flood ◽  
Five Disciplines ◽  
Disaster Scenario

Japan and the Netherlands have very different physical, historical and cultural contexts but they share a vulnerability to extreme flood related events and have, in both their (relatively) recent pasts, had to recover from such events: the floods of 1953 in the Netherlands or the tsunami that hit Japan’s east coast in 2011. This paper describes the process and results of two workshops investigating flood reconstruction responses undertaken by students representing five disciplines at TU Delft in the Netherlands. A particular workshop method was employed to promote an interdisciplinary design process and then design responses investigated for the Japanese case were transferred to a hypothetical disaster scenario for Vlissingen, in the south of the Netherlands. The conclusions reached focused as much on the efficacy of the workshop method as the particular design proposals for both cases, as well as on what was learnt via the comparison between Japanese and Dutch contexts and reconstruction philosophies. Keywords: interdisciplinary design; international comparison; tsunami; Vlissingen; Yuriage

scholarly journals Using the Design Thinking Process to Co-create a New, Interdisciplinary Design Thinking Course to Train 21st Century Graduate Students

2022 ◽  
Vol 9 ◽  
Author(s):  
Emily Rose Skywark ◽  
Elizabeth Chen ◽  
Vichitra Jagannathan
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Design Process ◽  
Design Thinking ◽  
Course Design ◽  
Education Institution ◽  
Work Skills ◽  
Graduate Course ◽  
Interdisciplinary Design ◽  
Thinking Process

Background: Our instructional team at the The University of North Carolina at Chapel Hill led an innovative project that used IDEO.org's design thinking process to create a brand-new interdisciplinary graduate course, housed in the school of public health, titled Design Thinking for the Public Good. We offer our course design process as a case study of the use of design thinking for course design.Methods: We collected data and generated insights through a variety of inspiration, ideation, and implementation design thinking methods alongside members of our three stakeholder groups: (2) faculty who teach or have taught courses related to design thinking at our higher education institution; (2) design thinking experts at ours and other institutions and outside of higher education; and (3) graduate students at our institution.Results: We learned that interdisciplinary design thinking courses should include growth-oriented reflection, explicit group work skills, and content with a real-world application.Conclusions: Our course design process and findings can be replicated to design courses regardless of area of study, level, or format.

scholarly journals Interdisciplinary design education: development of an elective course in architecture and engineering departments

2021 ◽  
Vol 68 (1) ◽  
Author(s):  
A. M. Badawi ◽  
M. R. Abdullah
Keyword(s):  
Design Process ◽  
Design Education ◽  
Integrated Design ◽  
Design Studio ◽  
Education Development ◽  
Architectural Engineering ◽  
Interdisciplinary Design ◽  
Traditional Design ◽  
Elective Course ◽  
Integrated Design Process

AbstractCollaboration among disciplines is becoming a standard practice in Architecture, Engineering, and Construction (AEC) industry. However, limited studies have addressed the involvement of interdisciplinarity into architectural undergraduate curricula. The study seeks to expand the literature on this topic, namely by offering an alternative model for teaching an Interdisciplinary Design Course (IDC), mainly in architectural engineering departments, with the participation of engineering departments. The authors hypothesize that by the adoption of the IDC, architecture students would have a better understanding of the nature of AEC interdisciplinary design knowledge. The study aims to highlight the value of the IDC and to test the hypothesis. A qualitative research methodology has been adopted, including the design of an experiment and then the application of a case study comprising four instructors and 24 students from four departments in the Faculty of Engineering, Cairo University. Students’ design process, teamwork attitude, and own experiences on the IDC have been recorded using direct observation, interviews, and surveys. Data have been analyzed using descriptive statistics to identify the effectiveness and challenges of the experiment, in addition to the comparison with the traditional design studio. The results have shown the students’ satisfaction with collaboration with their peers from other disciplines, as it boosted their understanding of the integrated design process and increased their knowledge about each other’s discipline. In addition, architecture students commended the IDC much more than the traditional design studio.

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