Comparison of Occupational Expectations between Interior Design Students and Practitioners

Abstract

Objective The objective of this study was to determine occupational expectations of interior design students for an entry–level design position and to compare them with the occupational expectations of interior design practitioners. Occupational expectations were defined as survey respondents’ perceptions about general work conditions, work relations, job success, and specific tasks performed in their future profession. Research Design A survey of 140 students in all levels of interior design classes was conducted at two universities. The survey questionnaire consisted of three parts to determine preferences and expectations of respondents in terms of general work environment and specific tasks. Eighty–two interior design practitioners throughout the United States were also surveyed with the same questionnaire to determine their occupational expectations for an entry–level design position and to compare them with students’ expectations. Analysis The responses for each statement or task were analyzed for frequency distributions, percentages, and mean scores where applicable. For statistical analyses of the data, Behaviorally Anchored Rating Scales (BARS) and t tests were used to evaluate differences in ratings between upper division students (juniors and seniors) and lower division students (freshmen and sophomores). The same methods were applied for a comparison of responses between upper division students and interior design practitioners. Key Findings Results of the study indicated that, in general, upper division students had more realistic occupational expectations of an entry–level designer position than lower division students. However, upper division students significantly differed from interior design practitioners in their expectations in three categories: Working Conditions, General Work Type, and Business/Management. Conclusion The findings of this study indicated that there was a difference between the occupational expectations of students and practitioners for an entry–level designer position. For students to gain more realistic views of their future profession, further research was recommended to determine appropriate curriculum guidelines for undergraduate education in interior design.