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Every fashion collection begins with research. But how do you start? How much should you do? How do you use that research? Fashion Design Research is designed to answer these questions and demystify the process for students.Illustrated throughout with inspirational photographs and images of good practice within student sketchbooks, the book begins with the basics of primary and secondary research sources and shows students how and where to gather information. Chapters on market, fabric, and color research follow before the final chapter shows how to gather all the information together, underst

This paper presents a novel conceptual framework for assessing design research projects. Present-day design research is typified by projects, which traverse disciplinary, methodological, and conceptual boundaries that often have wide-ranging social, cultural, and economic impact to industry, government bodies, and the wider public. Given design's application in addressing serious issues ranging from antimicrobial resistance to mobility, from ageing to migration it can be difficult to understand and unpick the exact nature and scale of design research and the roles that design researchers and designing (both processes and outcomes) play. The design research conceptual framework has been developed as a communicative tool for illustrating levels of design involvement in a project. The paper highlights the design input involved in current design research and provides a comparative measure of design's role in a wide range of projects that fall under the umbrella term of "design research" in the UK.

This paper presents a novel conceptual framework for assessing design research projects. Present-day design research is typified by projects, which traverse disciplinary, methodological, and conceptual boundaries that often have wide-ranging social, cultural, and economic impact to industry, government bodies, and the wider public. Given design's application in addressing serious issues ranging from antimicrobial resistance to mobility, from ageing to migration it can be difficult to understand and unpick the exact nature and scale of design research and the roles that design researchers and designing (both processes and outcomes) play. The design research conceptual framework has been developed as a communicative tool for illustrating levels of design involvement in a project. The paper highlights the design input involved in current design research and provides a comparative measure of design's role in a wide range of projects that fall under the umbrella term of "design research" in the UK.

This paper is to be read in context with the paper of Uli Herres (next paper in thisjournal), since the two explain the handling of specific forms of knowledge in theMaster of Arts in Architecture course at the Lucerne University of Applied Sciencesand Arts and in the related Research Group Material Structure Energy in Architecture.Research by Design is established in the curricula of teaching as well as in research ondifferent levels from regular teaching in architecture to the PhD program. Theinteraction is a two directional, meaning that teaching influences research as researchinfluences teaching. The concept of combining theory and practice in the Master ofArts in Architecture course at the HSLU – T&A forms the basis of the concept ofresearch by design as applied by the Research Group Material Structure Energy inArchitecture.The Master course in architecture is directly linked to the work of the Research Group,a request that has been stated by the governmental guidelines for the introduction ofa master program in architecture at the universities of applied sciences inSwitzerland.The University of Applied sciences and Arts Lucerne took this opportunity to establisha model that introduces the interaction of design methods with scientific methods inthree steps. The basis is set with a distinct content linked to the credo "building as system" of the Department Technique and Architecture. This meant a clear focusingon issues directly linked to the design of buildings.Keywords: architecture, research, spatial knowledge, design teaching

This paper brings together some key research issues in design participation: Is it possible to develop a computer-based architectural design application which can be used by completely untutored lay participants in a meaningful design process? How can the designs created by the participants be objectively compared with other building designs created to the same brief by professional architects? What are the implication of design participation as an expression of a wider social and political process of 'democratisation'? The research described here is based on a pioneering project called 'Computer Aids for Design Participation' conducted in the 1970's. While the computing facilities used in this project would be considered incredibly primitive by today's standard, the research methodology, including software design and empirical studies with participants is still relevant today.

ABSTRACTTeaching research design is a core component of a political science curriculum. In our pedagogy, we often do two things separately: expecting students to (1) read and digest the work of established scholars, and (2) explore their own interests in the form of a research design or research paper. In a reverse research design, I bridge these two components with a pedagogical tool. I use a published book or article relevant to the course and students retrace the published author's process, placing themselves in the author's shoes. Rewinding some years, students imagine that they are this author writing a grant proposal to conduct the (now-completed) study. This helps students to work through the steps of research design, putting aside until later the more intimidating hurdle of articulating their own research question and project. This article explains reverse research design and describes the teaching resources and methods for implementation.

Históricamente, la educación de diseño se estructuró alrededor de proyectos como soluciones en un futuro previsible y cognoscible. Sin embargo, los investigadores que operan en el paisaje del Diseño para la Transición deben lidiar con un terreno mucho menos cierto. Los desafíos quedan fuera del alcance de lo que comúnmente se ha entendido como el ámbito del diseñador. Los proyectos de transición no encajan dentro de los ritmos habituales de los sistemas políticos, económicos y gubernamentales; a menudo requieren una coordinación completa y compleja entre los actores en diferentes sistemas; están dirigidos al cambio social, cultural y psicológico; la ubicación de la práctica es un sistema vivo que no ofrece un conjunto confiable de puntos de inflexión. Teniendo en cuenta la investigación de Diseño para la Transición basada en la práctica, este artículo describe los enfoques adoptados, analiza los desafíos de la realización de investigaciones y propone consideraciones clave para abordar en el trabajo futuro. ; Historically, design education was structured around projects as solvable within a foreseeable and knowable future. However, researchers operating in the landscape of transition design must contend with far less certain terrain. Challenges fall outside the scope of what has commonly been understood as the designer's purview. Transition projects do not fit within the customary rhythms of political, economic, and governmental systems; they often require replete and complex coordination between actors in different systems; they are directed towards social, cultural, and psychological change; the location of practice is a living system that offers no reliable set of inflection points. Considering practice-based transition design research, this article outlines approaches taken, discusses challenges of conducting research, and proposes key considerations to address in future work. ; Historicamente, a educação de design se estruturou ao redor de projetos como soluções num futuro previsível e cognoscível. ...

This book advances an interdisciplinary and innovative approach to urban design, whilst recognising that distinctly different traditions exist within its study and practice. It informs users who are grappling with urban design research problems, but who need the inspiration to move from idea to methodological approach. Through the work of 32 urban researchers from the arts, sciences and social sciences, it demonstrates a wide range of problems and approaches and shows how the diverse range of complementary approaches can come together to provide a holistic understanding to the design of cities.