De s form design research sem fin

Faculty of Arts, Design and Social Sciences
Abstract.
•  WHY: Many of us have experienced that the notion of Design Research has often been the cause of much conflict, creative
conflict, in both the Academic and the Commercial contexts alike. Design is a Research activity in itself. So, what does Design
Research mean to us in Academia and in the 21st Century?
•  HOW: How do we understand these concepts, how do we make sense of them and how do we contribute to Transforming our
futures; the future of our people, the future of our world and the future of our Discipline while at the same time, being and acting as
a Designer?
•  Ever since I joined the Royal College of Art in 1981 I have experienced something of the paradox, which the notion of 'Research'
proposes: one the one hand an activity, which seeks to UNDERSTAND the world more fully through Objective Scientific Objective
Experimentation in Laboratory contexts, while on the other hand the other strives to CHANGE the world through often Subjective,
Exploration in Community contexts. At a dangerously simplistic level, one appears to be an act of Creation through Practice and
the other an act of Scholarship through Study, and yet somehow we can bring them together.
•  ACADEMIC’S CHALLENGE: Both the Analytical and the Synthetical approaches do of course come together of course as I
believe that we are all Creative and as such have a desire to create a 'better' world for the future. But none the less the two
approaches do set up a tension in the academic contexts, which in time I believe can become a 'most creative' one from which we
can all grow!
•  WHAT: This is is something that I'd like to discuss during this seminar while at the same time sharing some examples of the work
we create as part of our Design Research Programmes at Northumbria University.
1

Northumbria Design Research 
#
a creative value proposition for the future

Newcastle: heart of the North Eastern Industrial Revolution
1830s…
Coal, Iron, Gas, Chemicals….Steel,
Ships, Railways, Pharmaceuticals,
Arms and Energy Industries
1980s…
Technology (life science (Stem Cell),
digital economy, Energy, Healthcare,
Energy (Solar and Wind)
Innovation, Creativity, Culture
4

Newcastle: heart of the North Eastern Industrial Revolution
•  Key education & R&D areas: http://www.investnortheastengland.co.uk/key-sectors.html
–  Digital Economy (Gaming, SAGE)
–  Technology (printable electronics) venture culture (Entrep’ship)
–  Automotive Manufacturing (Ultra low carbon)
–  Well being & Aging
–  Medical (Stem Cell and Genetic) Research
–  Clean tech and Energy (new & renewable - off shore wind)
–  Cultural arts
•  Increasing spend on education & R&D
•  Seats of UK learning in the North east
–  Durham….. Classics
–  Newcastle…. Medicine, agriculture, …
–  Northumbria…. Innovation, Entrepreneurship & professional practice
5

School of Design : A creative community for Innovation
8

School of Design : A creative community for Innovation
9

Northumbria Design
The School of Design takes its roots from 1841,
as the Newcastle Upon Tyne ‘Government
School of Design’, headed by William Bell Scott
and was by ‘act’ of the Government
Department of Science and Art.
Commissioned to teach, not drawing, modeling,
colour, or the science of Perspective, projection
or geometry, … but
to Create new Decorative Designs, ‘to have &
express their Ideas’ …even to begin New
Trades, ‘ to drive new forms of business’
Design : a player in Innovation, by seeing & doing
new things in new ways.
The Roll of Design Academia
10

Value added : three distinct forms
Our Choice!
These three broad domains of purposeful learning – discovery, solutions and practice – each
represent fundamentally different businesses: they each serve different markets and customer
needs, with different values and different delivery processes, and they demand different
capabilities and skills.
11

12
Art &
science
1843
1969
1992
2010
2014
2020
Teaching
Intensive
Innovation
aware
Research
ActiveEducationResearch
Professional
Practice(know-how)
For
today
Professional
Practice(trades)
For
tomorrow
NewIdeasand
Knowledge
for
tomorrow
New
Disciplinary
Roles
GovtSchool
OfDesign
Newcastle
Polytechnic
Northumbria
Uuiversity
Northumbria
University
89!
7!
4!

