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PHD-DESIGN  January 2018

PHD-DESIGN January 2018

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Subject:

Re: What is a PhD...curriculum?

From:

Terence Love <[log in to unmask]>

Reply-To:

PhD-Design - This list is for discussion of PhD studies and related research in Design <[log in to unmask]>

Date:

Fri, 26 Jan 2018 17:34:08 +0800

Content-Type:

text/plain

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Parts/Attachments

text/plain (189 lines)

Dear Martin,

You wrote, ' Previous exchanges between us have not encouraged me to believe
that your understanding of Art & Design is any deeper than mine is of
Engineering.'

What I wrote was with the background of working for over 10 years in
University Art and Design departments undertaking research and teaching and
being Postgraduate Research Coordinator in Art and Design and member of
sundry Humanities Research Committees, while supervising 13 PhDs in Art, Art
History, Product Design, Fashion, Service Design and System Design along
with many Masters and Honours research projects and assessing even more
PhDs, Masters, Honours projects as well as writing dozens of refereed
papers, and reviewing many times that for design journals.

So, I'm assuming your knowledge of Engineering is good.

Best wishes,
Terry

-----Original Message-----
From: [log in to unmask]
[mailto:[log in to unmask]] On Behalf Of Salisbury, Martin
Sent: Friday, 26 January 2018 4:34 PM
To: [log in to unmask]; [log in to unmask]
Subject: RE: What is a PhD...curriculum?

Dear Terry,

Thank you for your suggestions. 

Previous exchanges between us have not encouraged me to believe that your
understanding of Art & Design is any deeper than mine is of Engineering. I
shall therefore resist the temptation to engage in another territorial
ding-dong and follow the Don Norman rule and 'sit back and smile'.

Best regards,

Martin

Professor Martin Salisbury
Course Leader, MA Children's Book Illustration Director, The Centre for
Children's Book Studies Cambridge School of Art
0845 196 2351
[log in to unmask]

http://www.cambridgemashow.com

http://www.anglia.ac.uk/ruskin/en/home/microsites/ccbs.html


________________________________________
From: Terence Love [[log in to unmask]]
Sent: Wednesday, January 24, 2018 1:20 PM
To: Salisbury, Martin; [log in to unmask]
Subject: RE: What is a PhD...curriculum?

Dear Martin,

There is already a good precedent that resolves this situation of the PhD in
Art and Design.

Engineering used to be regarded as an art. Some time ago  when it had just
been brought into universities - it was regarded by engineers as
practice-based art and even after a few years in universities research was
in its very earliest stages.

The development of Art and Design fields in universities now pretty well
exactly maps onto that precedent of how engineering  developed when it
started to become included in universities.

I suggest that EXACTLY the same key factors apply in the inclusion of Art
and Design  in universities now as applied in the inclusion of Engineering
in universities then.

The successful solution that emerged for Engineering is straightforward and
simple and has three parts:

The first part is  awareness  and clarity of the difference between research
and professional practices. On the  'research;' side, the focus is on skills
in the use of evidence and tough tight logical reasoning and deep
philosophical logical analysis to be able to identify unambiguous theory
findings that can be critically replicated. On the 'professional practices'
side the focus is on skills  in the use of creative methods to identify
beneficial solutions and skills of explaining and justifying why these are
good solutions in terms of the context.

The second part is the use of the PhD primarily as an assessment of those
skills in  'the use of evidence and tough tight logical reasoning and deep
philosophical logical analysis to be able to identify unambiguous theory
findings that can be critically replicated'.

The third part is the use of the Engineering Doctorate, Deng, (DDes in
Design) as the top level assessment of the skills in  ' the use of creative
methods to identify beneficial solutions and skills of explaining and
justifying why these are good solutions in terms of the context.'

The engineering precedent seems to be an exact fit for the situation (and an
excellent solution)  for Art and Design at the moment in universities.

When  Engineering arrived in universities, many engineering academics
complained that the real need in the teaching was for practice-based skills.
They argued that the PhD should be changed to also be awarded for
practice-based skills.

What happened, instead, however, was far more wonderful.

Driven by the insistence of universities that  the PhD focused focused on
research, the Engineering disciplines massively improved in almost all
aspects. The improvements occurred across the board  as a result of highly
increased amounts of research and theory-making being undertaken in line
with the classic PhD format. The outcomes in turn improved engineering
practice much faster than the traditional practice-based evolution.

At the end of the day, through conventional research, Engineering became
transformed and engineering outputs massively improved in quality and
creativity.

The traditional practice-based views of engineering still exist but the
locus of university study has moved much more in the direction of
research-based theory.

Doctoral assessment is available for practice (the DEng)  and amongst
professional engineers it is often more highly valued than the PhD. Amongst
academic engineers, the PhD remains more highly valued because it represents
assessment of skills of  research and logical reasoning that are more use in
academia.

So important and effective has been the transformation of engineering art
into research and evidence-based theory development to support practice
that memory of those early arguments claiming engineering was a
practice-based art  has almost disappeared.

It is now widely accepted and easily demonstrated that a conventional
research approach drives engineering creativity forward much more
effectively.

The same, I suggest, applies and is true of the Art and Design disciplines,
and that the current discussions about the PhD in Art and Design exactly
follow the precedent of Engineering - and the best solution is the same.

I suggest that the current claims that the PhD in Art and Design should be
changed to be practice-based assessment are part of the turmoil in the
transition as it was in Engineering. The precedent of the Engineering Art
indicates, however, that the outcomes will be better if the PhD is not
changed.

Of course, the above analysis may not be correct. I find it difficult,
however, to see how the Art and Design case is significantly different form
that of Engineering.

I welcome your thoughts.

Warm regards,
Terry

==
Dr Terence Love
Director
Design Out Crime & CPTED Centre
Perth, Western Australia
[log in to unmask]
www.designoutcrime.org
+61 (0)4 3497 5848
==
ORCID 0000-0002-2436-7566





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