attitudes

Attitude,Skill,andKnowledge:(ASK)aNewModelforDesignEducation

an,PhD

AssociatedProfessor,CollegeofArchitecturalandPlanning

KingSaudUniversity,

57448Riyadh11574,SaudiArabia,

bakarman@

Abstract

Designeducationisamultidomaindisciplines

incorporatedifferentaspectsthatasawholeaimsto

ercreationisnotasimple

task,andrequire,besideotheraspectstheyhaveto

obtainandacquireduringtheirschoolyears,students

tohavesomeaspectsimpededintheirpersonality,.

Educator’sroleistoidentifytheaspectsanddirect

,asaneducational

model,aimstoidentifythembydecomposingdesign

educationdisciplineintomanageableelementsthat

podingredients

are:professionalattitude,designskills,and

ncontribution

ofASKistheabilitytoviewthisdomainformanew

perspectivethatisabletoreflecttheexpectationsofthe

professional.

uction

Inarchitecturaleducationthedesigneducationis

thebackbone[1],andthedesignstudioisconsideredas

“amiltingpot”forthisdomain[2].Thistypeof

educationaimstopreparestudentsfortheprofessional

practiceandprovidethemwiththerequiredmeansto

rfordesigneducationto

succeedinthismanner,designeducatorshavetodirect

theirattentionandeffortstothemainingredientsofthe

designeducationdisciplineandhaveconcentration.

Thisrearcharguesthatdesigneducationhas

threemaincomponentsnamely:attitude,skill,and

knowledge,whichareexpresdinthemodel’s

acronym“ASK”.Andeachoneofthem,withitsinner

components,preparesstudentstoacquireandobtain

differentcharactersasmeanstoproduceaprofessional

designer[3].EachcomponentoftheASKmodel

tudereferstothe

behavioraspectsthatallowstudentstoconduct

themlvesasdesigner,andtomastertheattitudes,

eitherpersonalorprofessionalthatcouldeventually

referto

thedesignskillsthatenablestudentstocarryoutdesign

y,knowledgerefersto

theprofessionalknowledgethatallowsstudentstothink

andactinaprofessionalmanner.

ThecontributionsofASKcamefromitsabilityto

“milt”widespectrumsofaspectsgoverningthedesign

educationintothreewelldefineddomains.

Education:

“Indesignschool,studentsnotonlylearnhowto

design,theyarealsointroducedtoaculture,various

conceptionsofdesign,andnormsaboutwhatitmeans

tobeadesigner.”[4]

Thisquotationsummarizedthewholeargumentof

designeducation,andwhichtypeofmodifications

studentsfacedandhastoreacttoduringtheschool

educationisnotapassiveeducation

systembutanactiveandinteractiveone,inwhich

studentsgetinvolvedinallhis/herlf,as:soul,body,

andmind[2].Therefore,thetransformationfroma

laypersontoadesignerisnotaneasytaskandlinear

tslearnalifestyle,wayofthinking,and

styleofreactions[5].

Asdesignhavedifferentcategories,suchas:

architecture,industrial,engineering,graphic,interior,

productandothers,eachonehasspecificcharactersthat

ent

rearchertriedtoidentifythemainingredientsoftheir

zationssuchasICSIDfor

Industrialdesigner(2003)suggestedthatstudentshave

tobeconcentratedintheirschoolyearsonthreeparts

[3]:

1-Genericattributes:whichincludeproblemsolving,

communicationskills,adaptabilitytorapidchanges,

etc.

2-Specificindustrialdesignskillsandknowledge:

suchasdesignthinkinganddesignprocess,design

methodologies,visualizingskillsandknowledge,

knowledgeofproductdevelopmentprocess,

manufacturing,materialsandprocess,design

management,environmentalawareness,model

making,etc

3-Knowledgeintegration:whichincludestrategiesof

systemintegration.

