DRS2012 Bangkok Proceedings Vol 4 - Design Research Society

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The Co-efficient path results Bhzad SIDAWI Only co-efficient path relations that have significance value (i.e.
1744 Conference <strong>Proceedings</strong> Hindrances to Innovation in the <strong>Design</strong> Studio � The tutor’s performance and way of communications with students: a student said that the atmosphere of the design studio is friendly – in general- but some tutors occasionally intimidate students. The style of instruction is sometimes humiliating and aggressive as some tutors make fun of the student. In regard to communications, some tutors are less able and slower to communicate with students. The matter is not about the communication frequency but about communicating ideas and establishing common grounds, and one student claimed that the tutor’s imagination of the design outcome differs from that of the student. � Level of flexibility of the tutor’s thinking: Some tutors do not have flexibility of thinking. Some tutors are also unable to discover the innovative aspects in the student’s design. They insist on their own ideas and when a student represents his ideas to them, they hesitate to accept it. � The tutor’s commitment and knowledge: Some tutors are not committed and helpful � Some tutors do not know –for example- how to apply sustainability in a practical way into the design scheme. d. The design studio’s environment The design studio’s environment has its’ problems and students claim: � The lack of democracy at the design studio and college level � Lack of support from colleagues, other departments’ tutors and students Conclusion To improve the design studio environment and help students to produce creative projects, the study recommends that corrective measures should be undertaken on the following fronts: a. Deign resources and negotiations: innovative design precedents are important and should be made available to students as it would remind students of possible good design solutions thus students would use and experiment how to link it to design problems. These include case studies that have potential partial or complete creative design solutions for architectural, technical, structural etc. aspects of building design. Keeping a record of the design negotiations would be useful as it may help the student to track the progress of the design, explore new links between design negotiations at various stages of design and the design problem. However, it might be difficult for students to recall and utilize the communications and to recognize innovative bits of a design solution manually. So, intelligent systems would be needed to capture useful knowledge from the design negotiations and help students to recall and analyse innovative design precedents/ solutions thus link it to the designated design problem. b. the students’ qualities: Students should frequently communicate design ideas with colleagues and tutors as this would substantially improve their design abilities. Students should be open minded and think outside of the box, have flexible attitude and negotiate design ideas. This would help them as the expert designers to find new design variables and that subsequently produces entirely new products (see Gero & Maher 1993) c. the tutors’ qualities: Clear instructions and objectives should be set at the start of the course. These should be linked to the creativity dimensions. However, this requires deeper understanding of creativity in architecture and design and how to assess it. Tutors
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Table of Contents Volume 01 Afhami,
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