Conditions influencing the development of design expertise: As identified in interior design student accounts

摘要

This study examines conditions impacting early design expertise development, as identified in student accounts of design education experiences. Thirty-eight interior design students participated in interviews. A constant comparative approach was applied to identify key themes. Findings indicate interviewees perceived conditions influencing their efforts at expertise development in the areas of interpersonal relationships; personal knowledge, skills, and attributes; pedagogical culture; and resources. While this study does not purport to identify conditions influencing design expertise development for all students, it does suggest such development cannot be assumed to concern only cognitive and other personal development factors. A proposed model, derived from findings, is illustrated and directions for future research are explored.