Entry–Level Interior Design Competencies

Abstract

OBJECTIVE: The purpose of this study is to determine whether residential designers and nonresidential designers differ in the ranking of the eight FIDER knowledge categories and the specific competencies within each category. RESEARCH DESIGN: A questionnaire was designed by the researchers based on the 1988 FIDER Standards and Guidelines/First Professional Degree Level. The questionnaire was mailed to the 340 professional and associate members of the Ohio North Chapter of the American Society of Interior Designers; 139 were returned of which 137 were usable, resulting in a response rate of 40%. For the purposes of this study only professionals who classified themselves as either residential or nonresidential designers were used in the analysis of the data. ANALYSIS: Mean scores and t–tests were calculated to evaluate differences in ratings between residential and nonresidential designers. KEY FINDINGS: Results of the study indicate that there is general agreement between residential and nonresidential designers on the ranking of the eight FIDER knowledge categories but significant differences on specific competencies. CONCLUSION: The findings of the study indicate that curricula that meet the current FIDER guidelines prepare students for entry–level positions in both residential and nonresidential interior design.