Core Design Aspects

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Abstract

This statement gives an overall summary of the aims and achievements of the research work and scholarship carried out by the author during her time at The University of Manchester (and UMIST – now part of The University of Manchester) for which the publications presented give evidence. The research has been about exploring the design process, the activities and issues, and elements involved – from both an industry and student point of view. The publications explore design pedagogy, the skills required by designers and how these might fit into a curriculum for design today.In three parts it summarises the publications presented, reviews the main aspects of design and the current state of knowledge and research in design and summarises the core aspects as distilled from over 36 years practice, research and scholarship.The driver for much of the research undertaken has been to gain a better understanding of the core aspects of design – what key knowledge and skills are required by designers to allow the consistent design of better products and services which enhance the experiences of users. The work presented investigates design and design methods: the activities and processes and the elements involved. It considers responses to designs, the emotional aspect of design - why some designs are preferred over others, why some colour combinations are more desirable, and why repetition is so important to the human psyche. Underpinning the work presented are three research questions.• Are design rules and processes generic for whatever is being designed?• Can a better understanding of design theory and the emotional response to designs ensure a more effective process and thus lead to stronger designs?• Can students be educated to be better design thinkers and ultimately better designers? It concludes that:• ‘design’ is a process;• design is a problem-solving process and problem-solving is a design process;• for the most effective outcomes a creative and structured approach is required;• this process is based on generic rules and principles which are applicable across all discipline areas;• collaborative/cross disciplinary elements reinforce the concept that there are processes involved that are not unique to individuals or discipline specific; • a greater understanding of the process is of benefit to all individuals and organisations;• any design/problem solving activity will normally result in more than one solution option.The results of the research have informed the author’s teaching practice and have been disseminated through publications to benefit the wider education arena. The work presented aims to inform students and design education practitioners.

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Conference paper1. Collis, A., Hiley, A., Wilson, J. (2007) ‘Through the wardrobe: a generic platform to foster the evolution of creative problem solving skills’ Creativity or Conformity? Building Cultures of Creativity in Higher Education’. University of Wales Institute, Cardiff 8-10 January. Available at http://www.google.co.uk/search?client=safari&rls=en&q=Through+the+wardrobe:+a+generic+platform+to+foster+the+evolution+of+creative+problem+solving+skills%22&ie=UTF-8&oe=UTF-8&redir_esc=&ei=h_HqTNPlJYbOhAeQxsDPCQ (Accessed: 21 November 2010).Refereed conference paper2. Wilson, J., Hiley, A. and Collis, A. (2008) ‘The development of a module to equip students with real-world problem-solving skills’, EE2008 – the International Conference on Innovation, Good Practice and Research in Engineering Education conference. Loughborough University, Loughborough 14-16 July, Higher Education Academy Engineering Subject Centre and the UK Centre for Materials Education. Available at: http://www.engsc.ac.uk/downloads/scholarart/ee2008/p062-hiley.pdf (Accessed: 4 October 2010).

Book1. Wilson, J. (2001) Handbook of textile design; principle, process and practice. Cambridge: Woodhead Publishing. Exhibition catalogue2. Collis, A., Donnelly-Bale, K., O’Hana, S., Wheeler, V., and Wilson, J. (eds.) (2009) Creative connections - art meets science. Exhibition held at MOSI, Manchester 24th October – 1st November [Exhibition catalogue]Refereed journal papers3. Sayer, K., Wilson, J. and Challis, S. (2006) ‘Seamless knitwear – the design skills gap’, The Design Journal, 9(2) pp. 39-46.4. Sayer, K., Wilson, J. and Challis, S. (2006) ‘Problem based learning in constructed textile design’, International Journal of Art and Design Education, 25(2) pp. 156-163.5. Bruce, M., Benson, L., Oulton, D.P., Hogg, M. and Wilson, J. (2001) ‘Optimising product colour’, Review of Progress in Colouration, Society of Dyers and Colourists, (31) pp. 29-35.6. Wilson, J., Benson, L., Bruce, M., Hogg, M. and Oulton, D.P. (2001) 'Predicting the future: an overview of the colour forecasting industry’, The Design Journal, 4(1) pp 15-31. 7. Benson, L., Bruce, M., Oulton, D.P., Hogg, M. and Wilson, J. (2000) ‘The art of colour forecasting’, International Journal of New Product Development and Innovation Management, 1(4) pp 311-320.Conference papers - invited 8. Wilson, J. (2007) ‘Underpinning the design process - teaching textile design for a global market’, New Silk Route: Design Education and Research Conference, The Sheraton, Karachi, Pakistan 10-11 February, British Council Deputy High Commission, pp. 34-40.9. Wilson, J., Challis, S. and Sayer, K. (2005) ‘Designing for the Future’, 3rd International Conference on Advanced Fiber/Textile Materials 2005, Shinshu University, Udea, Japan 25-27 August. 3rd ICFTM 2005 Proceedings, pp.5-6. Conference paper and book chapter10. Wilson, J. and Challis, S. (2002) ‘Colour, design and emotion’, Design and Emotion Society International Conference, Loughborough 1-3 July, published in (2004) Design and Emotion, The Experience of Everyday Things, Taylor and Francis, pp.175-179.

Keyword(s)

design ; design education ; design methods ; design process ; design theory ; emotional aspects of design ; responses to design design education

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