A Laboratory for Change:
Daniel Weil, Royal College of Art : 1993
Our aim is to renew the profession’s commitment to the cultural objectives of
Design in the proposition of Products (systems, services and solutions) of
integrity and real value.
It is for Universities to explore and experiment in order to provide research, data,
and approaches (methodologies), which will enable practitioners (the
profession) to respond to the opportunities offered by the new Technologies,
ideas, and global alignments.
…it is vital that the University should re-establish its place as a testing ground
and as a laboratory for the trial of new perspectives and approaches that the
day-to-day pressures prevent practitioners from attempting.
13

Design Departments
Two Communities of Practice -
Professional excellence
Design:
1.  Industrial Design
2.  Fashion Design
3.  Design Innovation & Creative
Entrepreneurship
Media & Communication Design:
1.  Film & TV,
2.  Journalism & Broadcast Media
3.  Visual communication &
Advertising
4.  Digital Interaction, animation &
Interactive Media

Integrated, multi-disciplinary and connected
15
Industrial design
Visual and
Performing Arts
Fashion design
History Politics
Criminology
Interaction design
Creative Writing
Technology specialists
Social science
Human factors
Brand strategy

NORTHUMBRIA DESIGN RESEARCH
Research Projects
introduction

Design Research : Key Challenges
•  Why we do it
•  Our Design Research Questions
•  An introduction to Northumbria Design’s Design Research
Programme.
•  The Academic’s challenge
•  Some conclusions
17

Design Research : 8 Themes across 3 groupings
18

Design Research
•  Over the last 20 years it has grown
into a broad-based academic and
professional partnership working in
areas of research, teaching and
consultancy with industrial,
commercial and public sector
clients.
•  Future of Profession (new Leaders)
•  Future of Discipline ( New Subject)
•  Future of Industry ( new Ideas; new
type of Experimental laboratory
19

Design Led Enterprise Programme
Develop a Enterprise Culture and Pathway
in Northumberland and beyond
•  Value to School over three years £1Mil
•  Make available NSD experience of
Design Led Enterprise in collaboration
with SMEs
•  Models for new ways of supporting
Innovation, Enterprise and Graduate
retention
•  Wider collaboration opportunities through
establishment of an Innovation in the
county ‘focus’
20

Faculty of Arts, Design and Social Sciences 21
Design Innovation creating sustainable value for the regions SME community
The programme partnered with regional SME’s on projects ranging from materials which will
dramatically cut global industrial electricity usage, through to a device to alleviate infant colic.
With the tangible impact of creating new jobs, new intellectual property and increased economic
activity in the region

Service Design Methods (KTP programmes)
Co-Creation of community support in the voluntary Sector
22

Design used to communicate how a small change in behaviour can have a huge impact on
health
Outcomes were educational tools for GPS to use with patients, and the development of a GP training
tool to help define ‘physical movement’ in relation to Type II diabetes.
Movement as Medicine
behaviour change in patients through behaviour change in GPs

Banking for the Older Old
electronic pensions, post offices closing, financial isolation
24
Design brought together 80 something's, the banks and the third sector
Collaboratively identified needs and barriers of the stakeholders
Over 5 months we co-designed new banking services and prototypes, including an electronic cheque
book and mobile banking service

High Value Low Carbon
creating a network for regional low carbon innovation
How do you move from Government ‘push’ to consumer ‘pull’ and establish
sustainable consumer demand for electric vehicles?
Focus on the value proposition not the features and benefits…. Creating
customer value in an electric vehicle - What does it need to look and feel like in
order to make it a credible alternative to petrol cars?
25

Personhood in Dementia
creating conversations, sparking memories and keeping ‘life alive’
26
Designing objects to maintain self-identity in dementia
We have worked with individuals living with mild stages of dementia and their close family members
to make a series of digital jewellery objects that echo elements of their life stories and treasured
relationships and experiences
Enabling dementia sufferers themselves to engage in the research of the disease

Enabling Self, Intimacy and a Sense of Home in
Dementia: An Enquiry into Design in a Hospital Setting.
Design of interactive art pieces (public art commission) within a secure adult
mental health unit in a UK hospital. 16 clients with severe dementia live in
the unit for assessment for a number of weeks
Things that motivated the designs
• sparseness of the unit
• lack of familiarity
• enhancement of staff practice

Items tied to local
identity

Insights & Impact
Space for relaxation for clients and staff - there was one client who was
very agitated and never sat down and Amy (staff) said, “But he sat there
and he sat for ten minutes.”
New forms of interpersonal communication- generating different levels
of communication and creating genuine human relationships
beyond clients and care-giver.

