Nice idea for a thread, thanks! I'm happy to share some thoughts on this
related to my own experience and it would be nice to see if others share
these experiences or not! This is more about the relationship between
research, teaching, and practice - not quite your question but some
thoughts on the context

In my ideal world I would love to see research, teaching and practice much
better integrated as I believe there is great potential for all three to
enhance each other. But, I think this requires a shift or possibly many
shifts in the culture of academia and management of teaching studio based
courses. It feels to me that there is a conflict between them, largely
around time and capacity, and that people seemed to be pushed into teaching
and practice or research and practice, or just teaching or just research. I
haven't met many people that happily balance teaching and research.

In universities where it has become policy to have PhD as an essential
criteria for new posts it can be a struggle to recruit staff who have a PhD
relevant to design studio teaching, can do practical teaching and have
strong industry links/ practice. These people don't seem to exist.

On the other hand departments that have traditionally recruited
practitioners into teaching can really struggle with capacity for research
because they have senior staff who have never been research active, so
there's no mentoring available to support the development of researchers
with all the stuff you have to learn e.g. how to get funding, how
publishing works etc.. (Not even going to mention learning how to actually
do research). Putting someone with a PhD who wants to continue to do
research in a department with no research capacity is problematic too.

I think that what makes a good department is a variety of staff who
together cover different aspects of design so within that variety students
can identify their own interests and specialisms. Traditionally in the arts
there have been a lot of part time staff who are also in practice, which
from my own education was a good thing and created a dynamic environment
and made me feel like I was in touch with what was happening in industry.
Now teaching is much more regulated and there's more admin, its not as
feasible to do part time posts, the pay has stagnated and its not as
competitive, you have to do teacher training (in your own time) and you
might as well stay in practice.

So, I think your questions are part of a broader set of questions about
academic work. Thanks for raising them

On 2 Jun 2015 01:07, "Liliana Rodriguez & Carlos Peralta. //Diptico" <
[log in to unmask]> wrote:
>
> Dear list,
>
> In a positive spirit, and as there are so many (and sometimes
irreconcilable) opinions on the way this list should operate, we would like
to propose a form of self-moderation to foster ownership, and to create a
more dynamic and participative list dynamic.
>
> Each individual that initiates a tread, will set its rules at the
beginning of it.  For example, if you believe that long dense answers full
of quotations are useful, then you set a rule to allow that kind of posts.
Hopefully this will filter in and out people according to their research
interests and discussion styles, and everybody will be happy.
>
> So as to demonstrate this, here is the first post in this style to see if
it works:
>
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
> Title of tread:
>
> Professional vs Research Experience
>
> Tread rules:
>
> 1) Please avoid long posts (Up to 300 words)
> 2) Well-argued personal opinions are welcomed (Not quoting literature on
the matter is perfectly ok)
>
>
>
> It seems to us that there was a time (not too long ago really) in which
your professional experience as a designer (as well as your teaching
experience) was the most important factor to get a job as a design lecturer
(at least in the UK in product design courses). Now it seems that it is
your research background (for example holding a PhD) what mainly counts to
aspire to a lecturing position.
>
> If this is the case, how it will affect the working prospects of those
design graduates trained by researchers?
>
> What is the value of research experience against professional experience
in the context of teaching undergraduate and MA design students?
>
> Discuss,
>
> Liliana & Carlos
>
>
> Liliana Rodriguez
> Doctoral Researcher @ Loughborough University
> www.lulugaia.wordpress.com/
> www.lboro.academia.edu/LilianaRodriguez
>
> Carlos Peralta Ph.D (Cantab)
> Senior Lecture in Design
> College of Arts & Humanities
> University of Brighton
> http://arts.brighton.ac.uk/staff/carlos-peralta
>
>
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