Eventhoughtheingredientsspecificfor

industrialdesign,itmaybeapplicableforotherdesign

disciplinewithsomemodification(s).inadditiontothat,

andfromtheingredients,wecannoticethatthereis

noclearcutanddistinguishbetweentheattitudeand

skills,inwhichsomeaspectsmentionearliercouldbe

consideredasskillsandatthesametimeothersmay

theend,studentshavetomasterthemincomprehensive

mannerinordertoconductthemlvesasdesigner.

Besidethesuggestions,weaducator,haveto

admitthatvariouschangeshaveoccurredandtheymay

requiresomemodificationsinoureducationalpractice

ndustrialdesigndomain,there

arecertainchangesandchallengesthatimmergedand

changesmaybeapplicabletoalldesigndisciplines:

1-Theemergingofanewtechnologycreatestheneed

toincreatheuofdigitalmediaandinfluence

thetechniqueofsketchingandrenderingand

modelmakingbesidethetechnicaldrawings.

2-Thereisnoclearcutbetweentheboundaryof

differentdesigndisciplines,whichencourage

designerstointeractwithotherdesigndisciplinein

ordertounderstandit.

3-Thereisincreasingneedforteamworkingnotonly

withthetraditionalissueofphysiology,materials

andtechnologyrelatedtoproductdevelopment,but

alsototheurrearchandlifestyle.

4-Theonlineresourcesarebecomeesntialand

everybodyintheeducationaldomainisdependent

upon.

Thechanges,andothers,whichareapplicableto

architectureanddesigneducationhighlightthe

importanceofexpandingourhorizonatdesign

educationandcrosstheboundariesbetweendifferent

designdisciplines.

Studio

Designstudio,asmaineducationalttingfor

differentdesigndisciplines,becomeasa“miltingpot”

spects

includeskills,knowledge,lting

potintegratedallingredients,andendupbyexposing

ortanceofthe

designstudiocamefromthetypeofrelationshipcreated

betweendesigntutor(s)andstudents,andthetypeof

learningmodel,ie,learningbydoing[2].Inthis

environmentstudentstrytopracticedesignina

professionalmanner,anddealwithdifferentaspectsin

aprofessionalway.

Asmentionedearlier,studentsinschoolarenot

learningdesignonlybutalsotheyareintroducedtoa

“culture”ofdesignanddesigner,designasdiscipline

diocultureallows

studentstothinkarchitecturally[2],andactin

architecturemanner[6].Inadditiontothat,thismodel

ofthinkingandacting,incastudentsuccessin

acquiringandmastering,coulddistinguishhis/heras

designerfromotherprofession[5].

’sIngredients

Afteranoverallintroductionofthedesign

educationdomain,itisthetimestointroduceASK,asa

rearcher,asadesigntutorandaneducator,believes

thattheimportanceofthismodelcamefromitsholistic

viewinlookingatdesigneducationingredientsfrom

perspective

themodeltriestosumupthebasicexpectationsfrom

anynewgraduateandexplicittherequiredcharacters

sto

providedesigneducators,designstudents,and

practitioners,whowillrecruitthegraduates,withthe

meanstoidentifyanddeterminetheasssmentcriteria

forstudents/designerachievements.

TheingredientsofASKcamefromVinke’s(2002)

definitionofthecompetencyas“theabilityofan

individualtolectandutheknowledge,skills,and

attitudesthatarenecessaryforeffectivebehaviorina

specificprofessional,socialorlearningsituation.”

Thethreecomponentscreatetheconceptual

frameworkforASKmodelanddecompodthedesign

disciplineintoitsntialpartsandcomponentsas

requiredbyprofession.

Thefollowingctionsaredevotedtoexplainand

exploreeachingredientinmoredetailsandidentify

theircharacters.

sionalAttitude

Theprofessionalattitudecouldbedividedintotwo

groups:irstgroup

studentswhoaimstobeadesignerhastohavepersonal

thecond,studentswillmasterduringtheschoolyears,

inadditiontothat,itistheresponsibilityofdesigntutor

revastarrayof

rearchesandviewpointsaboutthistopic,andbecau

ofsomelimitation,wewilllistthemostesntial

attitudesandbehaviorsthatanydesignstudentshaveto

obtain,eitherpersonalorprofessional.