Insights & Impact
Ways in – You must keep people’s identity. So even
while working in a standard environment its the staff
conforming to them rather than clients conforming to
the staff.
Need for intimacy – encouraging people to visit in bed
areas, as well as the day areas. Intimate gestures are
needed both by clients and their family members.
Value of home-like and comforting referents – Staff repeatedly described the
room as cozy. The room and the pieces have become a more comfortable
space that feels more like home within the institutional environment.

In Conclusion
The use of local collective identities to tap
into very personal meanings.
Facilitation of a natural, familiar setting for
signposts and reassurance.
Working with staff to gain nuanced
understandings of their practice and
enabling staff to find ‘ways in’.
The value of a space in which to be
intimate.
Designs that step back from constraints
that emphasise cognitive impairment and
instead focus on enabling the person.

Develop opportunities from global trends
Global trends
Globalization, urbanization
and rise of emerging markets
Aging population
Climate change
Consumer empowerment
Sustainable development
32
Northumbria University Opportunities (2010)
Energy efficiency & Technology
Digital Media, Personalized experiences and
immersive atmospheres
Personal well-being, Home care, Independent
living, better healthcare for all
Social Innovation, thru’ business &
Technology

Design & the Future thru’ Teaching and Researching
We are familiar with the notions of
•  Designers learn through doing.
•  Research through Design / action research
Integrating the use complementary creative processes of study, thinking and
doing to –
•  Create new knowledge,
•  Develop new methods of creative practice, - used both inside and outside the
Industrial Company and User Communities
•  Propose new Ideas for Living (visions) for the future
in the world of communications, media, objects, system solutions and social
innovations...
33

What does NSDesign create?
Design Research & Impact
Intellectual leadership, Narrative, Positions
through:
•  New Ideas, products, systems, solutions
•  New Practices, …roles for Design, ways
of working or Methods….
•  New knowledge about contexts of Life…
•  New IP, from which to build New
Companies…
Design Education & People
•  Future practitioners, consultants, in-
house, makers
•  Future Entrepreneurs
•  Future Researchers
•  Future Strategic Leaders
•  Future Academics and thinkers
•  New knowledge about contexts of Life…

Design education: Graduate Exit profile.
4 Pathways. Different Competence Profiles.
Our Education and Research Programmes are designed to support the students
across these personal Development tracks.
•  Academic leader…. (Phd. To professor)
•  Creator (Designer) Maker. (SME)
•  Consulting practitioner (external practice) & Staff Designer, Corporate Design
function Leader (Internal)
•  Creative thinker to Strategic leadership in other contexts.
–  Leadership & management, Marketing, Innovation, Product management,
….
35

Design Research : The Academy’s Challenge
•  Independent vs Integration of Research and Education.
•  Independent vs Integrated Practice and Theory. To test new theory through practice,
experiment through Practice to form new theory. (Desform is an example of this.)
•  Recognise that researching and testing out ‘New Design territories and Forms of
Practice’ is part of Academic knowledge…
•  Communities of Practice focused on external issues vs Autonomous Academic
focused on own Authority Author/ship…
•  Experienced Practitioners are NOT always Academic in their nature
•  Academics, who can analyse and study practice (ASK) in order to Educate and
research it, are not always experienced in that practice in a commercial context. We
need both and for colleagues to be continuing their professional lives in both spaces,
simultaneously.
•  Phd.s are concerned with learning how to research as well as creating New Know
How.
36

•  How / whether to enable New Colleagues to take Phds along side their Research and
Teaching activities.
•  How / whether to Include the Student Learning activity to be part academic’s Research.
–  Education in the Morning, Research with and through students as Experimental
Laboratory, in the afternoon!!
•  How / whether to align the Contract Research work with the PHd subject to enable a
WIN WIN.
•  Grow our own Phd.
–  Graduate Tutor scheme, as some EU / Dutch Universities do and align their Phd
Research with the aims of local design Companies, or corporate Design teams so
that their own professional Practice experience can be developed.
37

Industrial partners & How we work with them.
5 contexts.
•  Graduate placement and graduate employment network to provides route to
employment and sources of future talent.
•  Profession practitioners as ‘tutors’
•  Offer Continuous Professional Development programmes (‘credit’ earning) to
industry
•  Contracted Research collaborating with Gov’t Programs (RCs)
•  Partners for Academics to maintain a professional practice with
38

