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- Dunin-Woyseth von Turow, Halina, 1945, et al.
(författare)
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Developments towards Field-specific Research in Architecture and Design: On Doctoral Studies in Scandinavia since the 1970s
- 2018
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Ingår i: The Production of Knowledge in Architecture by PhD Research in the Nordic Countries. - 2535-4523. - 9789198379723 ; , s. 25-48
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Konferensbidrag (refereegranskat)abstract
- Architectural and design research, especially in the context of doctoral studies, has been pursued in Scandinavia for over forty years. This article sketches how the field of architecture and design has developed over several decades with regard to its three constituent components: professional practice, teaching, and research. The components of practice, teaching, and research acted first as separate, then even as opposite, but later on moved closer together in order to, most recently, synergistically permeate each other. In the decades prior to the mid-1970s, design scholarship relied mostly on mature practitioners who reflected on their life’s work. Teachers were practitioners. The period between the mid-1970s and 1990 brought about an uncritical dialogue with academia, while looking for theoretical and methodological frameworks in established academic disciplines. A polarization between practitioners and researchers emerged. In the 1990s and in the beginning of the new century, a stronger intellectual self-confidence developed among design scholars. Practice, teaching, and research came closer to each other. Most recent years have shown an even stronger movement towards field-specific research. It coincides with a growing awareness of a continuum from creative practice to scientific research, of the potential of research by art and by design, and of inter- and transdisciplinarity which recognize designerly ways of thinking. A kind of “permeability” between various kinds of practices of architecture and design has been observed.
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| 2. |
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| 3. |
- Nilsson, Fredrik, 1965, et al.
(författare)
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Developing Making Scholarship. From Making Disciplines to Field-specific Research in Creative Practices
- 2013
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Ingår i: Knowing (by) Designing. - 9789081323864 ; , s. 40-49
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Konferensbidrag (refereegranskat)abstract
- This paper describes a project which will result in a book with the intentions to present and discuss certain developments in establishing field-specific scholarship within architecture, design and the arts. The idea is that the book will address three periods which differed in their degree of maturing towards a more established and “self-confident” scholarly culture in several schools of architecture in Belgium, Sweden and Norway, where the authors have had the opportunity to teach at the level of doctoral studies. The intention of the book is that each period studied will be illustrated by cases of “excellent research practice” which we regard to have played the role of turning points in the development of the recent decades. These cases will not be discussed in this paper, since its aim is to present the overall set-up of the project and our stance in relation to its different aspects.The book project builds on the authors’ own writings from the period 2001–2012 and will be supplied by commentaries on the role we have played in developing a certain model of understanding what field-specific research in creative practices could be.
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| 4. |
- Nilsson, Fredrik, 1965, et al.
(författare)
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'Doctorateness' in the Making Disciplines. What do experts say on the issue?
- 2014
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Ingår i: 4th International Conference on Professional Doctorates. 10th - 11th April 2014. Wales Millenium Center, Cardiff. Conference Proceedings.
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Konferensbidrag (refereegranskat)abstract
- The expectations with regard to quality of research in the fields of Architecture, Design and Arts as well as its education are constantly higher. In organised research education, academic standards of ‘designerly’ research are being taught and discussed, and the PhD students learn to master the research craft. The final trial is the assessment of the doctoral thesis, where a committee decides whether an expected level of ‘doctorateness’ has been achieved. During the last years a discussion has emerged on how to define the concept of ‘doctorateness’ in the contemporary situation of developments in different fields of knowledge, both in traditional academic disciplines as well as in creative fields. This research project “’Doctorateness’ in the Making Disciplines” studies how the concept of ‘doctorateness’ could be considered in our own field of architecture, design and arts, and arts and design education. The aim of the project is to provide a more operative definition of ‘doctorateness’, which could become a pedagogical tool to be used in research education, in dialogues with professionals on field-specific knowledge and in assessment of doctoral work. The earlier stages of the project were reported on the previous conference on Professional Doctorates (Dunin-Woyseth and Nilsson, 2012). This paper concerns the most recent stage which is based on the planned expert symposium where a group of international experts in assessment of doctoral work in creative fields will be requested to elaborate on their understanding of concepts of “doctorateness” and on field-specific criteria for adequate assessment of research in the Making Professions.It is expected that the insight derived from the symposium will be the next step in the research project on the way to developing approaches for establishing appropriate protocols and standards for doctoral examination processes in practice-based fields.
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| 5. |
- Nilsson, Fredrik, 1965, et al.
(författare)
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Negotiating 'Doctorateness' in Practice-related Design Disciplines. Some Notes from a Scandinavian Perspective of Research Education
- 2012
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Ingår i: 3rd International Conference on Professional Doctorates. Conference Proceedings. - 9780956381248
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Konferensbidrag (refereegranskat)abstract
- There are continually higher expectations with regard to quality of research in the ADA fields (Architecture, Design and Arts). In organised research education academic standards of designerly research are being taught, discussed and negotiated. During the years of doctoral ‘apprenticeship’ the PhD students learn to master the research craft. The final trial is the assessment of the doctoral thesis, where a committee decides whether an expected level of “doctorateness” has been achieved.Already in 1997 UK Council for Graduate Education published a report on quality of doctoral work in the ADA fields, in which the term “doctorateness” appeared in the following context: “The essence of ‘doctorateness’ is about an informed peer consensus on mastery of the subject; mastery of analytical breadth (where methods, techniques, contexts and data are concerned) and mastery of depth (the contribution itself, judged to be competent and original and of high quality)” (UKCGE,1997:11). The concept of “doctorateness” has been central in doctoral courses the authors during several years have offered in Belgium, Norway and Sweden. In 2011-2012 the authors are together with a group of international doctoral candidates studying the “doctorateness” of several recent practice-related doctoral theses in architecture and design executed in Scandinavia. The theses are analysed together with the assessments of the committees, using an approach of integrative research review (Cooper, 1984). This methodology conceptualizes the integrative research review as a form of scientific inquiry similar to the primary research process. The paper will report on the analyses and findings from these studies. The aim is to contribute to a broader debate on whether “doctorateness” as defined in the UKCGE context can become a useful pedagogical tool for promoting a culture of designerly research.
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