4.1.1Categoriesofprofessionalbehavior

LewisandBonollo(2002)summarizedthe

professionalbehaviorintofivecategoriesasfollow:

1-Negotiationwithclients:whichincludetask

clarification.

2-Problemsolving:asitispartoftheprofessional

skills,butdesignerhastohavetheattitudetosolve

designproblem.

3-Acceptingtheresponsibilityfortheoutcome:

whichreflectthematurityofthedesigner.

4-Interpersonalskills:whichreflecttheabilityto

workinagroup.

5-Projectmanagement:whichmeanorganizingthe

tasktomeettheexpectedschedulesand

performance.

4.1.2Designstudentattitude

Cross(2004)arguedthattheesntialattitudesfor

designstudentstoobtainareasfollow:

1-Theabilitytogathertheappropriateinformationto

tackledesignproblem.

2-Theabilityofacquiringexperiences,becauthe

professionalabilitydependsheavilyontheamount

ofexperiencesstudentsacquire.

3-Theattitudeofexposingstudentsthemlvestoa

vastmajorityofdesignproblemsandbenefitthe

mostfromthem.

4-Studenthastobesolution-approachinhandling

anydesignproblem.

5-Negotiationwithothers,asclientsandteam

member(s).

4-1-3Roleofexperienceindesignerattitude

Wecanextractfromtherearchesthatone

aspectstudenthastoconcentrateandacquireduring

theirschoolyears,

professionalexperiencehastheabilitytoshapestudent

professionalbehavior,andhows/heapproachdesign

encescouldbeacquiredbydifferent

attitudesuchas:“motivation,concentration,and

willingnesstoworkhardonimprovingperformance”

[10].

Professionalexperienceisnotnumberofworkingyears

orprojects,butitisaspecificattitudeandskillsthat

expertdesignersutilizedinordertocompletethedesign

untofexperiencecould

effectthedesignerattitudetowardsolvingadesign

problem,whichprovidethenwithatechniquetohandle

designtask,forexample,novicesbehaviorareusually

associatedwitha“depth-first”approachthatapproach

thedesignproblembyexploringsub-solutionindepth,

whiletheexpertcouldutilizethestrategiesoftop-down

andbreadth-firstapproaches[9].

Inorderforstudenttogainandacquiredifferent

typesofexperiencesthatattheendcouldeffectedtheir

professionalbehaviortheyhavetoexpothemlves

toalargenumberofproblemsandsolutions[9].The

attitudeofexposingtodifferenttypeofproblemsand

solutionhastobeahabitofeachdesignstudent.

Ingeneral,beinganexpertdesignergovernthe

behaviortowardsolvingadesignproblem,oneofthe

behaviorasCross(2003)arguesis:“Expertdesigners

appearstobe“ill-behavior”problemsolver,especially

intermofthetimeandattentiontheyspendondefining

theproblem”.Tobeill-behavemeansyouarenotover

concentrateontheproblemdefinitionwhichusually

ult,a

successfuldesignbehaviorisbadnotonoverdone

problemanalysis,buton“problemscopingandona

focudordirectedapproachtogatheringproblem

informationandprioritizingcriteria”.

Anotherprofessionalbehaviorthatarerelatedwith

theproblemdefinitionistheonethatdistinguish

designerfromlayperson,whichistheattitudeof

(1997)arguesthat

designerisa“solution-focud”andnot“problem-

focud”ans

thatthedesignerapproachesdesignproblemnotby

tryingtofullyunderstandtheproblemandthenpropo

asolution,butbyproposingasolutionin“principle”as

ameanstounderstandthedesignproblem.

