Interior Design Practice Research Articles

Thirty Years of Growth in the Literature of Interior Design

The literature of interior design has come to occupy a substantial portion of art book publishing today. A survey of key literature produced since 1961 amply demonstrates the intellectual and social development of interior design from its origins as an aspect of the applied arts, rooted in architectural practice, to its present status as an interconnected but independent discipline. The subsequent thirty years have seen considerable changes in published books on interior design. In particular, newer writings on interior design and decoration represent a sharply defined balance between professional and popular interests. Post-1961 books reflect aspects of design history in the making, and they themselves serve as forms of cultural interpretation. When Gertrude Lackshewitz's bibliography Interior Design and Decoration was published by the New York Public Library in 1961, it was the first reference tool to survey the major literature of the field on a comprehensive basis.1 This publication cited a growing number of reference books, histories, period surveys, and works on specific interior design components. Interior Design and Decoration has thus become a watershed publication, as well as a starting point for further bibliographical investigation. Post-war interior design practices, along with increased disposable income and consumerism, fostered the creation of more publications than ever before. Scholarly design studies developed in earnest throughout the i960s, and publishing on interiors boomed in response to varied professional and general demands.2 Since 1961, standards have been drawn up, educational courses have been plotted, and a proliferation of organizations and associations has been created to advance interior design as a profession. The 1991 Encyclopedia of Associations now lists seventy-four international interior design groups.3 Books of the past thirty years show the rapid evolution of interior design enquiry into two separate contexts useful either for professionals or amateurs. A common thread can be found even within this dichotomy: most authors acknowledge and confront issues related to interior design's role as a cultural force.4 As the literature has grown markedly, the quality of most books' texts has risen to meet the expanding nature of design studies. The most substantial increase in books on interior design and decoration occurred during the i98os, including many picture book and glossy periodical productions, triggered by the rampant consumerism of that decade. The influx of these books firmly established eclecticism as an enduring aspect of industrial and popular taste. A review of significant titles reveals that interior design and decoration research is moving toward new and more sophisticated conclusions.

Patterns: A View of the Relationship between Interior Design Education and Practice

The relationship between interior design education and practice is a strong one. It is well recognized that competence in interior design is acquired and verified through a sequence of education, experience, and examination. The objective of this evaluation is to review material relating to this three–step process. Included in the review are articles on competencies, the updated definition of interior design, the Foundation for Interior Design Education Research (FIDER) standards, the National Council for Interior Design Qualification (NCIDQ)Educational Testing Service (ETS) job analysis study, the proposed internship development program, the NCIDQ examination, and continuing education requirements. Information presented herein provides a comparison of subject content and identifies a common body of knowledge in interior design. By synthesizing this material, a clear picture of the relationship between education and practice is formed. It is through this close integrated relationship that the future is shaped and parameters of the profession are established.

Research in an Undergraduate Interior Design Curriculum

Research is an important component of the design process and should be incorporated into undergraduate interior design curricula. As potential designers, students need to become cognizant of the necessity of systematically seeking information for design solutions and to increase their awareness of the behavioral impact of design through observation. This article describes an undergraduate research experience which focused upon the development of a team research project using a simulated environment as the research laboratory. Because of the success of this project it became the nucleus of a required research course for interior design majors in which students work with a variety of research methods and projects. The goals of the course are to develop an understanding of the relationship between research and the practice of interior design; to develop research skills; to design, develop and implement research projects utilizing primary sources; and to become acquainted with the body of research applicable to interior design. The ultimate goal for incorporation of research methodologies at the undergraduate level is to establish a respect and understanding for research that students will carry into their professional activities.

Quality of Personal Computer Work Settings: Assessment in Facilities with Decentralized Control

The use of personal computers is increasing dramatically, and the users are the primary ones who are creating the work settings, particularly in organizations that practice decentralized control of facilities. This is a study of the quality of work settings being created in a typical organization which practices decentralized control (i.e., Cornell University). Data on personal computer use patterns, fit between use patterns and work settings, and process for creating work settings were collected using a questionnaire, informal interviews and photo documentation. A total of sixty personal computer work settings were surveyed. The findings show that the majority of work settings are prepared by the individual or group using the computer, and that most of these settings conflict with, rather than support, the use of computers. The findings from the survey clearly indicate a responsibility on the part of the interior designer in facilitating user control in the work setting. The findings have implications for interior design education and practice.

A Study of Student Work in FIDER–Reviewed First Professional Degree Programs

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.

The Interior Design Practice: Qualifying Factors of Competent Practice

The Interior Design Practice: Qualifying Factors of Competent Practice