Abstract
Findings from the content analysis of FIDER Accreditation Reports to 91 first–professional degree programs in interior design are presented. The objectives of the study were to identify differences in FIDER evaluations of student work in relation to 1) academic setting (architecture, fine–arts, home economics/human ecology), 2) accreditation status, and 3) baccalaureate and professional school programs. The findings show that evaluation of student work is based on specific and professional concerns for effective interior design practice, and provide reliable indications of the Foundation's decision to award or deny accreditation.
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