Therefore,studentsofdesignhastohavethehabit

togenerateawiderangofalternativesasameansto

improvetheirdesignpracticeandthedesignoutcome

besidestheirunderstandingofthedesignproblemin

tingmanydesignalternativesisagood

attitudefordesignstudents,assuggestedbymany

designtutors,butitisnotnormalpracticeforexpert

designer,becautheyprefertoworkfromtheearly

stageswithasingleearlysolutionconcept[9].

Insum,theprofessionalattitudethatdesignstudent

hastoaccumulatecouldbelistedasfollow:

1-Expertbehaviorindealingandhandlingthedesign

problem.

2-Dedicationandmotivationtobegooddesigner.

3-Knowledgeacquisitionandmanagingthem.

4-Teamworkandtheabilitytorunthetasksmoothly.

5-Timemanagement.

6-Responsibilityoftheoutcomes.

4-2DesignSkills

Designdisciplineshavecommonskillswhichare

sharedamongthem,andeachoneisdistinguishedby

somespecificskillsthatreflectthenatureoftheir

ignproblemsfacedbyarchitect

arenotidenticaltothatfacedbyindustrialdesigner,but

determiningthe“architecturaldesignskills”couldbe

extractedalsofromotherdesigndisciplinesuchas

htheICSIDlistmention

earliercouldhelpatthismanner.

Inadditiontothat,Yangetal(2005)arguedthat

designstudentshavetomasterthefollowingskills,and

designeducatorshavetoconcentrateontheinthe

licableskillsare:

1-Designthinkinganddesignprocess:inwhich

studentshastoknowthenatureofthedesign

thinkingandtheprocess,besidesknowinghowto

gothroughandmanagetheprocesswithskillful

gthe

designprocessispartofthedesignskillsbecauit

allowdesignertounderstandmanycognitiveand

mentalaspectsfacedesignerduringthedesign

practiceanddealwiththemprofessionally[11][5].

2-Visualizingskills:thisskillsallowstudents

imagineandcreateanimageaboutthedesign

problemasawholeatearlystageofthedeign

process;masteringthisskillallowexpertdesigners

toconsiderthedesignsolutioninprincipleatearly

stagesanddrivethedesignprocesstowardthe

desirableend[9].

3-DesignManagement:thisskillcouldincorporate

ore,managing

thedesignaction,anddealingwiththedifferent

partnersinthedesignpractice,besidethe

communicationskillswithothersareesntial

timportantpartofthedesign

managementisthe“acceptanceofresponsibility

fortheoutcomes”[3],whichreflectstheawareness

ofdesignerduringthedesignpractice.

Inaddition,LewisandBonollo(2002)arguedthat

thedesignskillsarevastandcouldbesummarizedas

follow:

1-Skillsintaskclarification.

2-Skillsinconceptgeneration.

3-Skillsinevaluationandrefinement.

4-Skillsindetailingdesign.

5-Skillsincommunicationofresults.

6-Overallskilldisplayedinexecutionofprocess.

4-3ProfessionalDesignKnowledge

Theprofessionalknowledgeisconsideredasafuel

fordesignerfromwhichs/hepullsouttheedfor

professionaldesigndecisions[5].Theprofessional

knowledgeisthemeansthatguidedesignertothe

desirableproblemsolutionandit’stheesncethe

professionalism[12].

Todecompotheprofessionaldesignknowledge

intomanageableingredientinordertounderstanditand

utilizeitbytheASKmodel,wehavetoexpandour

horizontomanyrearchesconductedtoexplorethe

issueofprofessionalknowledgeandmainlythedesign

knowledge.

Carreraetal(1994)arguedthatthedesignknowledgeis

notahomogenountitybutitcomprisveralkinds

ofknowledge,inwhichtheycouldbecategorizedas

follow:

1-DescriptiveKnowledge:thistypeofknowledge

reprentstheobjectbeingdesignedandits

performance.

2-NormativeKnowledge:itreprentsthegoalsand

constrainsthedesignedobjecthastoachieveand

fulfill.

3-OperationalKnowledge:itreprentsthestrategies

thatarebeingudtolectorgenerateobjects,

andhowdesignerpredictstheirexpected

performanceandevaluatethem.

