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Students’ approaches to the ‘research’ component in the fashion design project: Variation in students’ experience of the research process

Drew, Linda and Bailey, Sue and Shreeve, Alison (2004) Students’ approaches to the ‘research’ component in the fashion design project: Variation in students’ experience of the research process. Art, Design & Communication in Higher Education, 2 (3). ISSN 1474-273X [Education > Research and Study Skills in Education
Creative Arts and Design > Clothing/Fashion Design]
Creators:Drew, Linda and Bailey, Sue and Shreeve, Alison

This study investigates the qualitatively different ways in which students approach the ‘research’ component within the design project. The study was undertaken with students in their first or second year of an honours degree course in fashion design at four UK universities. In a previous study, students were interviewed to discover the qualitative differences in approach to study in fashion design (Drew, Bailey and Shreeve, 2001; Bailey, 2002). The data set was interrogated again to specifically investigate the approaches students had to the research element of the project method in the original study. A phenomenographic methodology was used to look at the relationship of differences within the student experiences described in the transcripts. Four qualitatively different ways to approach research were construed which indicated an increasing complexity of strategies used. The study indicates that students approach research in different ways, and that the simplest way is undertaken to reproduce visual elements of the found material in a final product. More complex approaches build a personal conceptual response to the project through research. These differences have implications for teaching, learning and assessment in the design project.

Official Website:http://www.intellectbooks.co.uk/journals/view-Article,id=6860/
Type of Research:Article
Keywords/subjects not otherwise listed:Phenomenography, qualitative variation, research, design projects, visual reproducing, conceptual responses
Publisher/Broadcaster/Company:Intellect Publishing
Your affiliations with UAL:Colleges > Camberwell College of Arts
Colleges > London College of Fashion
Colleges > Wimbledon College of Art
Colleges > Chelsea College of Art and Design
Date:March 2004
Digital Object Identifier:doi: 10.1386/adch.2.3.113/0
ID Code:853
Deposited On:07 Dec 2009 12:45
Last Modified:09 Jun 2011 13:58
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