Different Academic Progression & Career Pathway Arrangements
Roles&&&Grade! Research&Pathway! Learning&&&Teaching&Pathway! Enterprise/Business&
Engagement&Pathway!
Leadership&roles&
Faculty>based&Academic&!
Director&&&Champion&roles&assigned&to&Grade&8&or&9&academic&members&of&staﬀ&within&FaculGes!
PROFESSOR&
Current&Grade&9!
Professor&>&
Research!
Professor&>
Research!
Professor&>&
Learning&&&
Teaching!
Professor&>Learning&&&
Teaching!
Professor&–&
Enterprise&!
Professor&–&
Enterprise!
ASSOCIATE&
PROFESSOR&
Current&Grade&8!
Reader! Reader! Teaching&Fellow! Teaching&Fellow! Enterprise&
Fellow!
Enterprise&Fellow!
ASSISTANT&
PROFESSOR&
Current&Grade&7!
Senior&Lecturer!
Senior&Research&Fellow!
Senior&Lecturer! Senior&Lecturer!
POST&DOC&
Current&Grade&6!
Lecturer! Research&Fellow! Lecturer! Lecturer!
POST&DOC&
Current&Grade&5!
Senior&Research&Assistant!
Current&Grade&4! Research&Assistant!

The Creative Consortia and collaborative integration
•  Creating new ways of thinking and
doing
•  A common approach, working across
all four stakeholder groupings
•  Transformational Design Research
•  Enabling a Creative Partnerships &
Industrial Consortia
•  Inspiration, insights and integration
•  Academic Impact:
–  new design principles for
–  emerging industrial contexts, behaviours
and qualities of life,
–  integration with School Research themes
and
–  international networks
40

Creative Consortia : innovation for emerging business
Collaborative Future thinking platform
PEOPLE &
MARKETS
GROWTH
STRATEGY
TECHNOLOGY
DEVELOPMENT
DESIGN
Copyright
Philips Design &
IJD Vol. 3(1)
April2009
- Future business model - Socio cultural mindsets
- Macro drivers of social
change
- Design qualities
- Design language

An integrated multi-disciplinary & connected School
Ref: Stanford, D-School, “the Big Picture”
42
42 42

AI:TU/e
ARCH
COMP-SCI
ELE-ENG
Design: (DQI)
theory & Practice
Overbeeke / Hummels
Business Process
DESIGN (BPD)
TBA
What they do
What they will do
Designed
Intelligence
(DI) Rauterberg / Feijs
Industrial Design of Embedded Systems.
What they do
Another research group (s)
What they will do
What they will do
User
Centered
Engineering (UCE)
Eggen / Martens
User Centered Engineering…
Another Research group (s)
.
TECHNOLOGY
PEOPLE
DESIGN
BUSINESS
POLITICS
RSEARCH @IDTU/e
Copyright. 2000- 2010
Technical University Eindhoven…

Northumbria Design Research : Some Conclusions
•  Nearly fifty years of history, change is always difficult, even for designers
•  Very few professional ‘Designers’ have Phds, value or know how to research in the accepted
sense (scientific ??)
•  Education for professional practice,
•  Students want skills and experience knowledge,
•  Industry & local govt looking for pragmatic solutions & team people,
•  ‘National Innovation’ agendas and the Discipline is looking to a ‘new future’,
•  High quality practice and creative ideas beautifully executed are not Research
•  ‘Changing the world’ and ‘understanding it’ are often two different cultures
•  University Research agendas and Positioning are often difficult to agree upon…( should there be
one??, how to cluster, around Professional practice, Global Issues, or Future Contexts of Use…)
•  Working alone or part of a collective
•  Academic career paths, specialism vs holistic
44

Analytical
Understanding through Doing
Scientific
Experimental
Chemistry
Rigour
Justification
Left brain
Objective & Observational
Cognitive creation
Segmented isolation
Objectified quality
Efficiency
Instituted & functional perfection
Laboratory
45
Synthetical
Being as the source of knowledge
Confidence
Explorative
Alchemy
Relevance
Instinctive
Right brain
Subjective & Interpretational
Physical creation
Holistic integration
Intuitive beauty
Effectiveness
Relational cohesion
Community
Some of the paradoxes

De s form design research sem fin

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