Decomposingthedesignknowledgeintothree

categories(descriptive,normative,andoperational)

reflectstheinnercomponentsofthedesignknowledge,

whichreprentoneviewpoint,while,otherrearchers

decompoditintotwotypebadonthedegree“to

whichknowledgecanexistindependentlyofaspecific

contextorknower”[13][14].

Polany(1964)dividedtheknowledgeinto:

1-TacitKnowledge:Thistypeofknowledgeis

impededintheknoweranditsacquisitiontendsto

bestaggeredovertimeandrootedinexperiences.

2-ExplicitKnowledge:It’satheoreticalandacademic

knowledgewhicheasilymigratefromoneknower

toanother.

Thetacitknowledgeisanimportantingredientof

anyprofessionalknowledgebecauit’sthebasof

professionalexperiences,andpersonaldevelopment[14].

Therefore,wehavetohighlightthemodeofknowing

andhowlearneracquiredtheprofessionalknowledge

[2].

AsASKisaneducationalmodel,theimportantof

exploringhowknowledgeiscreated,andwhenthe

knowledgeisthehighestlevelofinformation,inorder

forittobecreated;designerhastogetinvolveinareal

experience,asKolb(1984)definedthelearningas“the

processwherebyknowledgeiscreatedthroughthe

transformationofexperience”.Asaresult,thereare

wideagreementsthat“knowledgecreationrequires

experience”[14].

Badonthatwecanidentifythedifferencesbetween

informationanddata,andtheknowledge,inwhichthe

formersare“externaltoandindependentofthelearner”.

Anothercategorizingofthedesignknowledgeis

badonhowandwhendesignerutilizethe

knowledge,andthecharactersoftheknowledge

whichreflectthenatureofdesigners[16].Thefirst

categoryisthe“procedural”,whichreferstothetypeof

knowledgethatenabledesignertoconductdesign,and

condcategoryisthe“declarative”whichisa

collectionofknowledgeaboutfunction,material,

shapesandnon-technicalaspectsofdesign(economic,

social,juridical,etc.)[16].Inadditiontothetwo

categories,thereareathirdcategoryrelatedtothe

normsofproductofthedesignandknowledgeneeded

rdoneisthe“normative

knowledge”whichreflectsthetypeonknowledge

neededtodescribethecharactersofthedesigned

tegoryisthe

collaborativeknowledgethatreferstotheknowledge

relatedtodesignworkinagroup[17].

Thedistinguishbetweenthefirsttwotypes

(proceduralanddeclarative)isthattheformeris

guidingdesignthroughthedesignprocess,whilethe

laterisaboutfeedingtheprocesswiththeesntial

ceduralor

experientialknowledgereferstothetypeofknowledge

whichisimpededindesignerandreflectedinthe

amountofexperiencess/heacquireandcouldutilize

larativeorthe

theoreticalknowledgeisntialfordesignerto

accumulateandacquiretoaccomplishthedesigntask

[18].

Inadditiontothecharactersofeachtype,eachone

hassignificantroleinbuildingdesignercharacters,in

whichtheexperimentalknowledgecreatesthe

designer’snandallowhim/hertodecidewhattodo

next,whilethetheoreticalknowledgeallowsdesigner

toconductdesigninaprofessionalmanner[2].

DesignEducationalModel

Afterexploringthedomainandtheingredientsof

theASKmodel,itisthetimetohighlightthe

importanceofthenewmodelbyexplainingitspotential

usageandthepossibilityinutilizingthemodelat

variousstagesofdesigneducation.

TherearcherbeliefsthattheadvantageofASK

notonlyindecomposingthedisciplineofdesign

educationintomanageableingredients,butalsoin

composingdifferentaspectsthatgoverndesign

educationandclassifythemunderthreecategories:

attitude,skills,ategoriesreflect

theesnceofdesigneducationandhavetheabilityto

re-namedifferentcomponentsofthedisciplineand

combinedthemunderspecifictitles.

