Topics include: Definition of design research. Design thinking methods to inform the design process. Discussion around what is design research. Methodology and strategies to create a knowledge transfer and bridge the gaps between secondary and tertiary design education.

1. Research for design
HETTANZ AGM
Jennifer Whitty,
Senior lecturer/Researcher
Director of Space Between
College of Creative Arts, School of Design, Massey University
J.Whitty@massey.ac.nz
@teambetween
www.spacebetween.ac.nz
J.Whitty 2017

2. Structure of today’s session:
● Research for design - 1.5 interactive session
● My background as a researcher - design research / design thinking methods that will
inform the design process
● What is Design research?
● How can we filter this down or bridge the gaps?
● How do you ‘develop’ and demonstrate design research
● Reflection/takeaways
J.Whitty 2017

3. What is research?
“research is original, independent investigation undertaken to contribute to
knowledge and understanding and, in the case of some disciplines, cultural
innovation or aesthetic refinement.
Research typically involves inquiry of an experimental or critical nature
driven by hypotheses or intellectual positions capable of rigorous assessment
by experts in a given discipline
Research includes work of direct relevance to the specific needs of iwi,
communities, government, industry and commerce.
In some disciplines, research may be embodied in the form of artistic works,
performances or designs that lead to new or substantially improved insights
(NZ Tertiary education committee 2017)
J.Whitty 2017

4. Research output/outcome: Research professional activities:
(PBRF definition of research outputs 2017)
J.Whitty
2017

5. How does this ‘design research’
filter down to teaching at tertiary
and secondary level?
Image: J.Whitty 2016
J.Whitty 2017

6. Changing landscape of design education
Traditional fields
Function
aesthetics
Progressive fields:
Impact,
empathy,
interaction
J.Whitty 2017

7. fashion = fast + cheap?
Background to my research
hitty 2017

8. In Hong Kong, residents throw away
the equivalent of 1,400 t-shirts every
minute
Source: Redress
Background to my research
J.Whitty 2017

9. J.Whitty 2017

10. Image credit: Opendesign Now, 2011

11. DEFINITION OF RESEARCH: Inquiry of an experimental or critical nature
driven by hypotheses or intellectual positions capable of rigorous assessment
by experts in a given discipline
My hypotheses or intellectual positions/research question:
● Space Between asks can we probe and prod the conventional system from a position of
the 3rd space where academia and industry work and learn together to enable real
innovation in fashion to occur.
● Can we as a fluid ecology of researchers, educators, students and industry under the
banner of Space Between work together to create a catalyst for a new system for
fashion that truly recognises its context?
● Can we encourage behavioural change by reframing the unwanted detritus from the
current system as resource to ultimately aid the transition to a circular economy?
J.Whitty 2017

12. My practice based research for design:
Space Between
A live projects - a system, service and products
Consisting of a website, clothing, films, education tools etc
J.Whitty 2017

13. J.Whitty 2017

14. J.Whitty 2017

15. 5mins
Reflect on what are your
interests/values?
Write 3 things that drive you?
What might be a question you would formulated from these
topics?

16. Students personal position
Personal/cultural truths understanding our own context:
Knowledge of indigenous NZ textile processes, Image credit: Pania Tucker, Fashion Design student
J.Whitty 2017

17. An example of 1st work
from the Dress paper at
CoCA 2017

18. ‘Building on
shoulders of giants’
Definition of research : ensuring originality, independence
(NZ Tertiary education committee 2017)
Developing a position - clarifying their work's relationship to other
designers/artists etc
Citing references
Literature review/creative work review
Alexander McQueen

19. Continual, systematic progression of ideas..and
reflections
An example of 1st work from the Dress paper at CoCA 2017

20. What is design for?

21. Contemporary types of design:
Critical design,
Design fiction,
Design futures,
Radical design,
Design for mindful design
Socially responsible design
Design with intent

22. Conceptual designs
“Conceptual designs are not only ideas but
ideals.. “(Raby Dunne 2013)
‘We should measure society against ideals not
the other way around” Susan Neiman, moral
philosopher
Achievement
standard:
develop a conceptual
design for an
outcome
J.Whitty 2017

23. “Conceptual design’s defining
feature is to use the language of
design to pose questions,
provoke and inspire.”
(Raby & Dunne 2013)
J.Whitty 2017

24. An example of 1st work from the Dress paper at CoCA 2017

25. Show and tell us how it works-
Function
Relevance to society, environment
Impact?
Storyboard, experience map, journey map
J.Whitty 2017

26. Who is design for?
Are they designing for or with
people?

28. When do students consider the people they are
designing for?
J.Whitty 2017

31. Could this be a continual process?
Are they other stages in the lifecycle that they could
consider?
J.Whitty 2017

32. Take aways
- Teachers at all levels have a point of view- your own
‘research’ is important
- Research is informed by your
values/interests/experiences - it gives you a position - let
students show and discuss this as part of their process
- Research is design in action, making and doing is as much
research as writing is!
- Be clear about how work is building on other people’s
work
- Who is the research for? Can you work with them?
-
J.Whitty 2017

33. Thank you!
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I’d welcome any feedback or updates on whether you use or integrate any of the thinking or learnings into your teaching
practice. Please feel free to contact me.
Jennifer Whitty, Senior Lecturer/Researcher, Director of Space Between, College of Creative Arts, School of Design, Massey
University
J.Whitty@massey.ac.nz
www.spacebetween.ac.nz
Tools and resources
http://www.nesta.org.uk/resources
https://www.ideo.com/tools
J.Whitty 2017