Besidetheabilitytore-directthefocalpointofthe

designeducation,themainusageofASKisinthe

asssmentofstudentsachievements[19].Design

educatorscouldutilizethemodelasasssmenttoolfor

thisrearch,wewilldiscussthepotentialofASKas

asssmenttoolforstudentsandprofessional

achievementsatthreestages:before,during,andafter

school.

modelforformulatinganaptitudetest

forarchitecturalschool

Oneofthedebatableissuesforschoolof

architecturalistheaptitudetestasadministration

criteriaforlectingstudentstobeanarchitect.

Selectingstudentsforarchitectureprofessionhasbeen

exploredandinvestigatedbydifferentrearchers,and

itbecameaproblematicaspect[20][21][22].Forthis

rearch,ASKcouldprovideuswithsomehintson

whichaspectwehavetoconcentrateoninformulating

,themostimportant

aspectisassurancethatnewcomerstoarchitectural

professionhastheabilityandcouldmasterthe

following:

-Attitudes:forstudentstobeeligibletostudy

architecture,andbecomeanarchitecttheyhaveto

ownspecificcharactersthatmakethemreadyfor

thenewprofession,suchaspatient,commitment,

andabilitytocommunicate.

-Skills:ASKcoulddeterminealimitednumberof

skillsstudentshaveandmastereveninaprimitive

manner,

skillcouldincludevisual,freehand,andanalytical

ability.

-Knowledge:thisaspectcouldbeomittedor

underscoredbecaustudentwillbeintroducedto

newdisciplinewithspecificknowledge,andthey

willbedirectedtoexplorethedomainandacquire

mayfocusonthe

natureoftheprofessionandthelevelofstudent’s

understandingaboutit.

Theaspectscouldbeudtoformulatean

aptitudetestandrearcherstartedthixperimentand

wishestoprentitsresult(s)inthenearfuture.

nasssmenttoolforstudents

achievements

Asssingstudent’sachievementisadilemmaby

itlf,becautherearedifferentperspectivestoward

thisaspectandabout“whattoasss”[19].ASKmodel

whichthethreecomponentsofthemodelcouldallow

educatorstoconcentrateonthem,andevaluate

student’sachievementsaccordingly.

Theprofessionalattitudecouldbeassdand

capturedbydesigntutorduringthemester,and

designtutorcouldexplain,inexplicitmanner,his/her

ingthe

designprocesscouldrevealstudent’sprofessionaland

personalbehavior,andallowdesigneducatorstodecide

,thecond

component,thedesignskillisanordinarytasktoasss,

inwhicheducatorcouldidentifythestudentsabilityto

bedesignerbyasssingtheendproduct,andthehow

studentreachthindbymonitoringthemduringthe

y,thelastpartofASKisthe

professionalknowledgethatcouldbeassitherby

theregulartool,ieexam,orbyasssingthedesign

productwhichshowifstudentsactuallyimplementthe

providedknowledgeinhis/herdesignornot.

toolforgraduateachievementsor

professionalcapabilities

Aftergraduation,professionalsocietyaimsto

controlthequalityofpracticeofthemembers,and

protectitsprofessionbyallowinggoodindividualto

esocietieshavelongheritagein

controllingoverthenewcomers,rearcherbeliefthat

theASKmodelcouldhelpinthismannerandcastthe

shadowinbuildingaroadmapforeffectiveprofessional

designcapabilities.

sion

ThedrivenforcesbehindgeneratingASKmodel,

asdesigneducationalmodel,wastopropoanew

amework

renamedifferentaspectsindesigneducation,which

weregmentedandgregatedduetothewiderangof

ingredientsofthemodelreflectedthevastarrayof

aspectswhichgovernthedesigndisciplineand

“milting”ldintroduces

us,aducators,toaneweraoforganizingthedesign

education,asthecaindesignprocesswhendesigner

convertsfromthedivergentmodetotheconvergent

modeofthinking[23].

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